INITIAL CERTIFICATION IN ADOLESCENCE EDUCATION PROGRAM
(GRADES 7-12)
42 credit hours with 100 hours of field experience and a minimum of 40 days of student teaching
PROGRAM OVERVIEW
The Initial Adolescence Education Masters Program is designed for candidates holding baccalaureate degrees without backgrounds in elementary or secondary teacher education but who have a baccalaureate degree in one of the following fields: Biology, Chemistry, English, Mathematics, Physics, or Social Studies. Students enrolled in the program have the opportunity to gain the knowledge and skills requisite for teaching Adolescence (grades 7-12) Education in one of the previously mentioned content areas. The program is designed for post-baccalaureate students seeking both Initial Certification from the New York State Department of Education and a Master of Education degree.
Throughout the program, students will study pertinent research on how pupils learn and how teachers can create effective learning environments and enhance the learning processes for all learners. At the same time, students will apply and integrate course content through appropriate simulations, field experience and student teaching. The program stresses both the immediate and the artistic application of appropriate teaching theory, classroom strategies, and methodologies.
Specific requirements must be met before a student can be recommended for certification and graduation. These requirements comply with the standard set by the New York State Education Department. In addition to the academic program, NYS certification requirements mandate that candidates enrolled in this program complete 100 hours of field experience (Observation, Participation and Experience) and a minimum of two 20 day student teaching placements, typically accomplished in two placements over a twelve week period. Candidates must complete their field experience requirement and secure approval from their advisor before they can begin their student teaching placement.
This program is designed to be completed in just four semesters of full-time study, but students may extend the time by obtaining permission for part-time study. To obtain an application packet, contact our admissions coordinator at (585) 594-6683.
APPLICATION PROCESS
Academic and Professional Pre-requisites:
Students applying for admission to a Masters of Education Program leading to Initial Childhood and Special Education Certification at Roberts Wesleyan College must satisfy the following requirements to be considered for admission:
A bachelor’s degree from a regionally accredited institution of higher education or from an institution authorized by the Board of Regents to confer degrees and whose programs are registered by the New York State Department of Education. This degree must be in one of the following areas: English, Social Studies (History), Math, Biology, Chemistry, or Physics. Your degrees from institutions of higher education must include:
30 credit hour concentration in the subject for which you are seeking certification: English, Social Studies (History), Math, Biology, Chemistry, or Physics
3 credit hours of Artistic Expression
3 credit hours of Humanities
3 credit hours of Communication
3 credit hours of English Language Arts
3 credit hours of Information Retrieval (Library Studies, Research, Computer Literacy, or Educational Technology)
6 credit hours of Historical or Social Science Concepts
3 credit hours of Foreign Language other than English (or 3 years in high school with a grade of C or above or a passing Regents exam in the language)
6 credit hours of Scientific Processes
6 credit hours of Mathematical Processes
Graduation with a baccalaureate degree from a regionally accredited institution with a grade point average of 2.75 or higher.
U.S. Citizenship or permanent residency.
Application Requirements:
Completed Application for Graduate Study.
$35 application fee (non-refundable) payable to Roberts Wesleyan College.
One writing sample to be returned with application materials. Essay should be 300-500 words in length explaining why you are seeking admission to this program. Include how this program will help you achieve your personal and/or career goals.
A brief resume no longer than 1 page in length and academic in nature, using teaching as the objective.
Three letters of recommendation; two professional and one character.
Two official transcripts from all colleges or universities attended.
Application Deadlines:
All application materials must be submitted prior to program admission and must be received prior to the application deadline listed below. November 1st – for the Spring Semester, beginning in January
June 1st – for the Fall Semester, beginning in August
CERTIFICATION REQUIREMENTS
Roberts Wesleyan College will recommend our graduates for teacher certification upon:
Successful completion of all work required by any one of our Master of Education programs.
Successful completion of the following workshops:
- S.A.V.E. (School Violence Prevention and Intervention Workshop) – Offered at RWC three times per year.
- Child Abuse Detection Workshop – Offered at RWC three times per year.
