|
Chair: Cathleen Buydoso
Professors: *Charles R. Beck, Joseph Caruso, **Claire J. Graham, Robert B. Grant, Diane L. Lowe
Associate Professor: Cathleen Buydoso, Jeanne Canelli
Assistant Professor: Katherine L. Hibbard
*Sabbatical: Fall 2001
**Sabbatical: Spring 2002
Adjunct Faculty
Professors: Marguerite Mahler
Associate Professors: Barbara Curtin Milot, Margaret Lidback, Julia Scandrett
Assistant Professor: Joyce Cutler
Instructors: Teresa Muskopf
Curriculum Library Coordinator: Mary Pat Craig
PROGRAMS LEADING TO EDUCATOR LICENSURE
At Framingham State College, students will meet the requirements for the
Initial license as an Early Childhood Teacher (Pre-K - 2) or Elementary Teacher
(1 - 6) through completion of a coordinate major in education. Secondary Education students minoring in
Education may obtain an Initial license in the following fields: studio art, biology, chemistry, English,
French, history, mathematics, Spanish, and world languages. Students may obtain middle school level licensure in earth science (5 -
8) or in the secondary subjects listed above with the completion of additional requirements. Students may also obtain the Teacher of Health/Family and Consumer
Sciences Initial license (all levels), and Teacher of Visual Art (Pre-K - 8) by special arrangement with the Art and Music Department. Since 1998, students
seeking provisional certification at any level have been required to obtain a satisfactory score on the Massachusetts Test for
Educator Licensure (MTEL), formerly named the Massachusetts Educator Certification Test. As of October 1, 2001, program completers will earn
licensure rather than certification.
PROGRAM INFORMATION
Framingham State College, the first public college in America to offer
teacher preparation, continues to be in the forefront in teacher education, most
recently in the area of teaching with technology. Teacher preparation students use wireless laptop computers and digital
cameras in their technology-enhanced courses and student teaching. The teacher preparation programs listed above include a series of
pre-practicum courses that enable students to address subject matter defined in
the Massachusetts Curriculum Frameworks while preparing for the student teaching
experience. The success rate of our students on the Massachusetts Educator Certification Test is rooted in a strong
liberal arts and sciences curriculum, supported by excellent education courses
and academic support services that include test preparation workshops.
All programs of teacher preparation at the College are approved by the
Commonwealth of Massachusetts. Students enrolled in initial certification programs during the academic year
1999-2000 totaled 250, with an additional 225 seeking second certification
through masters programs. Of these, 113 were in programs of supervised student teaching, which requires 300 hours of
student participation, averaging 25 hours per week over a semester. In 1999-2000, 22 faculty members, 8 full-time and 14 part-time,
participated as supervising faculty for student teaching, with a student/faculty ratio of 5:1. By the end of the academic year, 108 program completers had taken
one or more components of the Massachusetts Educator Certification Test, with the following pass rates reported to both U.S. and Massachusetts Departments of
Education:
| Test Field |
College
Pass Rate |
Statewide
Pass Rate
|
|
|
|
| Basic Skills |
|
|
Communication
and Literacy-Reading
|
92%
|
94%
|
|
Communication
and Literacy-Writing
|
93%
|
91%
|
Both
Reading and Writing
|
90%
|
89%
|
| Academic Content
Areas |
|
|
| Early
Childhood
|
89%
|
85%
|
| Elementary
|
88%
|
84%
|
| Secondary
Disciplines
|
*
|
*
|
| All
Content Areas
|
88%
|
85%
|
| Summary Totals for
All Tests |
86%
|
81%
|
* Rates for specific secondary subjects - history, English, mathematics, biology, earth science, visual art, French,
Spanish, and home economics – are not calculated because fewer than ten students took the same assessment test.
PROGRAMS IN EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Students who plan to become early childhood teachers (pre-K through grade 2) or elementary teachers (grades 1 through 6) fulfill the following components to
meet the 32-course requirement for graduation, arranged to allow completion in four years:
-
Twelve (12) specified general education courses (outlined in 1 below).
- Twelve (12) courses in an Interdisciplinary Major in Liberal Arts and Sciences, with a specialization in language arts, social sciences, natural
sciences and mathematics, or geography and earth science; a traditional major in a liberal arts and sciences discipline (2A or 2B below).
- Eight (8) education courses in either the elementary or early childhood coordinate major (3A or 3B below).
In addition to requirements in these three areas, all candidates for educational
licensure shall be required to pass the Massachusetts Test for Educator
Licensure (MTEL), which will assess communication and literacy skills; subject
matter knowledge; and reading theory, research, and practice. The Massachusetts Test for Educator Licensure is administered in the
months of January, April, June, and October. The College will comply with state-mandated licensure requirements, which are
subject to change.
1. GENERAL EDUCATION REQUIREMENT
All students at the College must satisfy a general education requirement consisting of twelve
(12) courses. The courses listed below, with subjects related to the Massachusetts
Curriculum Frameworks, are required for students in the Coordinate
Major in Early Childhood or Elementary Education to fulfill the thirteen (13) required general education goals (Note: some goals will be
covered more than once).
2. INTERDISCIPLINARY MAJOR IN LIBERAL ARTS
AND SCIENCES OR TRADITIONAL LIBERAL ARTS AND SCIENCES MAJOR
A. INTERDISCIPLINARY MAJOR IN
LIBERAL ARTS AND SCIENCES
Students may elect the Interdisciplinary Major in Liberal Arts
and Sciences, a choice appropriate only in combination with the Coordinate Major
in Early Childhood or Elementary Education. The Interdisciplinary Major consists of twelve (12) courses in one of
four (4) specializations, described below.
LANGUAGE ARTS (IDL)
(Home Department - English)
General Education: Twelve (12)
general education courses are required of all coordinate majors, as outlined in
1 above. However, students choosing the Language Arts specialization will
fulfill goals 4 and 12 through literature courses taken in the major, leaving
two general education electives. Suggested electives: courses in history, child
psychology.
Interdisciplinary Major with specialization in
Language Arts (twelve courses):
Writing (choose one): 21.225
Introduction to Journalism, 21.281
Critical Writing, 21.282 Creative
Writing, 21.284 Prose Writing
or 21.286 Professional Writing.
Science (choose one): 33.103
General Chemistry, 33.131
Science-Environment and Health, 53.241
Introduction to Meteorology, 53.251
Introduction to Astronomy, 73.231
Physical Geology, or 73.246
Oceanography.
