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Adolescent Teaching: English 7–12 & Students With Disabilitiesnext

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Degree earned

Total number of credits

Certificate/licenses titles and types

B.S.Ed.

126

English 7-12 (initial)

Students with Disabilities Generalist 7-12 (initial)

Students with Disabilities English 7-12 extension (initial)

 

Program Description

Medaille College’s B.S.Ed. degree program in Adolescent Education with dual-certification in English Language Arts 7–12 and Students with Disabilities is committed to the academic and professional preparation of highly qualified teachers through rigorous, integrated coursework in the liberal arts and professional studies. The program emphasizes active, experiential learning both inside and outside the classroom through frequent field observation and practice over four years.

The Program is committed to fostering reflective practitioners with demonstrated proficiency in academic content, pedagogy, learning theory, and student development. Its graduates will be well prepared to function effectively in an inclusive classroom, to meet successfully the learning and developmental needs of diverse student constituencies, and to function as capable professionals in a variety of secondary school environments. The program is dedicated to producing teachers who will exhibit intellectual rigor and compassion in the learning environment and who will balance their high expectations for students with appropriate degrees of support and assistance to assure adolescents’ intellectual and personal growth.

Program graduates will demonstrate the knowledge, skills, professional attitude, character, and commitment to future students and the teaching profession congruent with New York State and national standards for initial certification and long-term professional success.

All students working toward New York State Certification will take coursework in the professional, field-centered curriculum. The program provides for completion of a campus-based course of study, pre-student-teaching experiences, and classroom student teaching situations. Education majors are required to take the New York State Teacher Certification Exams (NYSTCE) as a prerequisite for New York State Certification.

As a requirement for graduation, all students receiving a Bachelor of Science in Education degree must attain a minimum 2.50 cumulative average. If a student performs below the acceptable standard, he/she will need to take and/or retake the course(s) designated to improve weak areas and pass the course(s) with a grade of C- or better.

Students must receive a grade of a C- or above for all pedagogical courses. As of fall 2011, students must receive a grade of C- or higher in all concentration courses. Otherwise, the course must be repeated.

All education teacher candidates must be able to, with or without accommodation, complete all New York State mandated course, field experience, and student teaching requirements.

Program Goals

The program has established the following pre-service goals:

  • To provide students with individual supervision and assessment during their coursework and field experience to assure that each teacher candidate has the opportunity to develop appropriate professional skills;
  • To individualize and adequately differentiate instruction so as to address the academic and emotional/behavioral needs of each learner thereby creating a classroom that values, validates, and nurtures each child;
  • To offer a contemporary curriculum that provides majors with the knowledge of subject matter, pedagogy/best practices in teaching, and principles of classroom management;
  • To prepare specialized content matter experts who are also strongly grounded in the liberal arts and professional studies;
  • To provide majors with an understanding of the foundations of education practice and the philosophical, historical, social, psychological, and pedagogical principles that guide instructional decisions;
  • To prepare teachers who are skilled in collaboration and team work both with professional colleagues and families;
  • To foster graduates who participate in professional growth opportunities as life-long learners and who are potential leaders in community and educational settings;
  • To develop positive and supportive classroom environments in which all students will be valued and successful;
  • To produce graduates able to effectively teach in inclusive and culturally diverse classrooms and to promote learning and healthy development for all adolescents, including those with disabilities and special abilities by planning for enrichment, and adaptation of materials;
  • To prepare graduates who can effectively integrate theory and practice, engage in critical reading and questioning of current theory and research, and be problem solvers;
  • To prepare teachers who understand, practice, and model the highest standards of professional behavior and responsibility in their interactions with students, parents, and other caregivers, school colleagues, and the community; and,
  • To produce teachers who will provide informed and thoughtful advocacy for adolescents.

The Program has established the following pre-service goals:

  • To provide students with individual supervision and assessment during their coursework and field experience to assure that each teacher candidate has the opportunity to develop appropriate professional skills;
  • To offer a contemporary curriculum that provides majors with the knowledge of subject matter, teaching techniques and basic principles of classroom management;
  • To prepare specialized content matter experts who are also strongly grounded in the liberal arts and professional studies;
  • To prepare facilitators of learning equipped with multiple methodologies for teaching adolescents;
  • To provide majors with an understanding of the foundations of educational practice and the philosophical, historical, social, psychological, and pedagogical principles that guide instructional decisions;
  • To prepare teachers who are skilled in professional collaboration and team work;
  • To foster graduates who participate in professional growth opportunities as life-long learners and who are potential leaders in community and educational settings;
  • To produce graduates able to effectively teach in inclusive and culturally diverse classrooms and to promote learning and healthy development for all adolescents, including those with disabilities and special abilities by planning for remediation, enrichment, and adaptation of materials;
  • To prepare graduates who can effectively integrate theory and practice, engage in critical reading and questioning of current theory and research, and be problem solvers;
  • To prepare teaches who understand, practice, and model the highest standards of professional behavior and responsibility in their interactions with students, parents and other caregivers, school colleagues, and the community; and
  • To produce teachers who will provide informed and thoughtful advocacy for adolescents.

 

Program Outcomes

The learning outcomes and proficiencies of the B.S.Ed. degree program in Adolescent Education with dual-certification in English Language Arts 7–12 & Students with Disabilities are arranged in four broad categories: (a) curriculum, (b) pedagogy and learning environment, (c) assessment, and (d) professionalism and relationships.