Passing scores on the following Examinations:
- LAST (Liberal Arts and Sciences Test)
- ATS-W (Assessment of Teaching Skills – Written)
- CST (Content Specialty Test) In the area for which you are seeking certification. English, Social Studies, Math, Biology, Chemistry, or Physics
For information on these exams, go to www.nystce.com. A photo copy of your exam scores must be submitted to the college prior to graduation. Please do not have scores reported.
Fingerprinting
Completion of the online application for certification to the New York State Department of Education. This application can be found at www.highered.nysed.gov/tcert.
EDUC 5016 Culture, Character, Citizenship and Justice
2
EDUC 5401 Introduction to Models of Instruction
3
EDUC 5411 Cooperative Learning
3
EDUC 5421 Models of Curriculum Developmen
2
EDUC 5431 Educational Assessment for Teachers
2
EDUC 5561 Literacy Theory and Practice for Middle and
High School Teachers
3
EDUC 5621 Adolescent Psychology for Teachers
3
SPED 5641 Exceptionality in School and Society
3
EDUC 554x Methods Course appropriate to certification area:3
EDUC 5541 English Methods
EDUC 5542 Math Methods
EDUC 5543 Science Methods
EDUC 5544 Social Studies Methods
EDUC 559x Student Teaching Practicum appropriate to certification area: 8
Consists of 2 Placements (Grades 7-9 And Grades 10-12)
EDUC 5592 Biology Student Teaching Practicum
EDUC 5593 Chemistry Student Teaching Practicum
EDUC 5594 English Student Teaching Practicum
EDUC 5595 Mathematics Student Teaching Practicum
EDUC 5596 Physics Student Teaching Practicum
EDUC 5597 Social Studies Student Teaching Practicum
Total Credit Hours
42
Course Descriptions
SPED 6811 Pro-Seminar (2 credits)
Introduces graduate study in education. Attention is given to bibliographic and technical
competence at locating journal articles and other educational resources. Presents research
methods, critique of research studies, American Psychological Association writing
requirements. All students subscribe to two educational journals appropriate to their
area of study.
SPED 6821 Educational Research Design (2 credits)
Prepares the student for the thesis/project and gives the student the skills to
critically examine and synthesize research, and to plan and execute a research project.
SPED 6831 Research Seminar (2 credits)
A course during which the student completes work on the curriculum project or master’s thesis with a faculty advisor.
EDUC 5014 School and Society in the United States (2 credits)
Addresses the historical development and current status of schools in the US, with particular attention to the development of urban education systems. Introduces and critiques school law and funding structures. Attention is given to the evolving role of schools as institutions and the role of education in a democratic society.
EDUC 5016 Culture, Character, Citizenship, and Justice (2 credits)
Focuses on individual and community development from a cultural perspective with special attention to ethics, character development, and the role that value systems and religious beliefs play in individual experience and institutional life. Includes attention to cultural differences in conceptions of the individual, the community, and the good.
EDUC 5401 Introduction to Models of Instruction (3 credits)
Introduces leading models of instruction, including direct and differentiated instruction. Emphasizes various approaches to developing individual lessons and units and ways to assess their effectiveness from learner and instructor perspectives. Introduces New York State learning standards. Introduces specific instructional models, instructional support, and instructional technology.
EDUC 5411 Cooperative Learning and Teaching (3 credits)
Focuses on cooperative and collaborative teaching and learning approaches, in particular on developing the listening, speaking, reading, and writing skills of all students, at various stages of development, disabled or not so labeled, and English language learners. Students work individually and in groups. Attention is given to inclusive practice and to management aspects of instruction. Field experience focuses on observation and analysis of instructional practice and on analysis of curriculum materials in use.
EDUC 5421 Models of Curriculum Development (2 credits)
Presents an overview of major curriculum theories through a historical survey and introduction to major theorists such as Tyler, Taba, Schwab, and Freire, and their methods of self-analysis. Critically examines state curriculum standards as well as those proposed by professional groups. Students are responsible for the New York State learning standards relevant to their field.