Mathematics (choose one): 43.120
College Mathematics II, 43.117
Introduction to Statistics, 43.123
College Algebra, 43.200 Precalculus,
or 43.201 Intuitive Geometry.
One (1) Grammar Course:
21.297
English Grammar
Five (5) Literature Courses:
21.104 Literary Study
One children's literature course
Three (3) literature courses (not children's literature and at least one at
the 300-400 level)
Two (2) courses in speech, drama, or film from the following:
71.107 Effective Speaking
71.201 Oral Interpretation of Literature
71.212 Drama Workshop
One Film Course
One (1) additional elective in children's literature, writing, speech, drama,
film, or literature.
SOCIAL SCIENCES (IDS)
(Home Department-History)
General Education: Twelve (12)
general education courses are required of all coordinate majors, as outlined in
1 above. However, students choosing the Social Sciences specialization will
fulfill goals 8,10, and 11 through history courses taken in the major,
leaving two general education electives. Suggested electives: courses in
literature, child psychology.
Interdisciplinary Major with specialization in
Social Sciences (twelve courses):
Writing: 32.250 Historical Research
and Writing.
Science (choose one): 33.103
General Chemistry, 33.131
Science-Environment and Health, 53.241
Introduction to Meteorology, 53.251
Introduction to Astronomy, 73.231
Physical Geology, or 73.246
Oceanography.
Mathematics (choose one): 43.120
College Mathematics II, 43.117
Introduction to Statistics, 43.123
College Algebra, 43.200 Precalculus,
or 43.201 Intuitive Geometry.
Six (6) History Courses:
32.151 U.S. History to Reconstruction
32.152 U.S. History since Reconstruction
32.153 Western Civilization to the
Renaissance
32.154 Western Civilization since
the Renaissance
32.___ Two intermediate level history courses (one must be outside North America
or Europe)
Three (3) Geography Courses:
22.___ A regional geography course at the 200- level (not North America or
Europe)
One (1) of the following:
22.250 Geography of the United
States and Canada
22.251 Geography of New England
One (1) of the following:
22.201 Economic Geography
22.206 Political Geography
22.211 Cultural Geography
22.212 Geographic Perspectives on
the Environment
NATURAL SCIENCES (IDN)
(Home Department-Physics and Earth Sciences)
General Education: Twelve (12)
general education courses are required of all coordinate majors, as outlined in
1 above. However, students choosing the Natural Sciences specialization must
substitute 53.201 Introductory Physics
for 53.109 Introduction to Physical
Science to fulfill general education goal 6.
Interdisciplinary Major with specialization in
Natural Sciences (twelve courses):
Writing (choose one): 21.225
Introduction to Journalism, 21.281
Critical Writing, 21.282 Creative
Writing, 21.284 Prose Writing
or 21.286 Professional Writing.
Mathematics: 43.200 Precalculus
Two (2) Biology courses:
One (1) course from the following:
23.250 Horticulture
23.251 Vascular Plant Taxonomy
23.252 Biology of Non-vascular
Plants
One (1) course from the following:
23.220 Animal Behavior
23.232 Invertebrate Zoology
23.234 Comparative Vertebrate
Physiology
Three (3) Chemistry and Food Science courses:
33.103
General Chemistry or
33.107 Principles of Chemistry
33.201 Organic Chemistry
One (1) course from the following:
33.108 Principles of Chemistry with
Quantitative Analysis (with permission)
33.131 Science - Environment
and Health
33.151 Principles of Food Science
Three (3) Earth Science courses:
Choose from the following:
53.241 Introduction to Meteorology
53.251 Introduction to Astronomy
73.231 Physical Geology
73.246 Oceanography
Two (2) free electives
GEOGRAPHY AND EARTH SCIENCE (IDG)
(Home Department-Geography)
General Education: Twelve (12)
general education courses are required of all coordinate majors, as outlined in
1 above. However, students choosing the Geography and Earth Sciences specialization will
take the required geography course and fulfill goal 6 through courses taken in the major, leaving
two general education electives. Suggested electives: courses in history,
literature, child
psychology.
Interdisciplinary Major with specialization in
Geography and Earth Science (twelve courses):
Writing (choose one): 21.225
Introduction to Journalism, 21.281
Critical Writing, 21.282 Creative
Writing, 21.284 Prose Writing
or 21.286 Professional Writing.
Science (choose one): 33.103
General Chemistry
Mathematics (choose one): 43.120
College Mathematics II, 43.117
Introduction to Statistics, 43.123
College Algebra, 43.200 Precalculus,
or 43.201 Intuitive Geometry.
Five (5) Geography courses:
22.101 Invitation to Geography
22.110 World Regional Geography
22.2__ Any regional Geography course at the 200- level
Choose two (2) of the following:
22.201 Economic Geography
22.206 Political Geography
22.211 Cultural Geography
22.212 Geographic Perspectives
on the Environment
22.230 Geography of Natural and
Man-Made Hazards
Four (4) Earth Science courses:
53.241 Introduction to Meteorology
53.251 Introduction to Astronomy
73.231 Physical Geology
73.246 Oceanography
B. TRADITIONAL LIBERAL ARTS AND SCIENCES MAJOR
Elementary Education: Changes in Massachusetts Department of Education regulations governing
elementary teacher preparation will become effective October 1, 2001 and will
affect students graduating after October 1, 2003. The regulations specify that curricula must include upper and lower level arts and
sciences coursework, covering composition; American and world literature; U.S.
and world history; geography; economics; child development; science laboratory
work; and mathematics and science coursework appropriate for the elementary
school teacher. These subjects follow the Massachusetts Curriculum Frameworks and are covered on the
Massachusetts Test for Educator Licensure. The Interdisciplinary Major, with specializations described in 2A,
fulfills these requirements. However, students may also choose from among traditional liberal arts and sciences
majors. Majors in mathematics, history, English, and geography are appropriate and may be completed within 32
courses over a four-year period. While students are not precluded from choosing other traditional majors, such choices
will require more than 32 courses, and more than four years, to complete. Students will be required to complete general education courses listed in
section 1 above, as well as any specified by the major department.
Early Childhood Education: Massachusetts Department of Education regulations do not specify curricular guidelines in
subject matter for students seeking licensure in early childhood education. Students in this program may choose the Interdisciplinary Major or
traditional majors mentioned above for elementary teacher preparation. Other majors that may be completed in 32 courses over four years are Art,
Modern Languages, and Psychology; majors not mentioned may require additional
coursework. Students in the early childhood program must complete the general education courses
outlined in section 1 above. However, substitutions may be made when the traditional major curriculum includes required general
education courses other than those listed in section 1.
