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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 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/EDUC 713 Student Teaching Experience or EDUC 537 Critical Issues in American Education*

This degree leads to single certification.

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

Candidates can pursue additional certification as follows:

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

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 sciences 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

A course in Child Development or Developmental Psychology is required.

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.

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. If a student does not register for three consecutive semesters, the student will need to reapply to the program and meet the current admission requirements. 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

A student in any School of Education program may be placed on academic probation for any of the following reasons:

  1. Failure to maintain good academic standing (see “Maintenance of Good Academic Standing” above). All students who have a cumulative GPA below 3.0 will be placed on academic probation. If a student will not be able to achieve a cumulative GPA of 3.0 within a reasonable time, the student faces dismissal from the program. All students must achieve a minimum overall GPA of a 3.0 in order to be eligible for degree conferral. In all subsequent terms in which the student is on academic probation, the student is required to achieve a term GPA of 3.0 or better. If the 3.0 or higher is not achieved the student will be dismissed. If a student receives a grade of F or FW in any course, the student will be subject to academic probation or dismissal from the program. Except for the clinical course, students receiving a grade of F or FW and placed on academic probation may retake the course no more than 2 times. Students who receive a grade of F or FW in the clinical course and who are placed on academic probation may repeat the course only once with approval of the Dean, Associate Dean, and Clinical Placement Coordinator provided the student is able to present extraordinary circumstances that presented him or her from successfully completing the course. In such cases where the student’s request to repeat the clinical course is approved, the student will be required to complete and sign a program completion plan. In the subsequent term(s) in which a student on academic probation is permitted to retake a course, if the grade of F or FW is not replaced with a satisfactory grade, the student will be dismissed.
  2. Two or more incompletes. Students who have two or more Incompletes on their academic record will be put on an academic hold and will not be allowed to register for subsequent courses without the permission of the dean or associate dean. Permission will not be granted until all of the incompletes but one are resolved and graded. Students who have not maintained matriculation nor enrolled for one year are required to file an application for re-admission through the Admissions Office. 
  3. Other academic violations. Students with academic violations not specified in this section can be placed on academic probation by the dean or associate dean. Such violations can include, but are not limited to, violations of the Academic Integrity policy. 

For all students on academic probation, future registrations may be limited or restricted and must be reviewed and approved by the Dean or Associate Dean.

An academic dismissal from a program may occur if a student does not meet criteria to remain in good academic standing. A student in any School of Education program may be dismissed from the program for any of the following reasons:

  1. If a student on academic probation as a result of the failure to maintain a cumulative 3.0 GPA does not achieve cumulative GPA of 3.0 within a reasonable time, the student will be dismissed from the program. 
  2. If a student receives a grade of F or FW in any course, the student will be subject to academic probation or dismissal from the program. In the subsequent term(s) in which a student on academic probation is permitted to retake a course, if the grade of F or FW is not replaced with a satisfactory grade, the student will be dismissed. 
  3. Unprofessional and/or inappropriate conduct in clinical placements and/or during the clinical experience course are grounds for program dismissal. Academic performance includes interpersonal skills, dispositions, attitudes and professional character. Unprofessional/inappropriate conduct includes, but is not limited to:
    1. Engaging in teaching or professional practices under the influence of drugs or alcohol
    2. Behavior that jeopardizes student welfare
    3. Participating or condoning dishonesty, fraud, intentional misrepresentation or deception in the context of one's educational or professional role
    4. Engaging in any form of discrimination
    5. Breach of student confidentiality or any laws regarding professional conduct in the field of education
    6. Behavior that is disruptive or disrespectful to the host site's educational operations, faculty, or administration
    7. Excessive tardiness and absences
    8. Students dismissed
    9. Students dismissed from any School of Education program for unprofessional and/or inappropriate conduct in clinical placements and/or during the clinical experience course are permanently ineligible for recommendation from Mercy College for NYS certification. 
  4. Students with academic violations not specified in this section can be dismissed from a program. Such violations can include, but are not limited to, violations of the Academic Integrity Policy

In cases where a student has been dismissed from a program for poor academic performance, the student may request a dismissal review to appeal this decision. 

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 Initial Teacher certification programs follow a four-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, GPA review, review of the Effective Teaching Statement, and a review of the scores on the Verbal Reasoning, Mathematical Reasoning, and Analytic Writing subtests of the Graduate Record Examination (GRE) or the Praxis Core Exam. In addition, upon acceptance, candidates will be required to sign an acknowledgement regarding certification and program requirements, and candidate responsibilities. The School of Education strongly recommends the following:

  • Candidates should take the EAS (Educating All Students) within the first 12 credits
  • Candidates should consider registering for test prep seminars pertinent to the required CST in their degree area

Transition Point Two: Conceptual Framework Achievement (CFA) Checkpoint:

To track teacher candidates individually in terms of evaluating how they progress through our conceptual framework and better serve our candidates.

During Checkpoint 2, faculty members review the CFA of a group of candidates competing their first semester after admission. If the candidate has a successful faculty CFA review, the candidate will proceed to the next checkpoint. If a candidate does not have a successful CFA review, faculty will advise a course remediation and conduct follow-up review with the candidate after the subsequent semester.

