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  • M.S. in Childhood Education, Grade 1-6

    Prepare to teach in an elementary school classroom, Grades 1-6
    Learn what it will take to become a teacher and make an impact on your students.
    Degree:
    M.S.
    School:
    School of Education
    Location:
    Dobbs Ferry, Bronx, Manhattan, Yorktown Heights & Online
    Credits:
    36

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Childhood Education, Grade 1-6 M.S. Curriculum

Requirements for Initial Certification Candidates 36 Credits
Requirements for Advanced Program Candidates 36 Credits

Requirements for Initial Certification Candidates

  • EDUC 500 Educational Foundations from Diverse Perspectives
  • EDUC 502 Fndtns Educ Sdnts w/Dsblts
  • EDUC 505 Tchng English as 2nd Lang
  • EDUC 506 Ed Evl/Assmt ECldhd-Adol&Dsabl
  • EDUC 507 Aprchs Lit: EChldhd-Adolescenc
  • EDUC 514 Wrk w/Prnts/Famls Erl Chld-Chl
  • EDUC 551 Lang Arts Cldhd/ ECldhd Educ
  • EDUC 552 Soc Studies Cldhd/ECldhd Edu
  • EDUC 553 Math Cldhd/ECldhd Educ
  • EDUC 554 Science Cldhd/ECldhd Educ
  • EDUC 605 Assess/Crct Lit Prb EChld/Chl
  • EDUC 709 Student Teaching Experience

This degree leads to single certification.

*Required in lieu of student teaching course for eligible candidates.

Candidates can pursue additional certification as follows. However, please note that the track listed below is for initial certification only and are not part of the degree program.

Track 1: Master of Science in Childhood Education, Grades 1-6, with an additional certification in Students with Disabilities

The M.S. leading to initial certification in Childhood Education and an additional certification in Teaching Students with Disabilities requires completion of the 12 courses listed above and the following three additional courses:

  • EDUC 531 Tchng Stdnts with Dsblts B-6
  • EDUC 546 Educ Assesmnt SWD
  • EDUC 548 Prin/Strat Clsrm Mgt for SWD

Master of Science in Childhood Education, Grades 1-6 Course Requirements for Advanced Program Candidates

  • EDUC 500 Edu Fnd Diverse Perspectives
  • EDUC 502 Fndtns Educ Sdnts w/Dsblts
  • EDUC 505 Tchng English as 2nd Lang
  • EDUC 506 Ed Evl/Assmt ECldhd-Adol&Dsabl
  • EDUC 507 Aprchs Lit: EChldhd-Adolescenc
  • EDUC 514 Wrk w/Prnts/Famls Erl Chld-Chl
  • EDUC 522 Lang Develop & Lit Acquisition
  • EDUC 605 Assess/Crct Lit Prb EChld/Chl
  • EDUC 617 Literacy Instruct Brth-Grade 6
  • EDUC 642 Ad Mth Tch Lang/SS Chld/EChld
  • EDUC 646 Ad Mth Tch Math/Sci Chld/EChld
  • EDUC 537 Crtcl Issues In Amrcn Edctn

This degree leads to single certification.

Candidates can pursue additional certification as follows. However, please note that the track listed below is for professional certification only and is not part of the degree program.

Track 1: Master of Science in Childhood Education Grades 1-6, with an additional certification in Students with Disabilities

The M.S. leading to professional certification in Childhood Education and an additional certification in Teaching Students with Disabilities requires completion of the 12 courses listed above and the following three additional courses:

  • EDUC 531 Tchng Stdnts with Dsblts B-6
  • EDUC 546 Educ Assesmnt SWD
  • EDUC 548 Prin/Strat Clsrm Mgt for SWD

Student Classification and Prerequisites

Candidates who meet all prerequisites and admission requirements will be accepted and classified as matriculants.