3. COORDINATE MAJOR IN EDUCATION
Over the four years, students will complete one
of the following sequences, depending on the level of licensure sought. The
initial course, 14.200 Education in
American Society with Field Study I, is generally not taken until the
sophomore year.
A. EARLY CHILDHOOD EDUCATION (ECC)
(Pre-K - Grade 2 Licensure)
14.200 Education in American Society
with Field Study I
14.320 The Young Child: Emerging
Literacy with Field Study II
14.374 Early Childhood Curriculum:
Mathematics and Science with Field Study III
14.376 Early Childhood Curriculum:
Reading, Social Studies, and Special Needs
(14.374 and 14.376 must be taken together)
The Professional Semester (four courses)
14.431 Early Childhood Professional
Practicum A (Credit - two courses)
14.432 Early Childhood Professional
Practicum B (Credit - two courses)
B. ELEMENTARY EDUCATION (ELC)
(Grades 1 - 6 Licensure)
14.200 Education in American Society
with Field Study I
14.322 The Child and Literacy with
Field Study II
14.341 Elementary Curriculum: Mathematics
with Field Study III
14.346 Elementary Curriculum: Science,
Social Studies, and Special Needs
(14.341 and 14.346 must be taken together)
The Professional Semester (four courses)
14.437 Elementary Professional
Practicum A (Credit - two courses)
14.438 Elementary Professional Practicum
B (Credit - two courses)
DECLARATION OF THE COORDINATE MAJOR IN EARLY CHILDHOOD OR ELEMENTARY EDUCATION
AFTER MATRICULATION
After matriculating at Framingham State College, students who wish to be considered
for the Coordinate Major in Early Childhood Education or Elementary Education
must meet the following requirements:
1. Cumulative quality point average (QPA) of at least 2.70.
2. A "C+" grade or higher in 14.200 Education in American Society with Field
Study I, if already taken. Students must have completed at least eight (8) courses,
including 21.110 Expository Writing or equivalent and one mathematics course.
3. A passing score on the Communication and Literacy
component (reading and writing) of the Massachusetts Test for Educator
Licensure.
3. Application submitted to the Education Department before October 1 for admission in the spring semester,
and before February 1 for admission in the fall semester.
PROGRAM IN SECONDARY EDUCATION
Students who plan to teach at the high school or middle school level must choose
a major in a specific discipline, with a minor in Secondary Education. Programs
in Secondary Education (both levels) are offered in studio art, biology, English,
health/family and consumer sciences, history, mathematics, and modern
languages. In addition, middle school licensure may be obtained in earth
science, and high school licensure in chemistry.
SECONDARY EDUCATION MINOR
Teacher of School Subjects 8 - 12: Biology, Chemistry, English, History, Mathematics
14.200 Education in American Society
with Field Study I
42.200 Psychology of Development
14.315 Professional Preparation
and Field Study II: Methods, Special Education, and Technology for High School
(credit - two courses)
14.410 Student Teaching Practicum
and Seminar I: High School (credit - two courses)
14.411 Student Teaching Practicum
and Seminar II: High School (credit - two courses)
Teacher of School Subjects 5 - 8: Biology, Chemistry, Earth Science, English,
History, Mathematics
14.200 Education in American Society
with Field Study I
42.200 Psychology of Development
42.212 Adolescent Psychology
14.316 Professional Preparation
and Field Study II: Methods, Special Education, and Technology for Middle
School (credit - two courses)
14.414 Student Teaching Practicum
and Seminar I: Middle School (credit - two courses)
14.415 Student Teaching Practicum
and Seminar II: Middle School (credit - two courses)
Teacher of Health/Family and Consumer Sciences All Levels
14.200 Education in American Society
with Field Study I
42.200 Psychology of Development
14.317 Professional Preparation
and Field Study II: Methods, Special Education, and Technology for Family
and Consumer Sciences, All Levels (credit - two courses)
14.417 Student Teaching Practicum
and Seminar I: Family and Consumer Sciences, All Levels (credit - two courses)
14.418 Student Teaching Practicum
and Seminar II: Family and Consumer Sciences All Levels (credit - two courses)
Teacher of Modern Languages Grades 5-12
14.200 Education in American Society
with Field Study I
42.200 Psychology of Development
14.318 Professional Preparation
and Field Study II: Methods, Special Education, and Technology for Modern
Languages, Pre-K to Grade 9 and Grades 5 - 12 (credit - two courses)
14.421 Student Teaching Practicum
and Seminar I: Modern Languages Grades Pre-K to Grade 9 and Grades 5-12 (credit
- two courses)
14.422 Student Teaching Practicum
and Seminar II: Modern Languages Grades 5-12 (credit two courses)
Teacher of Visual Art Grades 5-12
14.200 Education in American Society
with Field Study I
42.200 Psychology of Development
14.319 Professional Preparation
and Field Study II: Methods, Special Education, and Technology for Visual
Art, Pre-K to Grade 8 and Grades 5 - 12 (credit - two courses)
14.423 Student Teaching Practicum
and Seminar I: Visual Art Grades 5-12 (credit - two courses)
14.424 Student
Teaching Practicum and Seminar II: Visual Art Grades 5-12 (credit - two courses)
Teacher of Visual Art Pre-K to Grade 8
14.200 Education in American Society
with Field Study I
42.200 Psychology of Development
14.319 Professional Preparation
and Field Study II: Methods, Special Education, and Technology for Visual
Art, Pre-K to Grade 8 and Grades 5 - 12 (credit - two courses)
14.412 Student Teaching Practicum
and Seminar I: Visual Art Pre-K to Grade 8 (credit - two courses)
14.413 Student Teaching Practicum
and Seminar II: Visual Art Pre-K to Grade 8 (credit - two courses)
Students who seek certification for teaching grades 5 - 8 are required by the
Commonwealth to complete an additional approved course. The suggested course
is 42.212 Adolescent Psychology.
ADMISSION INTO TEACHER EDUCATION AND THE STUDENT TEACHING PRACTICUM
The Education Department is proud to continue Framingham State College's long-established
tradition of excellence in teacher preparation. The Department's commitment
has been stated as follows:
1. To encourage students in their continuing adult development toward becoming
self-directing, professional persons.
