Masters of Science in Early Childhood (Online Program)

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New York Institute of in conjunction with Testing and International Welcome

TTI invites you to join our Masters of Science in Early Childhood Education Program in collaboration with New York (NYIT). Upon completion of all NYS certification requirements, this program leads to a master’s degree and eligibility for NYS initial certification in Early Childhood Education, Birth to Grade 2. This program is ideal for students living out of New York State or in Israel.

The program facilitates the development of an understanding of early childhood development, curriculum design; effective instruction practices to teach young children; and the integrating of technology in teaching and learning. It prepares candidates for teaching in a variety of educational settings within the Birth to Grade 2 levels. The program builds on the general education and liberal arts majors or concentrations that candidates acquired in their and develops their understanding of child development, curriculum design, instructional practices, and the integration of technology in teaching and learning.

The program’s clinical component begins with field experiences in local linked to the courses. It develops candidates’ teaching skills through opportunities to observe good teaching, then to begin teaching one-on-one, with small groups, and then with a whole class. It culminates with a full semester of student teaching.

NYIT’s Early Childhood Education program received National Recognition by the National Council for Accreditation of Teacher Education for the rigorous implementation of the Association of Early Childhood Education International’s standards for preparing elementary teachers.

page 2 Online Classes

On-line learning offers a unique opportunity to complete program course work and assignments with an enormous amount of flexibility.

Students will log in to the program website, complete and submit assignments to the professor on a weekly basis, via Blackboard. A detailed syllabus provides specific instructions for each course and gives students a clear sense of what is required each week. Depending on the course, there may be designated weekly “chat” times, when students can ask questions and exchange ideas about assignments and reading materials.

Students are required to have a computer with a high speed internet connection and Microsoft Word, Excel and PowerPoint. For supervision of fieldwork, a webcam may be required. Textbooks must be purchased prior to the course starting date.

While in the program, students must maintain a GPA of 3.0 or higher.

This program has been designed to meet the needs of our community. NYIT staff receives sensitivity training and all on-line activities are exclusive to TTI students.

page 3 Program Prerequisites

To join this program, you need the following:

• A baccalaureate degree from an accredited or with a minimum of a 30-credit concentration in one of the following areas: Biology, Chemistry, Economics, English, History, Life Science, Mathematics, Physics, or Psychology.

NYIT faculty will review your transcript to make sure you have the appropriate number of credits to enroll in the program.

• A minimum of six credits in each of the following: English, social studies, science, mathematics, and a second language.

• Three credits of creative expression: This can be fulfilled by taking the JSE Jewish Music101 exam at any TTI testing site.

• A minimum undergraduate GPA of 3.0

• Graduate Record Exam (GRE), Miller Analogies Test (MAT), or SAT score from within the last five years. GRE Requirements: Ranked within the top 50 percent of those assessed. MAT Requirements: Ranked within the top 50 percent of those assessed. SAT/ACT Requirements: Ranked within the top 50 percent of those assessed.

Students can take the MAT exam at our TTI sites in or in Israel. To schedule an exam at our Brooklyn site, email Chanie Horowitz [email protected]. To schedule at TTI’s Israel site contact Suri Greenfield 718-376-0974 ext. 139.

page 4 Program Schedule

This is a 39 credit, 1 year and 3 month program. It follows four 15-week semesters with a week break in between semesters and a one month break from the end of December until the end of January.

Our program begins on January 22, 2021 and will end in May 2022.

