Childhood Urban Education (MSED)

This Teach for America options is for candidate who seek to work at the childhood (grades 1-6) level.  Of course, the main focus is teaching in the urban environment.

There are four different certification options associated with this MSEd.  They are Childhood Education, Childhood 1-6 Students with Disabilities, Childhood plus TESOL (Teaching English to Speakers of Other Languages), and Childhood plus Bilingual Education.

Curriculum

EDU 601Intro to Education Foundations3
EDU 603Intro to Education Methods3
EDCH 502Emergent Literacy3
EDU 595Child Abuse Workshop0
EDU 596Prevention of School Violence Workshop 0
EDU 597Dignity for All Students Workshop0
EDCH 540Childhood Learning and Development3
SPE 580Classroom Management3
EDCH 543Elementary Mathematics Instruction3
EDCH 515Assessment for Instruction 13
or EDU 556 Assessment for Diverse Learners
EDU 615Research Methods3
SPE 541Inclusive Strategies3
SPE 631Reading and Writing Process for Students with Learning and Behavioral Disorders 23
or TESL 590 Foundations of Bilingual Education
EDU 598Student Teaching Seminar2
Total Credits32

Courses to Add SWD

SPE 644Collaborative Practices on a Transdisciplinary Team3
SPE 639Therapeutic Approaches for Disruptive Behavior3
Please recall that SWD candidates need to take EDU 556 as their assessment course.
Total Credits6

Courses to add TESOL K-12 (Teaching English to Speakers of Other Languages)

TESL 585Methods and Materials of Teaching English to Speakers of Other Languages3
TESL 587Evaluation Assessment in Bilingual/TESOL Education3
Please recall that TESOL candidates need to take TESL 590 instead of SPE 631.
Total Credits6

Courses to Add Bilingual Extension

TESL 583Linguistics, Literacy, & Second Language Acquisition3
TESL 587Evaluation Assessment in Bilingual/TESOL Education3
TESL 586Methods of Teaching the Subject Areas in the Native Language3
TESL 585Methods and Materials of Teaching English to Speakers of Other Languages3
Please recall that Bilingual candidates take TESL 590 instead of SPE 631
Total Credits12

Prerequisites for Childhood and Childhood SWD 

Candidates must provide evidence of successful completion of six hours of college level credit in each of the following:

  • English
  • Mathematics
  • Natural Science
  • Social Studies

And three hours of college level credit in:

  • Language Other Than English

Prerequisites for TESOL

Twelve credits in a language other than English

Learning Goals & Objectives

Learning Goal 1 (KNOWLEDGE – Observed in Writing)

CANDIDATES IN THE TEACHER EDUCATION PROGRAMS WILL DEMONSTRATE CONTENT KNOWLEDGE, PEDAGOGICAL, AND PROFESSIONAL KNOWLEDGE NECESSARY FOR SUCCESSFUL PERFORMANCE IN THEIR FIELD.

Teacher candidates will:
  • Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students.
  • Know the content they are responsible for teaching, and the pedagogical content knowledge to plan instruction that ensures growth and achievement for all students.

Learning Goal 2 (KNOWLEDGE – Observed Skills and Dispositions)

CANDIDATES IN THE TEACHER EDUCATION PROGRAMS WILL DEMONSTRATE PROFESSIONAL SKILLS AND DISPOSITIONS NECESSARY FOR SUCCESSFUL PERFORMANCE IN THEIR FIELD. 

Teacher candidates will:
  • Demonstrate professional dispositions and implement instruction that engages and challenges all students to meet or exceed the learning standards.

Learning Goal 3 (SERVICE)

CANDIDATES IN THE TEACHER EDUCATION PROGRAMS WILL DEMONSTRATE WILLINGNESS TO USE THEIR SKILLS TO BENEFIT AND SERVE SOCIETY. WITHIN THE CONTEXTS OF THEIR WORK, CANDIDATES PROMOTE AUTHENTIC LEARNING, SOCIAL AND EMOTIONAL DEVELOPMENT, AND A COMMITMENT TO SOCIAL JUSTICE IN ENVIRONMENTS THAT FOSTER RESPECT FOR DIVERSITY AND THE DIGNITY OF ALL.

Teacher candidates will:
  • Work with all students to create a dynamic learning environment that supports achievement and growth.
  • Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction for diverse learners.

Learning Goal 4 (PROFESSIONALISM)

CANDIDATES WILL DEMONSTRATE SELF-REFLECTION AS A HABIT OF MIND, CONTINUOUSLY ASSESSING AND REFINING THEIR PROFESSIONAL PRACTICE AS THEY CONSTRUCT A RICH REPERTOIRE OF RESEARCH-BASED KNOWLEDGE, SKILLS, AND ATTITUDES FOR EFFECTIVE PERFORMANCE ENSURING THAT ALL STUDENTS AND/OR CLIENTS HAVE OPTIMAL OPPORTUNITIES TO LEARN AND GROW.

Teacher candidates will:
  • Set informed goals and strive for continuous professional growth.

Learning Goal 5 (LEADERSHIP)

CANDIDATES WILL BECOME ADEPT AT APPLYING THEIR ACQUIRED KNOWLEDGE IN THE PROCESS OF EVALUATING THEIR OWN PROFESSIONAL PERFORMANCE AND DECISION-MAKING WITH RESPECT TO ITS IMPACT ON STUDENTS AND/OR CLIENTS, ORGANIZATIONS, AND THE WIDER COMMUNITY. 

Teacher candidates will:
  • Demonstrate professional responsibility and engage relevant stakeholders to maximize impact on student growth, development, and learning.