2. To foster an enthusiasm for scholarly investigation and intellectual
pursuit which will be reflected by students in professional field settings.
3. To assist students in broadening their communication skills in order to
enhance both their personal and professional advancement.
4. To raise students' social and cultural awareness through a professional
program which reflects a philosophy of equal access to educational opportunity
for all.
5. To help students gain an understanding of human behavior, especially that
of children and young people, that will aid them in working effectively with
a variety of life styles and modes of learning.
These goals are consonant with the Standards established by the Commonwealth
of Massachusetts as requisite for approval of programs to prepare candidates
for licensure as teachers in this state and for reciprocal licensure through the Interstate Certification Compact. (See Handbook of Office of Professional
Experiences for further information on teacher licensure standards.)
In accordance with the requirements for approval or accreditation established
by the Commonwealth, the Framingham State College Professional Standards Committee
applies specific criteria for the retention of candidates in teacher preparation
to determine that they possess academic competencies and personal characteristics
appropriate to the requirements of teaching. The Professional Standards Committee
uses a number of criteria, both objective and subjective, for permitting students
to progress through the teacher education programs.
The requirements for entering Field Study II, III, and student teaching are
as follows:
1. A student seeking early childhood or elementary
licensure must be
accepted as a Coordinate Major in the Education Department. A student seeking
secondary licemsure must declare an education minor in his/her discipline.
2. Undergraduate and post-baccalaureate teacher
licensure students must
pass the "Communication and Literacy Skills" component of the Massachusetts
Test for Educator Licensure (MTEL) prior to entering curriculum courses with
Field Study II (early childhood and elementary) or professional preparation
(secondary). This policy is to take effect in Fall 2001.
3. Students in early childhood, elementary, and secondary education must
have a minimum of 2.70 quality point average (QPA) in all education courses (14.___)
and Psychology of Development (42.200).
4. Students in early childhood, elementary, and secondary education must
have a minimum of 2.70 cumulative quality point average (QPA) in all courses taken
at Framingham State College.
5. Prior to beginning the student teaching practica (early chilldhood, elementary,
or secondary), all students (undergraduate and post-baccalaureate) must demonstrate
competency in their subject matter field for licensure by achieving a
passing score on the appropriate subject area subtest of the MTEL or an equivalent
test.
6. To be recommended by the College for licensure, a student must have
achieved an overall QPA of at least 2.70.
All students engaging in an experience requiring participation in the schools
are required to be certified free from tuberculosis. This may be verified by
proof of negative results of an intradermal tuberculin test. This information
must be filed in the Office of Professional Experiences, Dwight 308.
The general procedures are as follows:
1. Each student who is planning to teach shall, after satisfying general
admission requirements of the college, be admitted to his or her respective
program.
2. Students make their first formal application for field experience in
applying for 14.200 Education in American Society with Field Study I or
14.002
Field Study in Education, generally taken during the second semester of
the sophomore year or beginning of the junior year. Transfer students take field study as
early as possible in their program. This is the first in a series of developmental
professional experiences which continues through the student teaching practicum.
3. Students make a second formal application for field experience as follows:
Program Field Placements:
Written prior application is necessary to obtain a field placement for the
following courses:
14.200 Education in American Society
with Field Study I
14.320 The Young Child: Emerging
Literacy with Field Study II
14.322 The Child and Literacy
with Field Study II
14.341 Elementary Curriculum:
Mathematics with Field Study III
14.374 Early Childhood Curriculum:
Mathematics and Science with Field Study III
14.431 Early Childhood Professional
Practicum A
14.437 Elementary Professional
Practicum A
14.432 Early Childhood Professional
Practicum B
14.438 Elementary Professional
Practicum B
4. Students make a final formal application for the student teaching practicum.
This application will assist the Professional Standards Committee in evaluating the
candidate's suitability to pursue a career in teaching. References
may be required along with other pertinent information from College faculty
and administration. Applicants for the student teaching practicum who believe
that they may not meet the criteria for retention in the program noted above
are urged to consult with the Office of Professional Experiences well before
the due dates for filing an application.
5. The Professional Standards Committee shall assist the Office of Professional
Experiences in evaluating students and shall function as an appeal board for
students when necessary.
Students are required to make application for all professional field experiences
in the Office of Professional Experiences (D308) prior to February 1 for the
fall semester and October 1 for the spring semester.
POLICY ON REPEATING PROFESSIONAL EXPERIENCES
When a grade of D, D+, D-, E, F, W or U is received in a professional education
experience, the course may be repeated once. Also, when a course with a field
study is repeated, the field study portion must also be repeated. Failure to
achieve a grade of at least C+ on the second attempt in any of the courses listed
below will result in dismissal from the program:
| 14.002 |
14.346 |
14.418 |
| 14.200 |
14.374 |
14.421 |
| 14.315 |
14.376 |
14.422 |
| 14.316 |
14.410 |
14.423 |
| 14.317 |
14.411 |
14.424 |
| 14.318 |
14.412 |
14.431 |
| 14.319 |
14.413 |
14.432 |
| 14.320 |
14.414 |
14.437 |
| 14.322 |
14.415 |
14.438 |
| 14.341 |
14.417 |
|
PROFESSIONAL EXPERIENCES IN EDUCATION
Field Study, Student Teaching Practicum
The professional education program at Framingham consists of a planned series
of developmental experiences, the amount of participation and responsibility
increasing as the student progresses through the program. These experiences
are designed to provide a transition from theoretical knowledge to professional
application, culminating in assignment to student teaching. All students in
secondary education will take two consecutive quarters of student teaching practicum
and seminar that will include twelve weeks of student teaching for five days
each week. All undergraduate Coordinate Majors in Early Childhood Education
or Elementary Education are assigned to a student teaching practicum. This is
a full-time experience and the student takes no other courses during the period
of student teaching practicum.
The College assumes the responsibility for selecting cooperating teachers and
schools and for assigning student teachers to those teachers and schools. While
every effort is made to place student teachers in conveniently located centers,
students must be prepared to assume responsibility for their own transportation.
Students are advised to check prerequisites in order to follow the correct
sequence of professional experiences and courses that lead to student teaching.
Students who do not follow the sequence may find themselves in difficulty because
they have not taken a prerequisite course.
Teacher Education Centers
Framingham State College has established a series of teacher education centers
to provide students with on-campus and off-campus professional experiences.