SEMESTER I SEMESTER II SEMESTER III Spring 2021 Summer 2021 Fall 2021

EDPC 603 EDPC 664 EDSS 620 Foundations I: Philosophy Institutes in Education Social Studies & Technology & Technology of Education EDPC 610 EDLI-636 EDPC 605 Foundations II Diversity, Diagnosis and Remediation Curriculum Design & Learning & Technology in of Literacy Disorders Development Education EDMA 625 EDLI 635 EDPC 615 Mathematics, Theory and Practice Human Growth, Science & Technology I of Literacy Instruction Development & Learning EDSC-626 Science Math & Technology II

SEMESTER IV SEMESTER V Spring 2022 Summer 2022

EDLA -615 Bilingual Class 1 English Language Arts & (optional) Technology Bilingual Class 2 EDPC-681 (optional) Student Teaching & Seminar Bilingual Class 3 (optional)

page 5 Course Descriptions

EDPC - 603 Foundations I: Philosophy and Technology of Education 3 credits Foundations of education focuses on the continuum of thought framing the past, present, and future understanding of the education profession. Candidates explore the disciplines of educational philosophy, educational history, educational psychology, educational sociology, along with curricular theory, gender and cultural theory, technology-enhanced learning theory, and philosophical outlooks on the future of the education profession. Using a New Media process of , reflection, and analysis, each candidate develops a rigorous, well documented personal philosophy of education. This philosophy initiates each candidate’s web-based professional portfolio. Candidates are expected to make additions and revisions to this philosophy each succeeding semester as specified in the final portfolio requirements for the degree. Field observations and experiences are required and integrated into the course.

EDPC - 605 Curriculum Design and Development 3 credits Candidates design an instructional unit within a defined course of study based on the five phases of instructional systems design: analysis, design, development, implementation and evaluation. Candidates conduct a needs assessment for the learner, content, and context of their unit of instruction aligning learning objectives with national and state standards. Candidates develop performance assessment measures and incorporate instructional to meet the needs of diverse learners. Issues addressed are curriculum alignment, learning theory, differentiated instruction, and design of instructional technology activities for active student engagement and inquiry. Field experiences are required and integrated into the course.

EDLI - 635 Theory & Practice of Literacy Instruction 3 credits Candidates review the theories and principles of student’s language and literacy development from emergent to accomplished reading and writing. Candidates learn methods and strategies for teaching literacy to all learners including those with diverse learning needs. A major premise of the course is that literacy instruction is a decision making process, grounded in research and practically based framework. Candidates must demonstrate their ability to apply teaching strategies in literacy education with early childhood, childhood or middle learners. Field observations and experiences are required and integrated into the course. This course is a prerequisite to EDLI 636 (Diagnosis and Remediation of Literacy Disorders) and EDLI 637 (Reading in the Content Areas).

PREREQUISITE: EDPC 605

page 6 Course Descriptions

EDPC – 664 Institutes in Education 3 credits There is a movement emerging across the country that is challenging students and educators to explore new ways of integrating art and design into the traditional “STEM” fields (science, technology, , and math). Careers in the 21st century will demand the kind of creative problem solving that translates critical observation, critical thinking, and critical making into objects and experiences that provide utility and meaning. With online format, students can learn the theoretical frame work, research, and theory and will also work on the hands-on creations to enhance STEM learning. Field observations and experiences are required and integrated into the course.

EDPC - 610 Foundations II: Diversity, Learning, and Technology 3 credits Candidates apply an understanding of diversity of student populations in P-12 schools. Particular emphasis is placed on research based evidence for effective uses of assistive and instructional technology for improving student performance in national and state standards based general education curriculum. Candidates develop instructional materials to meet the needs and aspirations of all learners across the spectrum of culture, gender, language, and ability levels. Case studies are developed to demonstrate technology integration for differentiation for all learners. Field experiences are required and integrated into the course.

PREREQUISITE: EDPC 603 & EDPC 605

EDPC - 615 Human Growth, Development & Learning 3 credits Candidates study human growth and explore the relationship of cognitive, social, and emotional development to student learning in the early childhood, childhood and adolescence classroom. The candidates explore research and applications of learning and motivational theories, contemporary influences, and examine literacy and study skills in the areaof learner development. Candidates analyze and prescribe interventions to case studies that reflect their knowledge of the developmental stages of the learner. Learner motivation and learning strategies for diverse learners are developed. Candidates investigate the impact of assessment, diversity and the integration of technology on student learning in the classroom. In addition, candidates reflect on the influences of family, school, society, historical, cultural, ethnic and socioeconomic factors on student learning. Field observations and experiences are required and integrated into the course.