EDUC 5431 Educational Assessment for Teachers (2 credits)
Provides an overview of educational assessment and measurement issues, including
psychometric models and performance assessment models. Primary focus is on classroom
assessment practice, including uses of standardized tests. Literacy assessment and writing are
stressed, with attention paid to English language learners. Introduces adapting assessment
to meet the needs of learners with disabilities.
EDUC 5441 Classroom Dynamics (2 credits)
A seminar accompanying student teaching. Addresses issues of classroom
management and the nature of school as a social institution.
EDUC 5561 Literacy Theory and Practice for Middle and High School Teachers (3 credits)
Provides foundational content on literacy theory, reading instruction and, reading
in the content areas. Includes attention to issues of second language acquisition,
bilingualism, literacy enrichment, and remediation.
EDUC 5621 Adolescent Psychology for Teachers (3 credits)
Presents a comprehensive overview of adolescent psychology with attention to cognitive
development, motivation, and learning. Includes foundational content in educational
psychology and introduction to the needs of exceptional learners. Presents work in the areas
of adolescent development, both typical and atypical, as well as that development falling along
the spectrum of what is considered to be “normal”.
SPED 5641 Exceptionality in School and Society (3 credits)
Identifies foundations of special education. Includes significant attention to collaborating with
families and other professionals in providing educational services to students with IEPs in content area classrooms and other instructional settings. Addresses the legal responsibilities of content area teachers with regard to the transition planning process and the IEP process. Considers the impact of exceptionality on the family and community and the responsibility of teachers to develop respectful, nurturing classroom communities.
EDUC 5541 English Methods of Instruction (3 credits)
Presents instructional methods specific to English literature and English language arts at the
adolescence level. Includes attention to the needs of individuals with disabilities. Stresses self-evaluation. Emphasizes New York State learning standards in the content area. Requires actual classroom participation, including observation, assisting, and instruction.
EDUC 5542 Math Methods of Instruction (3 credits)
Presents instructional methods specific to mathematics education at the adolescence level. Includes attention to the needs of individuals with disabilities. Stresses self-evaluation. Emphasizes New York State Learning Standards in the content area. Requires actual classroom participation, including observation, assisting, and instruction.
EDUC 5543 Science Methods of Instruction (3 credits)
Presents instructional methods common to science education and specific to the science content area in which the candidate is seeking certification. Includes attention to the needs of individuals with disabilities. Stresses self-evaluation. Emphasizes New York State learning standards in the content area. Requires actual classroom participation, including observation, assisting, and
instruction.
EDUC 5544 Social Studies Methods of Instruction (3 credits)
Presents instructional methods specific to social studies at the secondary level. Includes
attention to the needs of individuals with disabilities. Stresses self-evaluation.
Emphasizes New York State learning standards in the content area. Requires actual
classroom participation, including observation, assisting, and instruction.
15
EDUC 559x Student Teaching Practicum (8 Credits)
The student teaching practicum is completed in the appropriate certification
area. Consists of two placements: one in grades 7-9, the other in grades 10-12.
EDUC 5592 Student Teaching Practicum In Biology
EDUC 5593 Student Teaching Practicum In Chemistry
EDUC 5594 Student Teaching Practicum In English
EDUC 5595 Student Teaching Practicum In Mathematics
EDUC 5596 Student Teaching Practicum In Physics
EDUC 5597 Student Teaching Practicum In Social Studies
COMPLETING YOUR DEGREE: THE THESIS OR CURRICULUM PROJECT
Roberts Wesleyan College M.Ed. programs offer students the choice of two options as the culminating academic experience of the program: the thesis or the research-based curriculum project. Each option requires students to synthesize existing research on an educational issue of their choosing; each option requires students to build on that existing knowledge. The thesis builds on existing knowledge through an original empirical investigation that extends our knowledge by answering an original research question or by extending an existing line of research by replicating it in a new setting. The project builds on existing knowledge by applying it rigorously in the development of curriculum for students, the development of staff development experiences for teachers, or other means.