Student teaching practica in several early childhood, elementary, middle and
high school classrooms in both urban and rural settings allow each student to
obtain a wide range of teaching experience. The on-campus education center at
the College includes a child development laboratory and a curriculum library.
Centers
| Ashland |
Ashland High School
Ashland Preschool
David Mindness Middle School
Pittaway School
Warren School |
| Bolton |
Nashoba Regional High
School |
| Cambridge |
Longfellow School |
| Framingham |
Cameron Middle School
Framingham High School
Hemenway Elementary School
Juniper Hill Elementary School
Keefe Technical High School
Plymouth House Nursery School
Potter Road Elementary School
Project Block
Stapelton Elementary School
Walsh Middle School
Wilson Elementary School |
| Franklin |
Franklin High School
Oak Street Elementary School |
| Holliston |
Holliston High School |
| Hopedale |
Memorial School
Memorial Jr./Sr. High School |
| Hopkinton |
Hopkins Middle School
Hopkinton Jr./Sr. High School |
| Hudson |
Hudson High School |
| Lexington |
Fiske School |
| Marlborough |
Early Childhood Center
Kane School
Marlborough High School
Richer Elementary School |
| Medway |
McGovern Elementary
School |
| Millis |
Millis High School |
| Natick |
Bennett-Hemenway School
Brown School
Kennedy Jr. High School
Lilja School
Natick High School
Wilson Jr. High School |
| Newton |
Ward School
Newton North High School |
| Shrewsbury |
Shrewsbury Sr. High School |
| Southboro |
Mary Finn School (K-1) |
| Sudbury |
Curtis Middle School (5-6)
Nixon School |
| Waltham |
Waltham High School |
| Watertown |
Cuniff Elementary School |
| Westboro |
Westboro High School |
Course
Descriptions
From the 2001-2002
Undergraduate College Catalog
14.002 Field Study in Education (No course credit)
The initial field experience for all students in the Post-baccalaureate Teacher Certification Program. Students observe and participate in a wide spectrum of experiences in schools and child-care centers to gain some understanding of classrooms, schools, teachers, and administrators, and their respective functions and roles.
14.200 Education in American Society with Field Study I (Gen.Ed. Goal 16)
A consideration of education in the United States in its social, political, and economic contexts. Lectures and seminars include an analysis of the historical, philosophical, and social foundations of education and of school organization and purpose. The course deals with the origins of schools in the United States, other agencies of education, and how the present educational structure has taken shape. Consideration of contemporary issues is of major importance, including the roles of the American school in a democratic, multi-cultural society. The course is intended to help students determine whether the teaching profession is suited to their individual interests and abilities. A three-hour field study in schools is required each week.
This course is open to all students. It is required for all students wishing to obtain a provisional teaching certificate. A field study application must be submitted to the Office of Professional Experiences by October 1 for spring semester and February 1 for fall semester.
14.220 Computers in the Elementary Classroom
Designed to acquaint the prospective teacher with computers as they relate to the elementary school. The student will become familiar with the Macintosh computer and its peripheral hardware, software as it relates to an educational setting, current research pertaining to the use of computers in the classroom and evaluation procedures for the selection of both hardware and software. The student will be introduced to desktop publishing, graphics programs, e-mail, Internet, World Wide Web, Hypercard, and a variety of educational software. The student will become proficient in word processing, data base, and spreadsheets as they relate to a classroom setting.
Prerequisite: 42.200 Psychology of Development.
14.256 The Young Child
Understanding the young child from birth to school age. Through participation in child development centers, students gain insight into the social, emotional and physical development of the young child. Reading, reports, observation, and discussion of laboratory experiences are required. Not open to Early Childhood Education majors.
Prerequisite: 34.111 Human Development or 42.201 Child Psychology.
14.314 Professional Preparation
Integrates the basic principles of teaching and emphasizes their application to non-traditional educational settings. Consideration is given to social-cultural forces, organizational structures, media and methodology in selected areas.
Prerequisite: Completion of core and sub-core courses in major or permission of the instructor.
14.315 Professional Preparation and Field Study II: Methods, Special Education, and Technology for High School (Credit - two courses)
An interpretation of the basic principles of teaching and classroom methodology for high schools. Emphasis is given to special education and to technology in the classroom. Emphasis is also given to social-cultural forces, organizational patterns, instructional media and methods in specific subject areas at high school levels. Clarity of communication, design of instruction, effective evaluation and responsiveness to all learners are stressed. The field experience consists of working in a high school one day a week.
Note: Meets for 7 hours at the College.
Prerequisite: 14.200 Education in American Society with Field Study I and any courses specified by the major department. With permission of the instructor, this course may be taken concurrently with 14.200.
14.316 Professional Preparation and Field Study II: Methods, Special Education, and Technology for Middle Schools (Credit - two courses)
An interpretation of the basic principles of teaching and classroom methodology for middle schools. Emphasis is given to special education and to technology in the classroom. Emphasis is also given to social-cultural forces, organizational patterns, instructional media and methods in specific subject areas at the middle school levels. Clarity of communication, design of instruction, effective evaluation and responsiveness to all learners are stressed. The field experience consists of working in a middle school one day a week.
Note: Meets for 7 hours at the College.
14.316 Professional Preparation and Field Study II: Methods, Special Education, and Technology for Middle Schools (Credit - two courses)
An interpretation of the basic principles of teaching and classroom methodology for middle schools. Emphasis is given to special education and to technology in the classroom. Emphasis is also given to social-cultural forces, organizational patterns, instructional media and methods in specific subject areas at the middle school levels. Clarity of communication, design of instruction, effective evaluation and responsiveness to all learners are stressed. The field experience consists of working in a middle school one day a week.
Note: Meets for 7 hours at the College.
Prerequisite: 14.200 Education in American Society with Field Study I and any courses specified by the major department. With permission of the instructor, this course may be taken concurrently with 14.200.
14.317 Professional Preparation and Field Study II: Methods, Special Education, and Technology for Family and Consumer Sciences, All Levels
An interpretation of the basic principles of teaching and classroom methodology. Emphasis is given to special education and to technology in the classroom. Emphasis is also given to social-cultural forces, organizational patterns, instructional media and methods in family and consumer sciences. Clarity of communication, design of instruction, effective evaluation and responsiveness to all learners are stressed. The field experience consists of working one day a week in a school appropriate for the level of certification sought.
Note: Meets for 7 hours at the College.