PREREQUISITE: EDPC 603 & EDPC 605

page 7 Course Descriptions

EDSS – 620 Social Studies & Technology 3 credits

Candidates develop skills and thinking processes of historians using technologies for inquiry learning and explore global perspectives in teaching historical events. Candidates examine primary source documents, Web sites and other media to stimulate critical thinking. Candidates investigate methods, materials, and resources appropriate for diverse learners. Candidates design curriculum materials for use in the classroom that incorporate state and national standards in social studies education and further literacy and study. Field experiences are required and integrated into the course.

PREREQUISITE: EDPC 603 & EDPC 605

EDLI - 636 Diagnosis & Remediation of Literacy Disorders 3 credits Candidates examine the nature of literacy disorders present in early childhood, childhood and middle childhood students. They explore the possible causes and correlates of those problems including neurological, psychological, environmental, and educational factors. The primary focus of the course is the identification of literacy disorders and the development of effective, research-grounded remediation. Candidates explore both formal and informal assessment procedures including those that may best be classified as authentic measures. A major theme in this course is the availability of technological support for both assessment and intervention. Candidates are required to conduct a full literacy assessment and case study with an early childhood, childhood or middle childhood child who evidences reading and/or writing difficulty. Field observations and experiences are required and integrated into the course.

PREREQUISITE: EDLI 635

EDMA – 625 Mathematics, Science & Technology I 3 credits The candidates will examine an integrated approach to the teaching of mathematics, sci- ence and technology. Emphasis will be on designing instructional strategies using technol- ogy to support problem solving skills, abstract and quantitative reasoning, mathematical modeling and mathematical fluency in students. Collaborative and project based student- centered learning and assessment techniques will be the guiding principles throughout the course. Candidates will create strategies to coach and support teachers in the devel- opment of instructional materials to address the needs of diverse learners in the context of reflective practice. Field observations and experiences are required and integrated into the course.

PREREQUISITE: EDPC 603 & EDPC 605

page 8 Course Descriptions

EDSC – 626 Mathematics, Science & Technology II 3 credits

Candidates integrate mathematics, science, and technology with inquiry-based teach- ing and learning aligned with national and state standards. Candidates explore issues, resources, technologies and methods to create integrated MST experiences and plan effective lessons for diverse student population. Candidate will investigate appropriate as- sessment strategies and the application of various technologies and web resources. Field experiences are required and integrated into the course.

PREREQUISITE: EDPC 603 & EDPC 605

EDLA - 615 English Language Arts & Technology 3 credits Candidates examine the national and state English/ Language Arts standards related to listening, speaking, reading, writing, and visual communication. Candidates explore methods, materials, and resources appropriate for cultural, ethnic, and diverse learning styles of all learners to meet the language arts and readingstandards. Candidates investigate strategies for integrating technology into K-12 language arts and literacy instruction and teaching strategies appropriate to the level of instruction. Candidates apply research based effective practices for assessing learner progress and for using technology to improve reading, writing and communication. Field experiences are required and integrated into the course.

PREREQUISITE: EDPC 603 & EDPC 605

EDPC – 681 Supervised Student Teaching and Seminar (childhood) 3 credits Candidates participate in a full semester of student teaching in a childhood setting in a co- operating school. Student teachers are supervised by a cooperating teacher in the school and observed regularly by the college supervisor. The weekly seminar provides support and instruction for candidates who are working in the schools. Instruction focuses on technology as a tool for teachers using word processing, database and spreadsheet man- agement. Seminar discussions focus on assigned readings and the teaching experiences of the candidates.

page 9 Field Work

Student teaching is the culmination of the entire program. It requires 7 weeks in a Birth-Grade 1 setting and 7 weeks in a Grade 1-Grade 2 setting. Students must actively participate in all classroom activities including lesson planning, real classroom teaching and direct instructions. Student must work under a NY certified teacher. Student teaching must be done in English and cannot be done in a Hebrew speaking classroom.

