|
Chair: Cathleen Buydoso
Professors: Charles R. Beck, Cathleen Buydoso, Robert B. Grant, Diane L. Lowe
Associate Professor: Jeanne Canelli
Assistant Professors: Katherine L. Hibbard, Kelly Kolodny
Coordinator of Field Placements: Peter Dittami
Adjunct Faculty
Professors: Margaret Lidback, Marguerite Mahler, Barbara Curtin Milot
Associate Professor: Julia Scandrett
Assistant Professor: Joyce Cutler
Instructor: 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 initial
licensure 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.
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 Test for Educator Licensure 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 licensure programs during the academic year 2002-2003 totaled 250,
with an additional 206 seeking second certification through masters
programs. Of these, 91 were in programs of supervised student teaching,
which requires 300 hours of student participation, averaging 25 hours per
week over a semester. In 2002-2003, 16 faculty members, 12 full-time and 4
part-time, participated as supervising faculty for student teaching, with
a student/faculty ratio of 5:1. By the end of the academic year, 90
program completers had taken one or more components of the Massachusetts
Test for Educator Licensure 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
Communication and Literacy-Writing
Both Reading and Writing
|
100%
100%
100% |
98%
96%
95% |
| |
|
|
Academic Content Areas
Early Childhood
Elementary
Secondary Disciplines
All Content Areas |
100%
100%
*
100% |
94%
93%
*
91% |
| |
|
|
|
Summary Totals for All Tests
|
100% |
91% |
* 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; or 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
foundations of reading. The Massachusetts Test for Educator Licensure is
administered in the months of September, November, February, May, and
July. 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 courses that fulfill the twelve (12)
general education goals. The courses listed below, with subjects related
to the Massachusetts Curriculum Frameworks, are required for
students in the Coordinate Major in Elementary Education and are
recommended for students in the Coordinate Major in Early Childhood
Education.
|
Goal(s) |
Course |
| 1 |
21.110 Expository Writing
|
| 2 |
43.110 College Mathematics I |
| 3 |
61.—— Any language course |
| 4, 12 |
21.261 American Writers I or 21.262 American Writers II |
| 4, 11 |
21.203 Global Perspectives in Literature |
| 5 |
84.160 Image, Sound, and Structure: An
Approach to Art and Music |
| 6 |
53.109 Introduction to Physical Science |
| 7 |
23.101 Biological Concepts |
| 8, 11 |
32.155 The Comparative History of World Civilizations |
| 9, 11 |
22.110 World Regional Geography |
| 9 |
42.200 Psychology of Development |
| 10 |
32.151 U.S. History to Reconstruction or
32.152 U.S. History since Reconstruction |
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
specializations, described below.
LANGUAGE ARTS (IDE)
(Home Department-English)
General Education: Specific general education courses
are required or recommended for 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 one
general education elective and one free elective. Suggested electives:
courses in history, child psychology.
Interdisciplinary Major with specialization in Language Arts (twelve courses):
Writing (choose one): 21.225 Introduction to
Journalism, 21.282 Creative Writing, 21.284 Prose Writing, 21.286
Professional Writing, or 21.333 Critical 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:
21.204 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:
71.115 Introduction to Speech Communication
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 (IDD)
(Home Department-History)
General Education: Specific general education courses
are required or recommended for coordinate majors, as outlined in section
1 above. However, students choosing the Social Sciences specialization
will fulfill goals 8 and 10 through history courses taken in the major,
leaving one general education elective and one free elective. 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 (IDA)
(Home Department-Physics and Earth Sciences)
General Education: Specific general education courses
are required or recommended for coordinate majors, as outlined in section
1 above. Students choosing the Natural Science 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, 21.282 Creative Writing, 21.284 Prose Writing,
21.286 Professional Writing, or 21.333 Critical 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 and 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 (IDR)
(Home Department-Geography)
General Education: Specific general education courses are
required or recommended for coordinate majors, as outlined in section 1
above. However, students choosing the
Geography and Earth Science specialization will take the
required geography course and fulfill goal 6 through courses taken in the
major, leaving one general education elective and one free elective.