Candidates without a sufficient undergraduate background in the liberal arts and sciences will be required to take recommended prerequisite courses in accordance with New York State certification requirements. Sufficient college-level background includes: English, mathematics, science, social studies, information retrieval, artistic expression, a language other than English, and a 30-credit concentration in a liberal arts and science academic subject. Candidates will be able to take the necessary prerequisite courses at Mercy College.

Undergraduate prerequisites for students seeking the initial certificate in Childhood, Early Childhood, the Dual Certifications programs or the Tri-Certification program are:

  • Mathematical Processes - 6 credits
  • Scientific Processes - 6 credits
  • Historical and Social Sciences - 6 credits
  • Language other than English - 3 credits*
  • Information Retrieval - 3 credits
  • Communications/Humanities/Written Analysis and Expression - 3 credits
  • Artistic Expression - 3 credits

*TESOL majors require 12 credits of the same language.

A course in Child Development or Developmental Psychology is required.

Candidates should consult with the program chair or designee regarding acceptable academic concentrations of majors. 

Undergraduate prerequisites for candidates seeking the initial certification in Adolescence Education program are:

  • Communications - 3 credits
  • Humanities - 3 credits
  • Written Analysis and Expression - 6 credits
  • Historical and Social Sciences - 3 credits
  • Scientific Processes - 3 credits
  • Mathematical Processes - 3 credits
  • Artistic Expression - 3 credits
  • Information Retrieval - 3 credits
  • Language other than English - 3 credits

A 30-credit major or equivalent in a liberal arts and science academic subject taught in secondary schools:

  • English
  • Mathematics
  • Biology
  • Chemistry
  • Physics
  • Social Studies (at least 21 credits must be in the history and geography of the U.S. and the world)

Candidates must present at least 18 of the 30 required prerequisite credits in the specific secondary content area or 18 of the required 30 prerequisite credits in the liberal arts and sciences area for matriculation into a program of study. Transcripts are subject to review regarding the appropriateness of courses for specific programs of study.

Language Proficiency

Since the ability to communicate effectively in English with pupils in the classroom is considered paramount, all candidates seeking teacher certification are expected to demonstrate competencies in oral and written English.

Advisement

Upon matriculation, the candidate is assigned an advisor from the Office of Student Services. Each candidate must consult with the advisor, program chair or his/her designee regarding required courses and electives for the program of study selected, and to develop a plan of study for degree completion.

Course Load

Full-time candidates may take nine to twelve credits per semester. No candidate may exceed twelve credits per semester. Part-time candidates may take three to six credits per semester. Courses are offered during the fall, spring, and summer semesters.

Online Component

The courses in the programs have a mandatory online component that enables candidates to interact with the instructor and with one another between class meetings. The purpose of the online component is to encourage interaction among candidates and enrich the learning experience using technology as a learning and communication tool.

Transfer Credits

Graduate courses taken at other institutions prior to admission at Mercy College may, if pertinent to the plan of study, be credited to the graduate degree. Permission to transfer credits must be requested at the time of admission and official transcripts and course descriptions must be submitted to the program chair or associate dean for evaluation. Transfer credit is limited to six semester hours of credit for courses taken within the last five years in which the student has received a grade of B or better. Transfer credits are not recorded as part of the GPA. Courses with a grade of B- or below are not transferable.

After matriculation, candidates may not register for courses at another institution with the intention of transferring credit to Mercy College unless written permission from the Associate Dean is obtained prior to registering for courses. If prior approval is not received, transfer credit will not be accepted.

Maintenance of Matriculation

It is expected that candidates will fulfill the requirements for their graduate degree by registering during successive sessions. For cohort programs, registration is required during summer session(s). Registration is accomplished by either enrolling in classes or maintaining matriculation. A Maintenance of Matriculation fee is charged each semester.

Candidates who have not maintained matriculation and wish to return to their program within one year after their last course will be charged the Maintenance of Matriculation fee for each missed term. Maintenance of matriculation without attending classes is limited to one year. Activated U.S. Military Reservists are not required to pay the Maintenance of Matriculation fee.

