Childhood Education 1-6/TESOL K-12 (MSEd)
Department Co-Chairs: Marya Grande, PhD and Kelly Harper, PhD
Degree: MSEd
The Childhood/TESOL Master of Science in Education Degree Program at Canisius is designed for those dedicated to meet the needs of English Language Learners, placing a strong emphasis on theory, research and practicum experience. The curriculum enables candidates to develop an understanding of etiology, related psychological and social factors and techniques proven effective for teaching students with diverse learning needs.
This program combines the Childhood (1-6) program with the Teaching English as a Second or Other Language (K-12) program to prepare new candidates to gain initial and professional certification in Childhood Education (Grades 1-6) and TESOL (Grades K-12).
Grade Requirements
Graduate students enrolled in initial certification programs must achieve a C or above in all prerequisite coursework and a B- or above in all graduate program coursework. Failure to meet these requirements will require repeating the course &/or completing additional coursework.
Licensure Disclosure
Canisius College cannot determine whether completion of this program would be sufficient to meet licensure requirements outside of New York State for the intended occupation. We advise you to contact your state licensing board or appropriate licensing entity to determine whether the program meets requirements for Professional Licensure in the state where you are located or the state in which you intend to pursue licensure. Please contact the associate dean of your school if you have further questions.
Curriculum
| Code | Title | Credits |
|---|---|---|
| SPE 580 | Classroom Management | 3 |
| SPE 541 | Inclusive Strategies | 3 |
| TESL 583 | Linguistics, Literacy, & Second Language Acquisition | 3 |
| EDCH 509 | Literacy and the Arts in the Elementary Classroom | 3 |
| EDU 505 | Foundations of Education | 3 |
| EDU 595 | Child Abuse Workshop | 0 |
| EDU 596 | Prevention of School Violence Workshop | 0 |
| TESL 584 | Curriculum, Assessment, & Methods of Teaching Native Language Arts | 3 |
| EDU 572 | Teaching Social Studies Integrating English Language Arts | 3 |
| EDU 556 | Assessment for Diverse Learners | 3 |
| EDU 615 | Research Methods | 3 |
| EDCH 540 | Learning and Development Birth to Grade 6 | 3 |
| EDU 628 | Teaching Math & Science: Supporting STEM Education | 3 |
| EDU 570 | Pre-Student Teaching | 3 |
| TESL 585 | Methods and Materials of Teaching English to Speakers of Other Languages | 3 |
| TESL 587 | Evaluation Assessment in Bilingual/TESOL Education | 3 |
| EDU 592 | Student Teaching Seminar | 0 |
| EDCH 593 | Student Teaching: Childhood | 9 |
| EDU 597 | Dignity for All Students Workshop | 0 |
| TESL 586 | Methods of Teaching the Subject Areas in the Native Language | 3 |
| Total Credits | 54 | |
Prerequisites for Childhood 1-6/TESOL K-12
Candidates need the following prerequisites to pursue this dual-certification program. They may be done before or concurrently with the program.
1. English - 3 credit hours
2. Math - 3 credit hours
3. Science - 3 credit hours
4. Social Studies - 3 credit hours
5. Language Other Than English - 12 credit hours
| First Year | ||
|---|---|---|
| Fall | Spring | Summer |
| SPE 541 | EDCH 540 | EDU 556 |
| SPE 580 | EDU 572 | EDU 505 |
| TESL 583 | EDU 628 | EDU 595 |
| TESL 584 | TESL 586 | EDU 596 |
| EDU 615 | ||
| Second Year | ||
| Fall | Spring | |
| EDCH 509 | EDCH 593 | |
| EDU 570 | EDU 592 | |
| TESL 585 | EDU 597 | |
| TESL 587 | ||
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.