Suggested electives: courses in history, literature, child psychology.
Writing (choose one): 21.225 Introduction to
Journalism, 21.282 Creative Writing, 21.284 Prose Writing, 21.286
Professional Writing, or 21.333 Critical Writing.
Science: 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 Introduction to Human 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 became effective October 1, 2001 and 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. The general education courses listed in section 1
above are recommended, but not required, for Coordinate Majors in Early
Childhood Education.
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 courses, 14.200 Education in American Society with Field Study I
and 42.200 Psychology of Development, are 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+" or higher grade 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.
4. Application submitted to the Education Department before October 1 for admission in the spring semester, and
before February 15 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
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)
Note: Students completing their degree prior to
October, 2003, are also required to take 42.212 Adolescent Psychology.
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 Health/Family
and Consumer Sciences, All Levels (credit - two courses)
14.417 Student Teaching Practicum and Seminar I:
Health/Family and Consumer Sciences, All Levels (credit - two courses)
14.418 Student Teaching Practicum and Seminar II:
Health/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 8 and Grades 5 - 12 (credit – two
courses)
14.421 Student Teaching Practicum and Seminar I: Modern
Languages Grades Pre-K to Grade 8 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)
It is recommended that students seeking licensure for
teaching in middle and secondary schools take 42.212 Adolescent
Psychology. For students graduating before October 2003, Adolescent
Psychology is required.
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 licensure 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 took 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 maintain 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 practicum
(early childhood, 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. Early Childhood
and Elementary Education students must also achieve a passing score on the
Foundations of Reading 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 302.
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 the 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
14.432 Early Childhood Professional Practicum B
14.437 Elementary Professional Practicum A
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
(D302) prior to February 15 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 |
14.222 |
| 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 State
College 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 utilizes on-campus and off-campus
teacher education centers to provide students with a variety of
professional experiences. Student teaching and field study assignments for
early childhood, elementary, middle and high school students are made in
standard public school settings that utilize the Massachusetts Curriculum
Frameworks. The following urban and suburban sites were used during the
2003-2004 school year for pre-practicum and practicum experience for
students preparing for teaching careers.
|
Acton |
Acton-Boxborough Regional High School
Douglas School
|
|
Andover |
Henry C. Sandborn Elementary
School |
|
Arlington |
Ottoson Middle School
Thompson School |
|
Ashland |
Ashland High School
David Mindess School
Pittaway School
Warren School |
|
Belchertown |
Swift River Elementary School
|
|
Bellingham |
South Elementary School
Stallbrook Elementary School |
|
Belmont |
Belmont High School
Burbank School |
|
Berkley |
Berkley Community School |
|
Berlin |
Berlin Memorial School |
|
Billerica |
Marhsall Middle
School |
|
Boston |
Boston English High School
Boston Latin Academy |
|
Burlington |
Fox
Hill School
Memorial School |
|
Cambridge |
Kennedy/Longfellow School |
|
Canton |
Canton High
School
Dean
S. Luce School
William H. Galvin Middle School |
|
Chelmsford |
Charles D. Harrington School |
|
Concord |
Concord Middle School |
|
Dedham |
Avery School |
|
Douglas |
Douglas First Grade Center |
|
Dover |
Chickering School
Dover/Sherborne Regional High School |