Maintenance of Good Academic Standing

The cumulative GPA for both good academic standing and degree conferral is 3.0. A student admitted with specific academic conditions is required to achieve a 3.0 GPA or better after completing a certain number of credits as stipulated by the student’s respective program. Grades are subject to review by the associate dean and program chair at the end of each term. If the academic GPA falls below 3.0, the student may be dismissed or placed on academic probation.

Academic Probation and Dismissal Review

Please refer to the college policies in the Academic Regulations and Procedures section of the course catalog.

Incomplete Grades

If, due to an unforeseeable and extenuating circumstance, a teacher candidate has been unable to complete all course assignments, and has been in attendance for the full term, and has completed the majority of the course assignments, she/he may request an incomplete grade. The issuance of an incomplete grade is at the discretion of the course professor and is not automatic. If granted, the “AGREEMENT FORM FOR INCOMPLETE GRADE”
must be completed by both the professor and the teacher candidate.

After receiving the assignment(s) by the specified due date, the professor will grade the assignment(s), and will contact the registrar and the Associate Dean of Academic Affairs to have the final grade changed based upon the accomplishment of the course objectives according to a specified evaluation plan as presented in the course syllabus.

If the assignment(s) are not completed by the specified due date, the professor reserves the right to change the grade to that which the candidate had earned before requesting the incomplete, or to let it remain a permanent incomplete as outlined in the Mercy College Graduate Catalog.

Time Limit

The School of Education Degree must be completed within five years from the date of the candidate’s admission (exclusive of time spent in the Armed Forces). Exceptions will only be made if a candidate requests an extension in writing and receives the approval of the school dean.

TaskStream Requirement

All School of Education degree, advanced certificate and non-degree candidates must register for and establish an electronic portfolio account through TaskStream. TaskStream accounts are free for candidates and faculty. Course instructors have the information needed to set up an account, if you do not already have one, or to renew a previous account. Candidates will contribute assignments to the portfolio throughout their program of study and will include the course key assessments and specific assignments as required by the candidate’s degree or advanced certificate program. The key assessments are critical to our program improvement efforts and to continuing accreditation. A student’s final course grade for courses with a key assessment cannot be submitted until all necessary assessments have been uploaded to TaskStream.

The completed e-Portfolio is the capstone requirement in all School of Education degrees and certificate programs and successful evaluation of the e-Portfolio is required for the degree or certificate.

Organization of the Program

Candidates in both the Initial and Advanced Teacher certification programs follow a three-transition point progression through the program leading to the completion of degree and certification requirements.

Transition Point One: Admission to Program

Admission is determined by transcript analysis and GPA review. 

Transition Point Two: Admission to Clinical Practice

Candidates seeking initial certification in Early Childhood, Childhood, Adolescence or Teaching English to Speakers of Other Languages, must complete a clinical practice to meet degree and certification requirements. Depending on your current classroom employment and teaching experience, he/she will register for one of the following:

EDUC 709 Student Teaching Experience - Open to candidates who do not currently possess New York State certification (Initial Candidates).
EDUC 713 Seminar in Teaching — Open to candidates who are employed as teaching assistants or paraprofessionals.
EDUC 537 Current Critical Issues in American Education - Open to candidates who are the teacher of record in a private, charter or parochial school.
EDUC 707 Mentoring Seminar in TESOL - Open to candidates in the Professional M.S. or the Advanced Certificate in TESOL Program.

The “Student Teaching Experience” or “Seminar in Teaching” course provides the candidate with an on-site college supervised classroom experience in a school. Appropriate course registration is determined by current or prior classroom experience. 

Candidates are expected to demonstrate competencies related to content knowledge, pedagogical and professional knowledge, professional dispositions, and the ability to work with diverse populations during the student teaching/clinical practice experience. 

Students will not be admitted into these courses without first passing all necessary state certification tests and obtaining Program Director approval.

Student sin the Advanced Teacher programs in Childhood, Early Childhood and Adolescence Education will register for course EDUC 537, "Current Critical Issues in American Education" and will complete an action research comprehensive project and may be required to complete additional student teaching and fieldwork hours to meet certification requirements. 