Prerequisite: 14.200 Education in American Society with Field Study I and any courses specified by the major department. With permission of the instructor, this course may be taken concurrently with 14.200.
14.318 Professional Preparation and Field Study II: Methods, Special Education, and Technology for Modern Languages, Pre-K to Grade 9 and Grades 5-12
An interpretation of the basic principles of teaching and classroom methodology. Emphasis is given to special education and to technology in the classroom. Emphasis is also given to social cultural forces, organizational patterns, instructional media and methods in modern languages. Clarity of communication, design of instruction, effective evaluation and responsiveness to all learners are stressed. The field experience consists of working one day a week in a school appropriate for the level of certification sought.
Note: Meets for 7 hours at the College.
Prerequisite: 14.200 Education in American Society with Field Study I, 42.200 Psychology of Development and any courses specified by the major department. With permission of the instructor, this course may be taken concurrently with 14.200.
14.319 Professional Preparation and Field Study II: Methods, Special Education, and Technology for Visual Art, Pre-K to Grade 9 and Grades 5-12
An interpretation of the basic principles of teaching and classroom methodology. Emphasis is given to special education and to technology in the classroom. Emphasis is also given to social cultural forces, organizational patterns, instructional media and methods in visual art. Clarity of communication, design of instruction, effective evaluation and responsiveness to all learners are stressed. The field experience consists of working one day a week in a school appropriate for the level of certification sought.
Note: Meets for 7 hours at the College.
Prerequisite: 14.200 Education in American Society with Field Study I and any courses specified by the major department. With permission of the instructor, this course may be taken concurrently with 14.200.
14.320 The Young Child: Emerging Literacy with Field Study II.
An introduction to early childhood education with an emphasis on language acquisition and development in young children as well as their social, emotional, and physical development. Through a study of early reading, writing, literature and the arts (painting, music, movement, etc.) and children's play, developmentally appropriate teaching practices are taught. Students learn to observe and record the behavior of young children and apply their knowledge of developmental stages and characteristics of young children (ages 3-8) with and without special needs to an integrated language arts curriculum. The course includes ways to create a classroom environment which recognizes the racial, cultural and linguistic diversity in young children and supports their learning. (child development lab field placement one morning per week is required).
Prerequisite: 14.200 Education in American Society with Field Study I and 42.200 Psychology of Development. Acceptance to the Coordinate Major in Early Childhood Education.Prerequisite or corequisite for post-baccalaureate students: 14.002 Field Study I, 14.992 Learning and Human Development', and 14.994 Social Foundations of Education.''Course description will be found in the Graduate Catalog.
14.322 The Child and Literacy with Field Study II
An introduction to elementary education with an emphasis on the cognitive, emotional, social, and physical development of school age children (ages 6-12). Developmentally appropriate teaching practices are taught as students learn to apply their knowledge of the stages of characteristics of children (ages 6-12) with and without special needs in an integrated curriculum with emphasis on the language arts and literature. The course includes ways to create a classroom environment which recognizes the racial, cultural, and linguistic diversity in children and supports their learning. (An elementary school field placement one morning per week is required).
Prerequisite: 14.200 Education in American Society with Field Study I and 42.200 Psychology of Development. Acceptance to the Coordinate Major in Elementary Education. Prerequisite or corequisite for post-baccalaureate students: 14.002 Field Study I, 14.992 Learning and Human Development, and 14.994 Social Foundations of Education. Course description will be found in the Graduate Catalog.
14.341 Elementary Curriculum: Mathematics with Field Study III
A course that prepares pre-service teachers with an opportunity to plan and implement appropriate mathematical experiences for children ages 6 - 12 including those with special needs. Teaching strategies and techniques modeled are consistent with the current mathematics education reform movement. A major focus is learning how to help children construct their own understanding of mathematics through problem solving with manipulative materials and technology. (An elementary field placement one day per week is required.)
Prerequisite: 14.322 The Child and Literacy with Field Study II. Corequisite: 14.346 Elementary Curriculum: Science, Social Studies, and Special Needs.
14.346 Elementary Curriculum: Science, Social Studies, and Special Needs
Addresses a variety of teaching strategies, materials, and technology used in science and social studies for children ages 6 - 12, including those with special needs. An activity based format using an inquiry approach is modeled to assist future teachers in helping children in the pursuit of concepts and problem solving skills. Attention is given to developing curriculum and instruction which respects children's differences. The special education component is designed to assist students in understanding the classroom teacher's role in supporting inclusion. Tools and techniques are provided for understanding the concepts of integration, for addressing all children as "special learners," and for supporting both educators and children through collaboration and co-teaming efforts. Note: Meets for 6 hours.
Prerequisite: 14.322 The Child and Literacy with Field Study II. Corequisite: 14.341 Elementary Curriculum: Mathematics with Field Study III.
14.374 Early Childhood Curriculum: Mathematics and Science with Field Study III
Prepares preservice teachers to plan and implement appropriate mathematical experiences for children ages 3-9, including those with special needs. Teaching strategies are consistent with the current mathematics education reform movement. A major focus is learning how to help children construct their own understanding of mathematics through problem solving with manipulative materials and technology. The science component provides an opportunity to present and critique inquiry-based lessons based on a variety of topics from the life, physical and earth sciences. Students examine laboratory materials, experiments, and technology designed for young learners. The integration of mathematics and science with other disciplines is emphasized through the development of an interdisciplinary teaching unit.
Note: Meets for 5 hours. A kindergarten-grade 3 placement one day per week is required.
Prerequisite: 14.320 The Young Child: Emerging Literacy with Field Study II. Corequisite: 14.376 Early Childhood Curriculum: Reading, Social Studies, and Special Needs.
14.376 Early Childhood Curriculum: Reading, Social Studies, and Special Needs
The reading component provides instructional strategies for creating an integrative, whole language program. The early childhood classroom is presented as a setting for the development of listening, speaking, reading, writing, and thinking. Also included is an examination of basal reading programs and literature-based instruction, the connection between reading and writing, and portfolio assessment strategies. The social studies component provides an opportunity to become familiar with several major teaching strategies, such as grouping patterns, guided discovery and learning centers. There is an emphasis on how to utilize visual materials with young children. Attention is given to multicultural materials in order to understand the needs of children with diverse ethnic backgrounds. The special education component is designed to assist students in understanding the classroom teacher's role in supporting inclusion. Tools and techniques are provided for understanding the concepts of integration, for addressing all children as "special learners," and for supporting both educators and children through collaboration and co-teaming efforts. Note: Meets for 5 hours.