|
Dracut |
Greenmont Avenue School |
|
Framingham |
Barbieri School
Brophy School
Cameron Middle School
Charlotte A. Dunning School
Framingham High School
Fuller Middle School
Health Education
Hemenway School
Keefe Technical High School
Mary E. Stapleton School
Miriam F. McCarthy School
Potter Road School
Walsh Middle School
Woodrow Wilson School
|
|
Franklin |
Franklin High School
Helen Keller Elementary School
Oak Street Elementary School
Remington Middle School
Tri County Regional Vocational
Technical School |
|
Grafton |
Grafton Elementary School
Grafton Middle School |
|
Harvard |
Bromfield School |
|
Holden |
Wachusett Regional High School
Dr. Leroy E. Mayo School |
|
Holliston |
Holliston High School
Miller School
Robert H. Adams Middle School
Savino Placentino School
|
|
Hopedale |
Memorial School
|
|
Hopkinton |
Center School
Elmwood School
Hopkinton
High School
Hopkinton Middle School
Hopkins School
|
|
Hudson |
C.A. Farley
School
John F. Kennedy Middle School |
|
Lakeville |
Freetown-Lakeville
Middle School
|
|
Leominister |
Fall Brook
School
|
|
Lexington |
Fiske Elementary
School |
|
Lincoln |
Lincoln School |
|
Littleton |
Littleton High School |
|
Lowell |
Dr. Gertrude Bailey
International School |
|
Ludlow |
Chapin Elementary School |
|
Lynn |
Lynn English High School |
|
Marlborough |
Charles Jaworek
School
Francis J. Kane School
Marlborough High School
Marlborough Intermediate
Marlborough Middle School
Richer Elementary School
|
|
Maynard |
Green Meadow School
Guy Fowler Middle School
Maynard High School
|
|
Medfield |
Medfield Senior
High School
Memorial School
Ralph Wheelock School
|
|
Medway |
Francis J. Burke
Elementary School
John D. McGovern School
Medway High School
Memorial School
|
|
Mendon |
Miscoe Hill Elementary School
|
|
Milford |
Brookside School
Milford High School
Milford Middle School East
Stacy Middle School
Woodland Elementary School
|
|
Millbury |
Elemwood School
Raymond E. Shaw Memorial Middle
School
|
|
Millis |
Millis Middle School
Clyde F. Brown School |
|
Natick |
Bennett-Hemenway School
Brown School
J.F. Kennedy Middle School
Johnson School
Lilja School
Memorial School
Natick High School
Wilson Middle School
|
|
Needham |
Broadmeadow School
Newman Elementary School
Pollard Middle School
William Mitchell School
|
|
Newton |
John Ward School
Newton North High School
Newton South High School
Underwood School
|
|
Norfolk |
Freeman-Centennial School |
|
Northborough |
Algonquin
Regional High School
Fannie E. Proctor
Elementary School
Marion E. Zeh School |
|
Norwood |
Balch School
Charles Prescott School
Cornelius M Callahan School
John P. Oldham School
|
|
Plainville |
Beatrice H. Wood Elementary
School |
|
Quincy |
Merrymount School |
|
Sharon |
Sharon High School
|
|
Shrewsbury |
Floral Street School
Walter J. Paton School
|
|
Southborough |
Margaret A. Neary
School
Mary E. Finn School
P. Bent Trottier School
|
|
Stoneham |
Central School
Robin Hood School |
|
Stow |
Hale Middle
School
Pompositticut School |
|
Sturbridge |
Burgess Elementary School |
|
Sudbury |
Ephraim Curtis Middle
School
Israel Loring School
Lincoln-Sudbury Regional High
School
Peter Noyes School
|
|
Upton |
Nipmuc Regional High School
Memorial School |
|
Uxbridge |
Earl D. Taft School |
|
Walpole |
Fisher Elementary School
|
|
Waltham |
Henry Whittemore School
James Fitzgerald Elementary School
Waltham High School
|
|
Watertown |
Cunniff Elementary
School
|
|
Wayland |
Claypit Hill School
Wayland High School
|
|
Wellesley |
Wellesley Middle School
Sprague School
|
|
West Boylston |
Major Edwards
Elementary School
West Boylston Jr./Sr. High School
|
|
Westborough |
Mill Pond School
Westborough High School
|
|
Weston |
Country School |
|
Westwood |
Martha Jones School
|
|
Winchendon |
Memorial School
|
|
Worcester |
City View School
Quinsigamond School |
|
|
COURSE DESCRIPTIONS
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
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 an Initial teaching license. A field study
application must be submitted to the Office of Professional Experiences by
October 1 for spring semester and February 15 for fall semester.
14.314 Professional Preparation in Consumer and Community
Services
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: A passing score on the "Communication and
Literacy Skills" component of the Massachusetts Test for Educator
Licensure (MTEL); 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.