Graduates of Medaille College’s adolescent teacher certification programs will be able to:

Curriculum:

  • Demonstrate proficient knowledge in their professional education and English Language Arts at the 7–12 level;
  • Demonstrate knowledge of methods of inquiry in English Language Arts at the 7–12 level ;
  • Relate and integrate English Language Arts at the 7–12 level content knowledge to other disciplinary fields of study;
  • Construct and deliver appropriate curricula for students;
  • Teach subject matter accurately;
  • Teach content from multiple viewpoints; and
  • Apply disciplinary knowledge to common life experiences.
  • Pedagogy and Learning Environment:
  • Demonstrate an understanding of the components of effective instruction;
  • Demonstrate an understanding of how students learn and think about subject content;
  • Select and apply a variety of teaching methods and educational materials appropriately and effectively according to the needs of various learning groups, individual students’ learning styles, and the goals of each lesson;
  • Demonstrate knowledge of the developmental needs of adolescents, particularly as it relates to the teaching-learning process and as evidenced by an ability to meet the diverse learning needs of students;
  • Motivate students to want to learn individually, collaboratively, and cooperatively through a variety of successful teaching strategies;
  • Integrate media and technology to enhance learning;
  • Explain and adapt to the influences of society, culture, community, and family on schools;
  • Demonstrate a comprehension of and adaptability to student diversity: ethnic, gender, social class, race, religion, region, disability, and its implications;
  • Create an effective, well-managed, positive, and active learning environment with high expectations for student achievement; and
  • Manage student behavior in positive, safe ways.

Assessment:

  • Keep records to determine and report student progress;
  • Evaluate student learning and development through a variety of appropriate formative and summative assessment instruments, including standardized and teacher-constructed tests as well as alternative measures;
  • Use assessment results to improve student learning, teaching effectiveness, and the learning environment; and
  • Reflect upon and improve their professional performance based on professional standards, student, peer and supervisor feedback, and best practices.

Professionalism and Relationships:

  • Develop a personal philosophy of education that will serve as a basis for professional decisions;
  • Demonstrate knowledge of the American public school system;
  • Practice professional and ethical behavior consistent with recognized educational standards and codes of ethics;
  • Engage in research, reflection, and life-long learning to assure continued personal and professional development;
  • Exhibit a genuine sense of responsibility and service to students and teaching, valuing all aspects of students’ well being; and
  • Build collaborative and respectful relationships with colleagues, supervisors, students, parents, and community members.

 

Credit Distribution

General Education Core (33 Credits)

ENG 110 College Writing (3)

ENG 200 Advanced College Writing (3)

GEN 110 Introduction to Critical Thinking (3) [Required of first-year students; all other students must substitute a Free Elective]

GEN 220 Justice and Democracy in America (3)

GEN 230 Creative Expression (3)

GEN 240 Scientific Discovery (3)

GEN 410 Baccalaureate Capstone I (3)

GEN 411 Baccalaureate Capstone II (3)

MAT 114 Intermediate Algebra (or higher) (3)

MAT 201 Statistics and Society (3)

SPE 130 Fundamentals of Public Speaking (3)

Education/Dual-License Component (39 Credits)

Course Work (27 Credits)

EDU 207 DASA Seminar (co-register with EDU 210 Educational Foundations) (0)

EDU 210 Educational Foundations (co-register with EDU 207 DASA Seminar) (3)

EDU 237 The Adolescent Reader & Writer (3)

EDU 238 Strategic Literacy Instruction (3)

EDU 340 Child Abuse, Drug Awareness, etc. (co-register with ESP 230) (0)

EDU 365 Adol. Teaching Biology Methods with practica (3)

EDU 368 Adolescent General Education/Special Education Curriculum Methods (3)

ESP 230 Intro to Special Education (co-register with EDU 340)

ESP 276 Pos. Behavioral Support Approaches

ESP 348 Educating and Assessing Adolescents with Mild to Severe Disabilities with Practica

ESP 358 Assessing Adolescent Children (Grades 7-12) with Exceptionalities

Experiential Learning (12 Credits)

EDU 480 “S” Student Teaching (5.5)

EDU 480 “A” Student Teaching (5.5)

EDU 481 Student Teaching Seminar (1)

English Concentration (24 credits)

ENG 205 Introduction to Literature (3)

ENG 210 Introduction to Creative Writing (3)

ENG 215 Survey of World Literature (3)

ENG 305 British Literature: Middle Ages to the Eighteenth Century (3)

ENG 325 American Literature: Colonial to the Civil War (3)

ENG 365 Ethnic Literature in America (3)

ENG 435 Major Literary Figures (3)

ENG 460 Literary Theory & Criticism (3)

English Electives: Provides for full English major (6 Credits) | Electives must be chosen in consultation with Division Head or designee. Choose one course from the following:

ENG 300 Fiction Workshop (3)

ENG 310 Poetry Workshop (3)

ENG 320 Drama Workshop (3)

ENG 360 Advanced Report and Proposal Writing (3)

Choose one course from the following:

ENG 345 Film Art and Appreciation (3)

ENG 355 Major Literary Forms (3)

ENG 405 Themes and Topics in American Literature (3)

ENG 415 Themes and Topics in British Literature (3)

ENG 425 Themes and Topics in World Literature (3)


Liberal Arts and Sciences Component (21 Credits)

Foreign Language I (3)

Foreign Language II (3)

HIS 140 Early United States History (3)

HUM 300 The Arts in Society (3)

PHY 104 Physical Science (3)

PSY 100 Introduction to Psychology (3)

PSY 240 Adolescence (3)


Computer Information Systems Component (3 credits)

CIS 175 Technology Applications in Education (3)

Total credits: 126

Registration for Student Teaching: Students who receive an unsatisfactory (U) for one student teaching placement must attend “Refocus for Success” and repeat the student teaching experience. For detailed student teaching information go to www.medaille.edu/studentteaching. Student teachers who receive an unsatisfactory for two student teaching placements must follow the Student Teaching Improvement Plan.