Prerequisite: 14.320 The Young Child: Emerging Literacy with Field Study II. Corequisite: 14.374 Early Childhood Curriculum: Mathematics and Science with Field Study III.
14.410 Student Teaching Practicum and Seminar I: High School (Credit - two courses)
A supervised experience in teaching the student's major subject at the high-school level. After an initial period of intensive seminars at the College, the student participates in the complete program every day in the school of placement under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.200 Education in American Society with Field Study I, 42.200 Psychology of Development, 14.315 Professional Preparation and Field Study II: Methods, Special Education and Technology for High School, any courses specified by the major department, and satisfaction of the requirements specified in "Admission into Teacher Education and Student Teaching Practicum" elsewhere in this catalog.
14.411 Student Teaching Practicum and Seminar II: High School
A second supervised experience in teaching the student's major subject at the high school level. After an initial intensive seminar at the College to assess the work of 14.410 Student Teaching Practicum and Seminar I: High School, the student participates in the complete program every day in the same school of placement as in 14.410 under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. The course concludes with a period of intensive seminar at the College. No other courses may be taken while enrolled in this course.
Prerequisite: 14.410 Student Teaching Practicum and Seminar I: High School.
14.412 Student Teaching Practicum and Seminar I: Visual Art Pre-K to Grade 9 (Credit - two courses)
A supervised experience in teaching visual art. After an initial period of intensive seminar at the College, the student participates in the complete program every day in the school of placement under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.200 Education in American Society with Field Study I, 42.200 Psychology of Development, 14.319 Professional Preparation and Field Study II: Methods, Special Education and Technology for Visual Art Pre-K to Grade 9 and Grades 5 to 12, any requirements specified by the Art and Music Department, and satisfaction of the requirements specified in "Admission into Teacher Education and Student Teaching Practicum" elsewhere in this Catalog.
14.413 Student Teaching Practicum and Seminar II: Visual Art Pre-K to Grade 9 (Credit - two courses)
A second supervised experience in teaching visual art Pre-K to 9. After an initial intensive seminar at the College to assess the work of 14.412 Student Teaching Practicum and Seminar I: Visual Art Pre-K to Grade 9, the student participates in the complete program everyday in the same school of placement as in 14.412 under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. The course concludes with a period of intensive seminars at the College. No other courses may be taken while enrolled in this course.
Prerequisite: 14.412 Student Teaching Practicum and Seminar I: Visual Art Pre-K to Grade 9.
14.414 Student Teaching Practicum and Seminar I: Middle School (Credit - two courses)
A supervised experience in teaching the student's major subject at the middle-school level. After an initial period of intensive seminars at the College, the student participates in the complete program every day in the school of placement under the guidance of the cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.200 Education in American Society with Field Study I, 42.200 Psychology of Development, 14.316 Professional Preparation and Field Study II: Methods, Special Education and Technology for Middle School, any courses specified by the major department, and satisfaction of the requirements specified in "Admission into Teacher Education and Student Teaching Practicum" elsewhere in this catalog.
14.415 Student Teaching Practicum and Seminar II: Middle School (Credit - two courses)
A second supervised experience in teaching the student's major subject at the middle-school level. After an initial intensive seminar at the College to assess the work of 14.414 Student Teaching Practicum and Seminar I: Middle School, the student participates in the complete program every day in the same school of placement as in 14.414 under the guidance of a cooperating teacher and the College supervisor. Seminar meetings are scheduled during this period. The course concludes with a period of intensive seminars at the College. No other courses may be taken while enrolled in this course.
Prerequisite: 14.414 Student Teaching Practicum and Seminar I: Middle School
14.417 Student Teaching Practicum and Seminar I: Family and Consumer Sciences All Levels (Credit - two courses)
A supervised experience in teaching family and consumer sciences for certification as a teacher of home economics. After an initial period of intensive seminar at the College, the student participates in the complete program every day in the school of placement under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.200 Education in American Society with Field Study I, 42.200 Psychology of Development, 14.317 Professional Preparation and Field Study II: Methods, Special Education and Technology for Family and Consumer Sciences, any requirements specified by the Family and Consumer Sciences Department, and satisfaction of the requirements specified in "Admission into Teacher Education and Student Teaching Practicum" elsewhere in this Catalog.
14.418 Student Teaching Practicum and Seminar II: Family and Consumer Sciences All Levels (Credit - two courses)
A second supervised experience in teaching family and consumer sciences for certification as a teacher of home economics. After an initial intensive seminar at the College to assess the work of 14.417 Student Teaching Practicum and Seminar I: Family and Consumer Sciences All Levels, the student participates in the complete program every day in the same school of placement as in 14.417 under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. The course concludes with a period of intensive seminars at the College. No other courses may be taken while enrolled in this course.
Prerequisite: 14.417 Student Teaching Practicum and Seminar I: Family and Consumer Sciences All Levels.
14.421 Student Teaching Practicum and Seminar I: Modern Languages Grades 5-12 (Credit - two courses)
A supervised experience in teaching modern languages for certification as a teacher of foreign languages. After an initial period of intensive seminar at the College, the student participates in the complete program every day in the school of placement under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.200 Education in American Society with Field Study I, 42.200 Psychology of Development, 14.318 Professional Preparation and Field Study II: Methods, Special Education and Technology for Modern Languages, any requirements specified by the Modern Languages Department, and satisfaction of the requirements specified in "Admission into Teacher Education and Student Teaching Practicum" elsewhere in this Catalog.
14.422 Student Teaching Practicum and Seminar II: Modern Languages Grades 5-12 (Credit - two courses)
A second supervised experience in teaching modern languages for certification as a teacher of foreign languages. After an initial intensive seminar at the College to assess the work of 14.421 Student Teaching Practicum and Seminar I: Modern Languages Grades 5-12, the student participates in the complete program every day in the same school of placement as in 14.421 under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. The course concludes with a period of intensive seminars at the College. No other courses may be taken while enrolled in this course.
Prerequisite: 14.421 Student Teaching Practicum and Seminar I: Modern Languages Grades 5-12.
