Graduate Catalog 2010-12

Teacher Education

 

Faculty

Timothy Reagan (Chair, Barnard 226), Gail Cueto (Assistant to the Chair), Elizabeth Aaronsohn, Aram Ayalon, Ronnie Casella, Barbara Clark, Sally Drew, James French, Lynda George, Nancy Hoffman, Maxine Howell, Kurt Love, Daniel Mulcahy, Karen Riem, Susan Seider, Jacob Werblow (Dept. phone: 860-832-2415).

Department Overview

The Department of Teacher Education is committed to the initial preparation and continuing professional education of those involved in early childhood, elementary and secondary education. Accordingly, the department offers programs leading to a Master of Science degree in the following areas: Early Childhood Education, Educational Studies: Policy or Secondary Education, and Elementary Education. The department offers Post-Baccalaureate Teaching Certificate programs in elementary and secondary education that are both part-time and full-time, and a 30-credit planned program of post-master's study in elementary education.

The department also offers a Master of Arts in Teaching (MAT): Teacher Education with specializations in Mathematics, Sciences, Spanish, and English (7-12) and in Technology and Engineering Education (K-12). Candidates with documented content knowledge complete 13 months of full-time study and, in addition to earning the MAT degree, will receive the necessary preparation to apply for state teacher certification. The program is designed to cross disciplines whenever possible, encouraging candidates to build content teaching expertise in their specializations and relate each discipline to the larger school curriculum. While the schedule of class offerings utilizes evenings and weekends wherever possible and may allow candidates to maintain some employment while completing the program, day-time field experiences and full-time student teaching in assigned public school settings are required elements of the program.

 

Programs

Master of Arts in Teaching (MAT): Teacher Education with Specializations in Mathematics (7-12), Sciences (7-12), Spanish (7-12), English (7-12), and Technology and Engineering Education (K-12)

Contact: Nancy Hoffman (860-832-2425)

 

Program Rationale:

The MAT program is designed to offer high-quality, full-time, degree-bearing teacher preparation to career changers and traditional-age students who have demonstrated content mastery and wish to expedite their preparation to teach in the shortage areas of mathematics, sciences, English, Spanish, or technology and engineering education. The 13-month program begins in late May each year and uses a cohort model to enhance program completion rates and teacher retention as graduates enter teaching.

 

Note: Available science certifications include physics, chemistry, earth science, and biology.

 

Program Learning Outcomes:

Graduate students in the program will:

  • possess strong knowledge of content, pedagogy, and students;

  • use data, content knowledge, and pedagogical content knowledge to critically examine practice for the purpose of improving student learning;

  • design and deliver instructional and assessment strategies that facilitate significant learning for all students;

  • create a positive and supportive learning environment; and

  • act ethically, respectfully, and responsibly in work with students, families, and colleagues.

 

Admission Requirements:

The MAT program selectively admits no more than 25 students each year. Admitted students proceed as a cohort group to complete a structured sequence of courses, field experiences, and classroom-based action research.

To be considered for admission, applicants must demonstrate the knowledge, skills, and dispositions expected of teacher candidates. Initial assessments will be made through review of complete applications. Fully qualified candidates will be invited to participate in an admissions interview.

The following qualifications are required for consideration for admission:

  • Completion of a bachelor's degree from a regionally accredited institution with a total undergraduate GPA of at least 2.70 and, if applicable, a CCSU undergraduate GPA of at least 2.70. GPA waivers will be considered for applicants who have less than a 2.70 GPA but meet all other admission requirements and have at least a 3.00 GPA in the last 60 hours of coursework. Applicants with a GPA of at least 3.00 in an earned master's degree whose undergraduate GPA does not meet minimum standards will be considered for admission if the GPA in the certification content major is at least 3.00.

  • Completion of a major in the content area that meets state certification standards or, in technology and engineering education, presentation of a portfolio documenting that content preparation requirements have been met. Candidates may be required to complete specific prerequisite courses prior to admission.

  • Completion of general education coursework that meets current Connecticut State Department of Education (CSDE) standards for certification (currently 39 credits distributed across 5 of 6 areas and including a 3-credit U.S. history survey course). Applicants will be considered for admission if there are fewer than 12 credits of general education outstanding. These standards must be met prior to graduation.

  • Scores on Praxis I PPST that meet the current CSDE passing standard or an SAT waiver letter from Connecticut State Department of Education.

  • Scores on required state content knowledge examinations in the certification area:

In mathematics, sciences, English, and technology and engineering education, Praxis II scores that meet current CSDE passing standards are required.