Prerequisite: A passing score on the "Communication and
Literacy Skills" component of the Massachusetts Test for Educator Licensure (MTEL);
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 Health/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: A passing score on the "Communication and
Literacy Skills" component of the Massachusetts Test for Educator
Licensure (MTEL); 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, 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: A passing score on the "Communication and
Literacy Skills" component of the Massachusetts Test for Educator
Licensure (MTEL); 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
8 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: A passing score on the "Communication and
Literacy Skills" component of the Massachusetts Test for Educator
Licensure (MTEL); 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 placement one
morning or afternoon per week is required).
Note: Meets for 6 hours.
Prerequisites: A passing
score on the "Communication and Literacy Skills" component of the
Massachusetts Test for Educator Licensure (MTEL); 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.
Prerequisites or corequisites for post baccalaureate
students: 14.002 Field Study I, 14.992 Learning and Human Development*,
and 14.997 Children, Adolescents, School and Society*.
*Course descriptions appear in the Graduate Catalog.
14.322 The Child and Literacy with Field Study II
An introduction to
elementary education with an emphasis on the teaching of literacy to
school age children (ages 6-12) with and without special needs. Teaching
strategies and techniques reflect current theory of literacy instruction
and address emergent literacy, word analysis, reading comprehension,
reading and writing process, reading and writing in content areas, and
basic literacy assessment. The course includes ways to create a classroom
environment that recognizes racial, cultural, and linguistic diversity in
children and supports their learning. An elementary school field placement
one morning per week is required. Note: Meets for 6 hours.
Prerequisites: A passing score on the "Communication and
Literacy Skills" component of the Massachusetts Test for Educator
Licensure (MTEL); 14.200 Education in American Society with Field Study I
and 42.200 Psychology of Development; acceptance to the Coordinate Major
in Elementary Education.
Prerequisites or corequisites for post baccalaureate
students: 14.002 Field Study I, 14.992 Learning and Human Development*,
and 14.997 Children, Adolescents, School and Society*.
*Course descriptions appear 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 2 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
An introduction to three components of early childhood
education curriculum. The reading component provides literacy instruction
in the early childhood classroom (PreK-2) with emphasis on the foundations
of reading development, development of reading comprehension, reading
assessment and instruction, and the integration of reading with other
language arts and the content areas. The reading component addresses the
key elements in a literacy program for early childhood: the role of
phonics, word analysis skills and strategies, comprehension skills in both
imaginative and informational texts, multiple approaches to reading
instruction, and the use of formal and informal methods for assessing
reading development. The social studies component includes several major
teaching strategies, such as ongoing patterns, guided discovery and
learning centers. Emphasis is on how to utilize visual materials in order
to understand the needs of children with diverse ethnic backgrounds. The
special education component assists students in understanding the
classroom teacher’s role in supporting inclusion. Tools and techniques are
provided for understanding the concepts of integration, addressing all
children as "special learners," and supporting both educators and children
through collaboration and co-teaming efforts. Students develop skills in
preparing, implementing, and evaluating Individualized Education Programs
(IEPs). Note: Meets for 6 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: A passing score on the appropriate subject
area test of the Massachusetts Test for Educator Licensure (MTEL); 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 (Credit - two courses)
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: A passing score on the appropriate subject
area test of the Massachusetts Test for Educator Licensure (MTEL); 14.410
Student Teaching Practicum and Seminar I: High School.
14.412 Student Teaching Practicum and Seminar I: Visual
Art Pre-K to Grade 8 (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: A passing score on the appropriate subject
area test of the Massachusetts Test for Educator Licensure (MTEL); 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 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 8 (Credit - two courses)
A second supervised experience in teaching visual art
Pre-K to 8. 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 8, 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: A passing score on the appropriate subject
area test of the Massachusetts Test for Educator Licensure (MTEL); 14.412
Student Teaching Practicum and Seminar I: Visual Art Pre-K to Grade 8.
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: A passing score on the appropriate subject
area test of the Massachusetts Test for Educator Licensure (MTEL); 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 cour |
