Childhood Urban Education (MSED)
This Teach for America program is for Corps Members who are teaching in an Elementary School as teachers of record on a Transitional B license.
There are three different certification options associated with this MSEd. They are Childhood Education 1-6 Students with Disabilities, Childhood TESOL (Teaching English to Speakers of Other Languages), and Childhood Bilingual Education.
Curriculum
| Code | Title | Credits |
|---|---|---|
| EDU 601 | Intro to Education Foundations | 3 |
| EDU 603 | Intro to Education Methods | 3 |
| EDCH 540 | Learning and Development Birth to Grade 6 | 3 |
| EDCH 502 | Emergent Literacy | 3 |
| EDU 595 | Child Abuse Workshop | 0 |
| EDU 596 | Prevention of School Violence Workshop | 0 |
| EDU 597 | Dignity for All Students Workshop | 0 |
| EDU 628 | Teaching Math & Science: Supporting STEM Education | 3 |
| EDU 556 | Assessment for Diverse Learners | 3 |
| SPE 541 | Inclusive Strategies | 3 |
| SPE 580 | Classroom Management | 3 |
| EDCH 509 | Literacy and the Arts in the Elementary Classroom | 3 |
| or TESL 583 | Linguistics, Literacy, & Second Language Acquisition | |
| EDU 615 | Research Methods | 3 |
| EDU 589 | Student Teaching Seminar | 2 |
| Total Credits | 32 | |
| 1 | Take TESL 583 if you plan to add TESOL. |
Courses to Add SWD
| Code | Title | Credits |
|---|---|---|
| SPE 631 | Reading and Writing Process for Students with Learning and Behavioral Disorders | 3 |
| Please choose one of the following: | 3 | |
| Therapeutic Approaches for Disruptive Behavior 1 | ||
| Intellectual Disabilities and Autism Spectrum Disorders: Etiology & Educational Needs 1 | ||
| Transition Issues for Adolescents with Disabilities 2 | ||
| Total Credits | 6 | |
1 - Childhood and Early Childhood Candidates must choose the course that is offered that academic year.
2 - Adolescence Candidates must choose this course.
Courses to add TESOL K-12 (Teaching English to Speakers of Other Languages)
| Code | Title | Credits |
|---|---|---|
| TESL 585 | Methods and Materials of Teaching English to Speakers of Other Languages | 3 |
| TESL 586 | Methods of Teaching the Subject Areas in the Native Language | 3 |
| Please recall that TESOL candidates need to take TESL 583 instead of EDCH 509. | ||
| Total Credits | 6 | |
Courses to Add Bilingual Extension
| Code | Title | Credits |
|---|---|---|
| TESL 590 | Foundations of Bilingual Education | 3 |
| TESL 586 | Methods of Teaching the Subject Areas in the Native Language | 3 |
| TESL 584 | Curriculum, Assessment, & Methods of Teaching Native Language Arts | 3 |
| TESL 585 | Methods and Materials of Teaching English to Speakers of Other Languages | 3 |
| Total Credits | 12 | |
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.