In Spanish, ACTFL Oral Proficiency Interview and Writing Proficiency ratings that meet current CSDE passing standards are required. Preference will be given to applicants who score at the Advanced Low level or higher. If the ACTFL scores are more than one year old at the time the application is complete, a confirmatory interview with department faculty will be required.

 

To document their qualifications, applicants will submit School of Graduate Studies and program applications that include the following materials:

  • two sets of official undergraduate and graduate transcripts from all institutions attended except CCSU;

  • acceptable scores on Praxis I or SAT waiver letter;

  • acceptable scores on the required test of content knowledge;

  • a resume documenting educational and work experiences;

  • two references that assess the student's ability to work with children and other adults on the reference form provided (signed originals). One reference must be from someone, preferably an education professional, who has observed the student's work with children in the age range the student wishes to teach and can knowledgeably assess potential as a teacher. The second reference should be from someone who has observed and can knowledgeably assess ability to work with other adults. Personal references are not accepted. Preference will be given to confidential references.

  • a word-processed essay demonstrating a command of the English language and explaining the experiences and thinking that have led the student to choose (a) a teaching career and (b) this particular certification program. Applicants to the Spanish specialization must submit a second word-processed essay in Spanish, explaining why they believe they would be an effective Spanish teacher.

  • evidence of the ability to work with diverse groups of students in an educational setting and an understanding of teaching as a work environment demonstrated through reflection on and documentation of no less than 60 hours of high-quality experience with students at the level the student wishes to teach, including recent experience in a public school setting. See the form "Statement of Experience with Children and Schools" which delineates expectations for this experience.

  • evidence of ability to write at graduate school level, demonstrated through submitted essays and either a GRE writing score or a CCSU sit-down writing examination which may be conducted in conjunction with an interview.

  • current Connecticut criminal background clearance.

 

Course and Capstone Requirements

(47 credits):

All MAT programs include core, specialization, and capstone components.

 

Core (26 credits):

All MAT candidates complete the following courses

 

MAT 510 Research on Teaching Diverse Learners 5

MAT 511 Introduction to Special Education 1

MAT 520 Design and Delivery of Instruction 4

MAT 530 Meeting the Needs of Special Learners in the Classroom 3

MAT 531 Literacy and Language Issues in the Classroom 3

MAT 534 Creating Productive Learning Environments 3

MAT 541 Internship Seminar 1

MAT 542 Assessment of Student Learning 3

MAT 551 Perspectives on Educational Policy and Practice 3

 

Specialization (15 credits):

Each MAT candidate completes one of the following specialization areas.

 

Mathematics

MAT 529 Content Pedagogy in Mathematics 1 3

MAT 539 Content Pedagogy in Mathematics 2 3

MAT 533 Field Experience in Mathematics 3

MAT 540 Internship in Mathematics 6

 

Spanish

MAT 529 Content Pedagogy in Spanish 1 3

MAT 539 Content Pedagogy in Spanish 2 3

MAT 533 Field Experience in Spanish 3

MAT 540 Internship in Spanish 6

 

Sciences

MAT 529 Content Pedagogy in Science 1 3

MAT 539 Content Pedagogy in Science 2 3

MAT 533 Field Experience in Science 3

MAT 540 Internship in Science 6

 

English

MAT 529 Content Pedagogy in English 1 3

MAT 539 Content Pedagogy in English 2 3

MAT 533 Field Experience in English 3

MAT 540 Internship in English 6

 

Technology and Engineering Education

MAT 529 Content Pedagogy in Technology Education 1 3

MAT 539 Content Pedagogy in Technology Education 2 3

MAT 533 Field Experience in Technology Education 3

MAT 540 Internship in Technology Education 6

 

Capstone (6 credits):

All students will be Plan E. All MAT candidates complete the following capstone courses.

MAT 532 Research I: Reading and Designing Educational Research 3

MAT 550 Research II: Conducting and Reporting Action Research 3

 

Master of Science in Early Childhood Education

Contact: Gail Cueto (860-832-2434)

 

Program Rationale:

This program is designed for early childhood educators wishing to pursue graduate study which will extend their knowledge of the theory and practice of early childhood education. The program offerings enable professionals working in the field of early childhood to increase knowledge and skills related to the most effective research-based strategies in teaching, learning, and assessment. Students will have opportunities to analyze, extend, and increase the relevance and responsiveness of their current work with children, particularly as it relates to development and diversity issues.

The program consists of a number of courses in the introductory block, curriculum and instruction block, and specialization block. It also provides the opportunity to develop and implement research skills during the final two semesters of the capstone requirement, during which candidates are enrolled in courses that facilitate the planning and conducting of an action research project in the school or early childhood classroom and/or professional teaching setting in which s/he is employed. An undergraduate degree in, or related to, early childhood education is required for admission to the program.