Admission to clinical practice requires candidates to apply for placement the semester prior to the anticipated course registration. Applications should be submitted in TaskStream to the Office of Clinical Practice and certification in the School of Education at the Dobbs Ferry campus.

Clinical Practice Application Deadlines:
Fall.................................February 15
Spring........................... October 15

Transition Point Three: Completion of Program

Upon completion of the capstone project and all other degree requirements, the School of Education will process the candidate’s application for certification. All prerequisite course requirements must be satisfied prior to seeking certification. Program completion requires a 3.0 GPA. Initial New York State certification also requires achieving qualifying scores on the Academic Literacy Test (ALST), the Educating All Students Test (EAS), and the Content Specialty Test (CST), in the area of each certificate being requested and receiving a passing score on the edTPA assessment.

Certification Tests

Initial certification candidates must pass all required certification tests prior to their student teaching semester. Additionally, a candidate in a clinical practice course - EDUC 537, EDUC 709 and EDUC 713 - must submit and edTPA examination to Pearson as one of the course requirements. A candidate will not pass the clinical practice course without submitting proof of his or her edTPA submission in the form of a receipt from Pearson by the end of the semester's grading period. 

Mercy College provides support for candidates to prepare for these tests. Workshops are provided for the ALST, the EAS and some CSTs. Also, candidates or graduates who need to retake the edTPA may opt to take a workshop or edTPA course (EDUC 612) for more support. Interested candidates should contact the School of Education for more information.

Other certification requirements include:

  • Completion of a Child Abuse Awareness seminar
  • Completion of Violence Identification and Prevention seminar
  • Completion of the Dignity for All Students Workshop (DASA); and
  • Fingerprinting clearance

Only United States citizens, or those who declare their intention to become United States citizens, are eligible for New York State certification.

Which state exams do I need to take to earn my initial certification as a teacher?
The following exams are required: EAS and CST(s) in your certification area(s), and the edTPA during student teaching, which is the last semester. Other state requirements include fingerprinting and workshops (DASA, Child Abuse Prevention, Violence Prevention).
Can I get certified in Teaching Students with Disabilities?
Yes, in the following programs: Childhood Education, Grades 1-6; Early Childhood Education, Birth-Grade 2; Secondary Education, 7-12. You can also get certified in special education as an extension to your already existing certification.
What are the fieldwork requirements?
There are two types of classroom experiences required in our programs, per state requirements: 1. In each class, there is a 10 hour fieldwork observation experience. This will vary by class and is integrated into the class assignments. For example, in the math methods course, students would observe math lessons. The experiences in multiple classrooms makes students much more marketable for a job and prepares them better for student teaching. 2. The Clinical Experience (student teaching) – EDUC 709 or EDUC 713 is a semester-long capstone course.
How do I apply for student teaching?
Student teaching, either EDUC 709, 713, or 537, is the last course in the program. The semester before you are expecting to start student teaching, students must apply for student teaching or contact one of our certification officers: Helen Gerken (hgerken@mercy.edu) for New York City or Ivan Toper (itoper@mercy.edu) for areas outside of New York City.
What are the graduation requirements?
Successful completion of coursework and practicums, passing grades on state examinations.
What are the admission requirements for the Early Childhood & Childhood Education Programs?
Applications are accepted for Fall, Spring, or Summer admission. The requirements for Admission into the Early Childhood or Childhood Program are: Minimum GPA: 3.0 Resume: Required Assessment Interview: Recommended Course Pre-Requisites, if any: Bachelor's Degree Other Admissions Requirements, if any: 1. Mathematical processes (6 credits) 2. Scientific processes (6 credits) 3. Historical and social sciences (6 credits) 4. Language other than English (3 credits) 5. Information retrieval (3 credits) 6. Communications/humanities/written analysis and expression (3 credits) 7. Artistic expression (3 credits) Official GRE General Test scores reported from ETS on Quantitative Reasoning, Verbal Reasoning and Writing* *Please note that all students must take the GRE General Test unless applying for the non-certification (Educational Studies) option.
How can I find out about job postings in Early Childhood and Childhood Education?
Our department often receives job postings for Early Childhood and Childhood teaching positions. Please contact the Chair of the Department, Elena Nitecki, for the current listings or to post a job: enitecki@mercy.edu.
If I am already certified in Childhood Education (1-6) and want to add on the Early Childhood (B-2) certification, how do I go about it?
If you already have a valid certification in Childhood Education, you may self-certify through New York State's TEACH system: http://www.highered.nysed.gov/tcert/teach/. The procedure would be to submit official transcripts to New York State with a cover letter requesting to take the appropriate courses necessary to individually certify in Early Childhood. The state will evaluate the transcripts and send a letter stating which courses are needed for this new certification. Once the letter is received, the state requirements can be aligned with Mercy College course offerings. For most students, a course specific to early childhood education, our EDUC 513, is required. In some cases, the state may require additional courses, but is dependent on a candidate’s prior coursework. More information on non-matriculated student status can be found at: https://www.mercy.edu/admissions/apply-now/non-matriculant-visiting-students/
Teresa Quackenbush Instructor, Childhood Education
Elena Nitecki Associate Professor, Childhood Education
Helge Wasmuth Associate Professor, Childhood Education
Wendy Mages Associate Professor, Childhood Education
Aki Ohseki Assistant Professor, Childhood Education

