Master of Science Degree in Education in Childhood Education Leading to Initial Certification — 39 credits
This 39-credit program is designed to prepare graduate students with no former certification in education for their initial certification in Childhood Education. Applicants for the 39-credit degree program must have a liberal arts or science bachelor’s degree and six (6) credits each in mathematics, science, social studies, English language arts and a second language. All deficiencies will need to be satisfied prior to acceptance for candidacy. All courses are required in order to assure competencies according to the New York State Teaching Standards.
In accordance with the New York Teacher Education Standards, the
program provides
substantive coursework, supervised field experiences and in-depth
reflective
seminars. Requirements for graduation ensure that candidates demonstrate
mastery of
pedagogical knowledge, understandings, and skills appropriate for
teaching childhood
level students (1st through 6th grades).
The program offers challenging educational experiences to assure that students in the program achieve the highest standards of academic excellence. Also emphasized is the holistic development of each candidate’s unique potentials through a creative and constructivist approach to teaching and learning.
Courses in the program reflect a strong cognitive developmental perspective and focuson developing teachers who have an appreciation and respect for the full range of intellectual, social, emotional, physical, cultural, and spiritual differences among their colleagues and students. Candidates learn to view developmental differences and diversity as opportunities for enhancing the process of teaching and learning. A major priority of the program is nurturing the candidate’s ability to synthesize children’s developmental needs, strengths, and interests as while constructing effective and enriched educational experiences for students.
Because the program is committed to preparing candidates who are
confident in
using educational technology to help all children learn, developmentally
appropriate
practices for the use of technology are integrated into all courses
and field experiences.
Candidates learn to construct a media-rich environment for the
purpose of instruction
and assessment. Course assignments encourage the creative use of
technology so that
teachers can further support children’s enthusiasm for learning.
Faculty serve as role models for candidates who are developing
their own professional
identities as teachers with professional codes of ethics. Through
mentoring,
advisement, and instruction, faculty share the dispositions of
valuing children, seeking
fairness and justice for all students, and creating a learning
environment that encourages
joy, intellectual exploration and discovery.