Program Learning Outcomes:

Students are expected to:

  • demonstrate how to implement curriculum that includes elements that are developmentally appropriate, multicultural, multimedia, integrated, and suitable for inclusive and diverse settings;

  • demonstrate effective management and assessment strategies;

  • demonstrate improvement in the quality of their teaching skills by self-reflecting and analyzing teaching practices through data collection and analysis;

  • demonstrate best practice teaching as agents of change by designing and conducting action research that is grounded in professional literature and can have a positive impact on early childhood settings and communities;

  • assess a variety of early childhood programs in light of their students' developmental stages and cultural and linguistic backgrounds;

  • demonstrate knowledge and understanding of the course material in the introductory block courses that incorporate and highlight insights from the study of diversity in schools, socio-cultural and historical issues influencing schools, and research in education;

  • demonstrate knowledge of and value for a variety of structures in which young children are reared while demonstrating the ability to build effective reciprocal relationships with parents; and

  • identify models for effective school-community partnerships that assist and empower families.

 

Course and Capstone Requirements

(33 credits):

 

Core Courses (9 credits)

EDTE 502 Focus on Diversity in Education 3

EDF 516 School and Society 3

EDTE 598 Introduction to Research in Education 3

 

Professional Courses (9 credits)

EDEC 551 Programs and Curricula in Early Childhood Education 3

EDEC 552 Programs and Curricula in Early Childhood Education II 3

EDEC 554 Observation and Assessment in Early Childhood Education 3

 

Specializations (9 credits)

Choose from one of the following specializations:

a) Leadership/Directorship:

EDL 513 Supervision 3

EDEC 561 Administration in Early Childhood Education 3

EDEC 553 Family, School and Community Partnerships in Early Childhood Education) 3

 

b) Working with Families:

EDEC 553 Family, School and Community Partnerships in Early Childhood Education 3

RDG 586 Literacy Instruction for Diverse Populations I 3

Related course approved in advance by advisor (SPED 510 recommended)

 

c) Diversity in Education:

EDF 510 The Social, Political, and Cultural Context of Urban Schools 3 

EDEL 509 Education and the Development of Cultural Understanding 3

EDEL 485 Creating Classroom Community (K-8) 3

 

Capstone Requirement (6 credits)

Special Project, Plan E: EDEL 591 and EDEL 592 (all students are required to enroll in Plan E unless they are exempted for Plan A, the thesis option). Capstone requires the completion of all core and professional courses and at least 6 credits in specialization area. Students are strongly discouraged from taking any other coursework concurrent with EDEL 591. Under no circumstances may students take a course concurrently with EDEL 592.

 

Program Sequence:

Students should complete the core requirements before enrolling in the professional and specialization courses. Courses in the professional and specialization areas may be taken concurrently with courses from the core with permission of advisor. All core and professional courses, as well as 6 credits in the specialization block, must be completed prior to taking EDEL 591.

In the case of a student who is not employed in a professional setting with children during the capstone semesters, the student may opt to fulfill Plan A, Thesis Capstone (3 credits). In this case the student must take an additional course, with advisor counsel, to complete the 33 credits in the planned program. The student must also find a faculty member in the department to supervise the thesis work.

 

Note: A maximum of 6 credits at the 400 level may be taken with the approval of the graduate advisor.

 

Master of Science in Educational Studies: Policy and Secondary Education Strands

Contact: Timothy Reagan (860-832-2574)

Strand I: Educational Studies with Discipline Specific Specialization

Strand II: Secondary Education

 
Program Rationale:

This program is designed to offer educators working in the field of education the opportunity to pursue graduate studies in Educational Studies. There are two strands of study. Strand I: Educational Studies with Discipline Specific Specialization. Strand II: Secondary Education. Strand I, Educational Studies with Discipline Specific Specialization, is designed to increase student knowledge of contemporary education issues, theories, and politics. Strand II, Secondary Education, is designed to increase knowledge and skills related to curriculum and instruction in secondary schools.

The capstone for Strand I, Educational Studies with Discipline Specific Specialization entails the following. Students may choose between two possible capstone experiences: writing a thesis, or completing a Comprehensive Examination. Students who select the thesis also take ED 599 (3 credits). Those who choose the Comprehensive Examination take one additional 500-level EDF course (3 credits).

The capstone for Strand II, Secondary Education is comprised of a capstone block in which the student earns 3 credits for EDSC 586. The capstone prerequisite is completion of all Block 1 courses and at least 12 credits in Blocks 2 and 3.