Childhood Education, Grade 1-6 Overview

The 36-credit Master of Science in Childhood Education, Grades 1-6, leads to either initial or professional certification. 

Placement in the initial or Advanced Teacher program is determined by a candidate's undergraduate preparation and teaching experience. The Advanced Teacher program is open to teacher education candidates who are currently working as teachers of record in private, parochial or charter schools and are seeking both a graduate degree and initial certification or those who were certified at the undergraduate level. A minimum of one year's teaching experience as the teacher of record is required. Candidates who do not yet have appropriate experience at both the lower and upper grade levels covered by their prospective certification areas will fulfill this requirement by completing 20 days of supervised student teaching in each area of certification they are seeking.  To qualify, professional candidates must also have completed three years of teaching in the area of the certificate. 

Qualified applicants in either the initial or the Advanced teacher program may earn two or three certifications while pursuing the degree: Childhood Education, Grades 1-6 and Students with disabilities. 

Degree-seeking candidates in all Childhood Education programs must successfully complete the education capstone requirement specific to the Childhood Education program prior to degree conferral. 

Degree candidates seeking initial certification will complete an e-portfolio project in the clinical practice course.

Childhood Education, Grade 1-6 FAQS

How do I apply for student teaching?
Student teaching, either EDUC 709, 713, or 537, is the last course in the program. The semester before you are expecting to start student teaching, students must apply for student teaching or contact one of our certification officers: Helen Gerken (hgerken@mercy.edu) for New York City or Ivan Toper (itoper@mercy.edu) for areas outside of New York City.
What are the fieldwork requirements?
There are two types of classroom experiences required in our programs, per state requirements: 1. In each class, there is a 10 hour fieldwork observation experience. This will vary by class and is integrated into the class assignments. For example, in the math methods course, students would observe math lessons. The experiences in multiple classrooms makes students much more marketable for a job and prepares them better for student teaching. 2. The Clinical Experience (student teaching) – EDUC 709 or EDUC 713 is a semester-long capstone course.
School of Education

Childhood Education, Grade 1-6 Fast Facts

Childhood Education candidates can pursue multiple certificates:

  1. Childhood Education, Grades 1-6
  2. Childhood Education, Grades 1-6 and Early Childhood Education, Birth to Grade 2, Dual Certification
  3. Childhood Education, Grades 1-6 with Students with Disabilities, Dual Certification
  4. Childhood Education, Grades 1-6 and Early Childhood Education, Birth to Grade 2, with Students with Disabilities, Triple Certification

Career Opportunities

Graduates of the Childhood Education, Grades 1-6 program may obtain teaching positions in Grades 1 through 6.