CFA Checkpoint 2 Action People Responsible
Checkpoint 2A Faculty review (after first semester Faculty
Checkpoint 2B (as needed) Follow-up faculty review (after second semester)

Faculty

 

Transition Point Three: Admission to Clinical Practice

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

EDUC 713 Seminar in Teaching -Passing score on the CST in the major degree area is required prior to registration. The professional semester is comprised of the student teaching experience and the corresponding seminar. It is considered the capstone course of the graduate education program. Student teaching is based on experience that is supervised by both certified, experienced teachers and a college field supervisor. The experience is designed to reflect the reality of the classroom. Candidates who are currently employed in a classroom setting but do not have New York State Initial Certification may use their current job experience to meet part of the student teaching requirements. Candidates will also need to complete 100 hours in the other level of the certificate for which they don’t have experience. The weekly seminar addresses issues related to the expectations expressed in the Standards for Licensing Beginning Teachers. Therefore, pertinent issues and topics related to the expectations expressed in the Standards will form the basis for presentations, group discussions and / or video analysis. Candidates must submit an edTPA examination to Pearson as one of the course requirements.

EDUC 537 Current Critical Issues in American Education - Open to currently employed teachers who hold a New York State Initial Certification. Students adding additional certificates will need to complete 50 hours of classroom clinical hours in the area of the additional certificate sought.

EDUC 707 - Mentoring Seminar in TESOL — Open to candidates in the Track 2 M.S. and Advanced Certificate Program. A passing score on the CST in the degree area is required prior to registration.

Admission to clinical practice requires candidates to apply for placement the semester prior to the anticipated course registration. Applications are available in Taskstream and are reviewed by the Office of Clinical Practice and Certification in the School of Education at the Dobbs Ferry Campus. Based on the criteria above, the Office of Clinical Practice and Certification reserves the right to determine appropriate clinical placements.

Clinical Practice Application Deadlines:

Fall

February 15

Spring October 15

A passing score on the CST in the degree area is required prior to registration. Teaching candidates who do not pass the CST may appeal to an academic committee at the School of Education, which will evaluate candidates’ readiness to enter student teaching based on multiple criteria.

Transition Point Four: 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 requires achieving qualifying scores on 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

Mercy College provides support for candidates to prepare for these tests. Workshops are provided for the EAS, and some CSTs. Also, candidates or graduates who need to retake the edTPA may opt to take a workshop for more support. Interested candidates should contact the School of Education for more information, or see the School of Education homepage at: www.mercy.edu/education/ or see www.mercy.edu/testprep.

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).
What are the graduation requirements?
Successful completion of all required coursework in the selected master’s program including the appropriate clinical practice experience, a 3.0 cumulative GPA, and successful completion of a capstone requirement. See the specific program for the capstone requirement.
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 10-15 hour fieldwork observation experience. This experience will vary by class and is integrated into the class assignments. For example, in the math methods course, teacher candidates would observe math lessons. The experiences in diverse classroom settings better prepares teacher candidates for the clinical experience. 2. The Clinical Experience (student teaching) – EDUC 709 or EDUC 713 is a semester-long capstone course.
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 and matriculation into the Early Childhood or Childhood Program include: 1) A completed application for admission 2) Official transcripts from all undergraduate and graduate degrees 3) Effective Teaching Statement 4) A résumé 5) Pre-Requisites: B.S. Degree in a liberal arts and sciences content area with a 3.0 GPA 6) Other Admissions Requirements: College Transcript with evidence of the following credits: 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); Liberal arts and sciences subject area (30 credits); 7) Submission of scores on the Verbal Reasoning, Mathematical Reasoning, and Analytic Writing subtests of the Graduate Record Examination (GRE) or the PRAXIS Core Exams in Reading, Writing, and Mathematics.* *Please note that all students must take the GRE or the Praxis Academic Core Skills Test unless applying for the non-certification (Educational Studies) option.
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
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; and most content areas in Secondary Education, 7-12. If you are already certified, you can also take coursework to get certified in special education through the self-certification (individual) pathway.
How do I apply for student teaching?
Student teaching, either EDUC 709 or 713, is the last course in the program. The semester before you are expecting to start student teaching, students must apply for student teaching. For questions, 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.
How can I find out about job postings in Early Childhood and Childhood Education?
Mercy College often receives job postings for Early Childhood and Childhood teaching positions, which are posted by the Office of Career and Professional Development (https://career.mercy.edu/jobs/).
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 initial/professional certification.

Candidates seeking initial certification 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.  Degree candidates seeking initial certification will complete an e-portfolio project in the clinical practice course. Candidates who are already certified will instead take EDUC 537. All candidates must successfully complete the education capstone requirement specific to the Childhood Education program prior to degree conferral. To qualify for professional certification, candidates must also have completed three years of teaching in the area of the certificate.

Candidates may earn an additional Students with Disabilities certification with additional coursework.

Childhood Education, Grade 1-6 FAQS

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; and most content areas in Secondary Education, 7-12. If you are already certified, you can also take coursework to get certified in special education through the self-certification (individual) pathway.
How do I apply for student teaching?
Student teaching, either EDUC 709 or 713, is the last course in the program. The semester before you are expecting to start student teaching, students must apply for student teaching. For questions, 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.

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 with Students with Disabilities, Dual 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.

The requirements for admission and matriculation into the Early Childhood or Childhood Program include:

  1. A completed application for admission
  2. Official transcripts from all undergraduate and graduate degrees
  3. Effective Teaching Statement
  4. A résumé
  5. Pre-Requisites: B.S. Degree in a liberal arts and sciences content area with a 3.0 GPA
  6. Other Admissions Requirements: College Transcript with evidence of the following credits:
    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)
    8. Liberal arts and sciences subject area (30 credits)
  7. Submission of scores on the Verbal Reasoning, Mathematical Reasoning, and Analytic Writing subtests of the Graduate Record Examination (GRE) or the PRAXIS Core Exams in Reading, Writing, and Mathematics.*

*Please note that all students must take the GRE or the Praxis Academic Core Skills 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