Program Learning Outcomes for Educational Studies with Discipline Specific Specialization:

Students will:

• use social, cultural, political, and historical perspectives to critically analyze and assess policy and school practices;

• demonstrate growth in professional self-knowledge by engaging in reflective inquiry;

• demonstrate research skills through the collection and interpretation of literature-based studies; and

• demonstrate knowledge of how issues of diversity impact schools.

Program Learning Outcomes for Secondary Education:

Students are expected to:

• use social, cultural, political, and historical perspectives to critically analyze and assess policy and school practices;

• extend knowledge and understanding of the subjects that they teach, the theories, curriculum and instruction, models and procedures for assessment of learning, and environments for diverse learners;

• demonstrate growth in professional self-knowledge through engaging in reflective inquiry;

• demonstrate research skills through the collection and interpretation of literature-based studies; and

• demonstrate knowledge of educational programs that promote learning for a diverse student body.

Course and Capstone Requirements for Educational Studies with Discipline Specific Specialization:

30 credits total

• 15 credits chosen from core EDF courses

• 9 credits of Specialization Area courses

• 3 credits EDTE 598

• 3 credits ED 599 or EDF 500-level course (depending on Capstone choice).

 

Core courses include:

EDF 500 Contemporary Educational Issues

EDF 516 School and Society

EDF 524 Foundations of Contemporary Theories of Curriculum

EDF 525 History of American Education

EDF 526 Philosophy of Education

EDF 528 Comparative and International Education

EDF 535 Special Topics in Educational Foundations

EDF 538 The Politics of Education

EDF 583 Sociological Foundations of Education

 

Capstone for Strand I, Educational Studies with Discipline Specific Specialization:

Students may choose between two possible capstone experiences: writing a thesis, or completing a Comprehensive Examination. Students who select the thesis also take ED 599 (3 credits). Those who choose the Comprehensive Examination take one additional 500-level EDF course (3 credits).

Plan A: Thesis and Satisfactory Completion of ED 599

Plan B: Comprehensive Examination and one additional 500-level EDF course

 

Strand II: Secondary Curriculum, Foundational and Instructional Issues:

30 credits total

 

Introductory Block 1 (9 credits):

EDTE 502 Focus on Diversity in Education

EDF 516 School and Society

EDTE 598 Research in Educational Settings

 

Curriculum and Instruction

Block 2 (9 credits):

EDSC 505 Innovations in Secondary Education

EDSC 556 Instructional Theory and Practice

EDF 524 Foundations of Contemporary Theories of Curriculum

 

Specialization Block 3 (9 credits):

Choose from the following options:

a) Foundations: EDF 583, EDF 528, EDF 525, EDF 538, EDF 500

b) Subject areas: Choose 3 courses in the subject area in which certified or in literacy.

 

Capstone Block (3 credits):

EDSC 586 (all students are Plan E).

Capstone prerequisite is completion of all Block 1 courses and at least 12 credits in Blocks 2 and 3.

 

Program Sequence: Students are encouraged to complete the Introductory Block 1 before taking courses in the Curriculum and Instruction and Specialization Blocks 2 and 3. Courses in the Curriculum and Instruction and Specialization Blocks may be taken concurrently with courses from the Introductory Block with permission of advisor.

 

Note: No more than 9 credits at the 400 level, as approved by the graduate advisor, may be counted toward the graduate planned program of study.


Master of Science in Elementary Education

Contact: Gail Cueto (860-832-2434)

 

Program Rationale:

This program is designed for elementary education and K-12 certified teachers wishing to pursue graduate study which extends their knowledge of the theory and practice of elementary education. The program offerings enable working teachers to increase knowledge and skills related to the most effective research-based strategies in teaching, learning, and assessment. Students will have opportunities to analyze, extend, and increase the relevance and responsiveness of their current work in classrooms, particularly as it relates to leadership and diversity issues.

The program consists of a number of courses in the introductory block, curriculum and instruction block, and specialization block. It also provides the opportunity to develop and implement research skills in the final two semesters of the capstone requirement, during which candidates are enrolled in courses that facilitate the planning and conducting of an action research project in the school classroom and/or professional teaching setting in which they are employed. Teacher certification in either elementary, early childhood, middle-level education, or an NK-12 special area is required for admission to the program.