Other Education Programs

Purpose

The programs of study in the School of Education are designed to provide professional preparation for candidates planning to teach and serve as educational leaders.

Mission Statement of the School of Education

The Mercy College educational unit is dedicated to preparing effective educators, including teachers and other school professionals, who are reflective practitioners, equipped with the knowledge base, technological skills, research tools, and professional strategies and insights to empower them to help diverse populations of students succeed in their learning and community environments. The values of competency, diversity, and ethical practice support the proficient development of candidates enabling them to become skilled professionals and lifelong learners. The unit is committed to creating innovative, flexible, and accessible programs of study for its candidates, and to developing partnerships and opportunities for collaboration and clinical experiences within Mercy College and with external communities.

Admission Requirements

Please refer to the general requirements for admission and matriculation in the Graduate Admissions section of the course catalog. Please review the prerequisite preparation for each program and consult with the program chair or associate dean.

Requirements for admission and matriculation include:

  1. Minimum GPA of 3.0
  2. Resume
  3. An Assessment Interview is recommended
  4. Pre-Requisites: B.S. Degree
  5. Other Admissions Requirements:
    1. College Transcript with evidence of the following credits and a 3.0 average in these courses:
      1. Mathematical processes (6 credits)
      2. Scientific processes (6 credits)
      3. Historical and social sciences (6 credits)
      4. Language other than English (3 credits)
      5. Information Retrieval (3 credits)
      6. Communications/ Humanities/ Written analysis and expression (3 credits)
      7. Artistic expression (3 credits)
  6. Official GRE General Test scores reported from ETS on Quantitative Reasoning, Verbal Reasoning and Writingor Praxis Core Academic Skills Test

*Please note that all students must take the GRE General Test unless applying for the non-certification (Educational Studies) option.

Childhood Education, Grade 1-6 Objectives

Childhood Education Program Goals

  • Candidates will understand, explain, analyze, and apply major theories and philosophies that address physical, affective, and cognitive development during the childhood years.
  • Candidates will create high-quality, meaningful learning opportunities that are based on competencies and content knowledge, utilize developmental knowledge, employ formal and informal assessment strategies, and incorporate collaboration with all aspects of the broad school community to facilitate academic achievement to a child’s maximum potential.
  • Candidates will become reflective practitioners who continually reflect on their practice and actively pursue opportunities for professional growth.

Goals of the School of Education

The unit goals establish the shared vision, mission, philosophy, and guiding principles agreed to by members of the faculty and other stakeholders in the learning community. The unit’s proficiencies, strategies, and assessments are designed to ensure that candidates acquire the academic, pedagogical, professional, and interpersonal skills required of teachers and other school professionals who prepare students to succeed in a rapidly changing global environment. The six goals reflect the integrated knowledge, skills, and dispositions that together ensure that candidates develop as effective educators and reflective practitioners. These goals are as follows:

Content Knowledge: Candidates demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice.

Pedagogical and Professional Knowledge: Candidates employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social, and emotional development.

Diversity: Candidates understand the diverse cultural, linguistic, learning, and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school-services.

Technology: Candidates employ technology to deliver information, instruction, and professional services to all members of the school community.

Reflection: Candidates reflect on professional practice to make educational decisions and enhance student learning.

Dispositions: Candidates demonstrate positive dispositions that enable them to work as effective educators, citizens, and practitioners within the school and broader community.

The six unit goals are supported by the professional literature including theories, research, wisdom of practice, and education policies.

Program Outcomes

By the end of this program, students should be able to: 

  • Demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice
  • Employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social, and emotional development
  • Understand the diverse cultural, linguistic, learning, and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school services
  • Employ technology to deliver information, instruction, and professional services to all members of the school community
  • Reflect on professional practice to make educational decisions and enhance student learning
  • Demonstrate positive dispositions that enable them to work as effective educators, citizens, and practitioners within the school and broader community