14.423 Student Teaching Practicum and Seminar I: Visual Art Grades 5-12 (Credit - two courses)
A supervised experience in teaching visual art. After an initial period of intensive seminar at the College, the student participates in the complete program every day in the school of placement under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.200 Education in American Society with Field Study I, 42.200 Psychology of Development, 14.319 Professional Preparation and Field Study II: Methods, Special Education and Technology for Visual Art Pre-K to Grade 9 and Grades 5 to 12, any requirements specified by the Art and Music Department, and satisfaction of the requirements specified in "Admission into Teacher Education and Student Teaching Practicum" elsewhere in this Catalog.
14.424 Student Teaching Practicum and Seminar II: Visual Art Grades 5-12 (Credit - two courses)
A second supervised experience in teaching visual art. After an initial intensive seminar at the College to assess the work of 14.423 Student Teaching Practicum and Seminar I: Visual Art Grades 5-12, the student participates in the complete program every day in the same school of placement as in 14.423 under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. The course concludes with a period of intensive seminars at the College. No other courses may be taken while enrolled in this course.
Prerequisite: 14.423 Student Teaching Practicum and Seminar I: Visual Art Grades 5-12.
14.425 Student Teaching Practicum and Seminar I: English as a Second Language, Grades Pre-K to 9
A supervised experience in teaching English as a Second Language for certification as a teacher of English as a Second Language. After an initial period of intensive seminars at the College, the student participates in the complete program every day in the school of placement under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.200 Education in American Society with Field Study I, 42.200 Psychology of Development, 14.318 Professional Prep. and Field Study II: Methods, Special Education and Technology for Modern Languages, any requirements specified by the Modern Languages Department, and satisfaction of the requirements specified in "Admission into Teacher Education and Student Teaching Practicum" elsewhere in this catalog.
14.426 Student Teaching Practicum and Seminar II: English as a Second Language, Grades Pre-K to 9
A second supervised experience in teaching English as a Second Language for certification as a teacher of English as a Second Language. After an initial period of intensive seminars at the College to assess the work of 14.425 Student Teaching Practicum and Seminar I: English as a Second Language, Grades Pre-K to 9, the student participates in the complete program every day in the same school of placement as in 14.425 under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.425 Student Teaching Practicum and Seminar I: English as a Second Language, Grades Pre-K to 9.
14.427 Student Teaching Practicum and Seminar I: English as a Second Language, Grades 5 to 12
A supervised experience in teaching English as a Second Language for certification as a teacher of English as a Second Language. After an initial period of intensive seminars at the College, the student participates in the complete program every day in the school of placement under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.200 Education in American Society with Field Study I. 42.200 Psychology of Development, 14.318 Professional Preparation and Field Study II: Methods, Special Education and Technology for Modern Languages, any requirements specified by the Modern Languages Department, and satisfaction of the requirements specified in "Admission into Teacher Education and Student Teaching Practicum" elsewhere in this catalog.
14.428 Student Teaching Practicum and Seminar II: English as a Second Language, Grades 5 to 12
A second supervised experience in teaching English as a Second Language for certification as a teacher of English as a Second Language. After an initial period of intensive seminars at the College to assess the work of 14.427 Student Teaching Practicum and Seminar I: English as a Second Language, Grades 5 to 12, the student participates in the complete program every day in the same school of placement as in 14.427 under the guidance of a cooperating teacher and a College supervisor. Seminar meetings are scheduled during this period. No other course may be taken while enrolled in this course.
Prerequisite: 14.427 Student Teaching Practicum and Seminar I: English as a Second Language, Grades 5 to 12.
14.431 Early Childhood Professional Practicum A (First half of semester) (Credit- two courses)
A supervised teaching experience at the prekindergarten level in a public school, Head Start program, nursery school, or other child-care setting five days per week. This practicum gives students an opportunity to develop and practice teaching and care-giving competencies under the guidance of a cooperating teacher and a College supervisor. During two-hour seminars, held every other week, students share experiences, solve problems, and reflect on their teaching practice.
Prerequisite: 14.374 Early Childhood Curriculum: Mathematics and Science with Field Study III; 14.376 Early Childhood Curriculum: Reading, Social Studies and Special Needs. A practicum (student teaching) application must be submitted to the Office of Professional Experiences by October 1 for spring semester and February 1 for fall semester.
14.432 Early Childhood Professional Practicum B (Second half of semester) (Credit: two courses)
A supervised teaching experience in a classroom (grades K-3) five days per week. This practicum gives students an
opportunity to develop and practice teaching competencies under the guidance of a cooperating teacher and a College supervisor. During two-hour seminars, held every other week, students refine instructional techniques, solve problems, and reflect on their teaching practice.
Prerequisite: Satisfactory completion of 14.431 Early Childhood Professional Practicum A. A practicum (student teaching) application must be submitted to the Office of Professional Experiences by October 1 for spring semester and February 1 for fall semester.
14.437 Elementary Professional Practicum A (First half of semester) (Credit: two courses)
A supervised teaching experience in a classroom (grades 1-6) five days per week. This practicum gives students an
opportunity to develop and practice teaching competencies under the guidance of a cooperating teacher and a College supervisor. During two-hour seminars, held every other week, students refine instructional techniques, solve problems, and reflect on their teaching practice.
Prerequisite: 14.341 Elementary Curriculum: Mathematics with Field Study III; 14.346 Elementary Curriculum: Reading, Social Studies and Special Needs. A practicum (student teaching) application must be submitted to the Office of Professional Experiences by October 1 for spring semester and February 1 for fall semester.
14.438 Elementary Professional Practicum B (Second half of semester) (Credit: two courses)
A supervised teaching experience continuing in a classroom (grades 1-6) five days per week. This practicum gives students an opportunity to develop and practice teaching competencies
under the guidance of a cooperating teacher and a College supervisor. During two-hour seminars, held every other week, students refine instructional techniques, solve problems, and reflect on their teaching practice.
Prerequisite: Satisfactory completion of 14.437 Elementary Professional Practicum A. A practicum (student teaching) application must be submitted to the Office of Professional Experiences by October 1 for spring semester and February 1 for fall semester.
14.490 Independent Study: Current Topics in Education
An investigation into a topic in education selected by the student with the guidance and supervision of a member of the Education Department. This directed study is designed for the able student who wishes to pursue an identified area of interest through further research or development of a learning project. The investigation includes a research component, four written progress reports and a final document.
Prerequisite: A 3.0 Q.P.A., completion of 14.374 Early Childhood Curriculum: Mathematics and Science with Field Study III or 14.341 Elementary Curriculum: Mathematics with Field Study III. All proposals must be accepted by the instructor and approved by the Department Chair.
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