 

Program Learning Outcomes:

Students are expected to:

  • demonstrate and implement varied instructional, assessment, management, and technological strategies that facilitate learning for diverse students;

  • demonstrate improvement in the quality of students' teaching skills by self-reflecting and analyzing teaching practices through data collection and analysis;

  • demonstrate best practice teaching as agents of change by designing and conducting action research grounded in professional literature to have an impact on schools and their surrounding communities;

  • assess a variety of teaching strategies in light of research-based practices around developmental stages and cultural/linguistic backgrounds; and

  • demonstrate knowledge and understanding of the course material in the introductory block courses that incorporate and highlight insights from the study of diversity in schools, socio-cultural and historical issues influencing schools, and research in education.

 

Course and Capstone Requirements

(33 credits):

Core Courses (9 credits)

 

EDTE 502 Focus on Diversity in Education 3

EDF 516 School and Society 3

EDTE 598 Introduction to Research in Education 3

 

Professional Courses (9 credits)

EDEL 508 Current Trends in Elementary Education 3

EDEL 512 Assessment of Learning 3

EDEL 529 Analysis of Teaching 3

 

Specializations (9 credits)

Choose from one of the following specializations:

1. Diversity in Education: Three from

EDEL 509 Education and the Development of Cultural Understandings 3

EDEL 485 Creating Classroom Community (K-8) 3

RDG 586 Literacy Instruction for Diverse Populations I 3

LING 497 Second Language Acquisition 3

 

2. Working with Families: Three from

SPED 580 Collaborative Process in Special Education 3

SPED 510 Inclusive Education 3

  or other SPED course approved by advisor

EDEC 553 Family, School and Community Partnerships in Early Childhood Education 3

RDG 586 Literacy Instruction for Diverse Populations I 3

EDEL 485 Creating Classroom Community (K-8) 3

 

3. Subject Area Curriculum: Three from

FA 490 Integrating the Fine Arts for the Young Learner 3

SCI 555 Teaching Biological Sciences in the Elementary School 3

MATH 506 Teaching Number Concepts in the Elementary Grades 3 or

MATH 507 Teaching Geometry and Measurement in the Elementary Grades 3 or

MATH 508 Teaching Probability and Statistics in the Elementary Grades 3 or

MATH 509 Teaching Algebraic Thinking in the Elementary Grades 3

EDEL 537 Social Studies Methods (1-6) 3

RDG course (500 level)

EDEL 485 Creating Classroom Community (K-8) 3

 

4. Literacy: Three from

500-level RDG courses

TESOL courses (LING 497 and RDG 586 are recommended.)

 

Capstone Requirement (6 credits)

Special Project, Plan E: EDEL 591 and EDEL 592 (all students are required to enroll in Plan E unless they are exempted for Plan A, the thesis option). Capstone requires the completion of all core and professional courses and at least 6 credits in specialization area. Students are strongly discouraged from taking any other coursework concurrent with EDEL 591. Under no circumstances may students take a course concurrently with EDEL 592.

 

Program Sequence:

Students should complete the core requirements before enrolling in the professional and specialization courses. Courses in the professional and specialization areas may be taken concurrently with courses from the core with permission of advisor. All core and professional courses, as well as 6 credits in the specialization block, must be completed prior to taking EDEL 591.

In the case of a student who is not employed in a professional setting with children during the capstone semesters, the student may opt to fulfill Plan A, Thesis Capstone (3 credits). In this case, the student must take an additional course, with advisor counsel, to complete the 33 credits in the planned program. The student must also find a faculty member in the department to supervise the thesis work.

 

Note: A maximum of six credits in 400-level courses may be taken, with the approval of the graduate advisor.

 

Post-Master's Study

A 30-credit planned program of post-master's study is available in elementary education. Programs are planned with a faculty advisor on an individual basis to meet the professional development aspirations of the student.

 

Post-Baccalaureate Teacher Certification Programs

Students who already hold a bachelor's degree may pursue teacher certification through our post-baccalaureate programs. These programs prepare students for teacher certification and do not result in a master's degree. Additional policies governing these certification programs are found in the Undergraduate Catalog. Students can seek certification in the following fields.

  • Elementary Education

  • Secondary Education in the following subjects: Biology, Chemistry, Earth Sciences, English, French, General Science, German, History, Italian, Mathematics, Physics, Social Studies and Spanish

  • NK-12 Education in the following subjects: Art, Music, Physical Education, TESOL, Technology and Engineering Education

Information on admission to the post-baccalaureate programs can be found on the School of Education and Professional Studies page, linked here.

Students may enroll part time or full time, extended over a number of years in any certification field. Each student will, together with an advisor, submit a planned program of graduate study which would satisfy all certification requirements. Each planned program is individualized, based on the student's previous college course work, CCSU program requirements, and state certification requirements.

 

 

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