Certification

Requirements for Initial/Professional Certification:

Teacher candidates apply for Initial New York State teacher certification in Early Childhood Education upon completion of all requirements of the program. NYIT will recommend the teacher candidate for certification.

In addition to the Master’s Degree, the following is required: • NYSTCE Exams See next section for details.

• Child Abuse and Violence workshops These can be completed on-line at www.nyscourses.com

• DASA workshop This six hour workshop is generally done face to face. TTI offers this workshop in Brooklyn and in Lakewood. Due to Covid-19 this workshop is now available online.

• Fingerprinting Contact Miriam Scheiner for more details.

page 10 NYSTCE Exams

TEst 211/212/245 • Content Specialty Test (CST) Multi Subject: Teacher of Early Childhood (Birth to Grade 2) See next page for details

• Teacher Performance Assessment edTPA

• Educating All Students Test Test 201

The NYSTCE exams listed above are only offered in Pearson VUE computer-based testing centers. Students have the option to either test at the public Pearson VUE testing sites or at the TTI sites.

To register for the NYSTCE exams: • Register and pay for your exam through the NYSTCE website www.nystce.nesinc.com

• Within 24 hours, you will receive via e-mail an “authorization to test” e-mail. Do NOT click on the link in the email as TTI is a private testing site and our location will not be listed on the Pearson VUE site.

• Exams are given in Boro Park and Lakewood. Call 1-855-TTI-EXAM to reserve a time slot. Reservations with TTI can be made as early as 2 weeks prior to the testing date.

• Students living in Israel can register at the Pearson Vue testing site in Ramat Gan.

NYSTC Exam Retake Policy: Candidates who do not pass the NYSTC may retake it until a passing score is achieved. Candidates must re- register each time they retake a test. Candidates must wait 30 days after taking the EAS, CST- Multi Subject in Childhood or Early Childhood and the CST- Students with disabilities exam.

Boro Park Testing Schedule: The 2nd Sunday of each month at 4:00pm Every Wednesday at 6:00pm

page 11 CST – Multi Subject

Please note that the Multi Subject Exam contains three parts:

Part One: Literacy and English Language Arts

Part Two: Mathematics

Part Three: Arts and Sciences

Part Three of the exam is the same for all Multi Subject Exams. A candidate applying for multiple Multi Subject exams only needs to take and pass Part Three once.

When paying for the exam, please note the following: You can pay for each part individually. 3 exams, 3 charges on your credit card, 3 separate testing times. OR you can pay for the complete CST exam and take the entire exam in one sitting.

All 3 parts: $179.00 The amount of time needed for the complete exam is: 5 hours and 15 minutes.

Please note that the TTI testing site does not generally allow registration for more than one part of the exam per testing session. Sections one and two are two hours long and section 3 is one hour long. To take the Multi Subject exam at the TTI testing site, teacher candidates must register for each part separately.

page 12 Professional Certification

Professional Certification holders need to maintain their certificates by completing 100 hours of professional development known as Continuing Teacher and Leader Education (CTLE) every five years. CTLE is mandated for those who are working in a teaching position in New York State that requires certification.

New York State will only print the actual certificate for Professional Certification. Initial Certificates will not be printed.

The NYIT/TTI Master’s Program in Early Childhood Education leads to certification in New York State only. Teacher candidates who wish to receive certification in another state may contact that state’s Education Department for directions on the reciprocal processes. Please note that additional courses and requirements may be necessary. Teacher candidates should contact their state’s Educational Department for certification requirements.

page 13 Additional Certificates

The NYIT/TTI program leads to certification in Early Childhood: Birth-Grade 2.

Please note that many jobs may require a Students with Disabilities certificate. Head Start teachers require Early Childhood Education. SEIT teachers must be certified in Students with Disabilities.

Students will be eligible to apply for additional certificates after they have been awarded their teachers certificate in Early Childhood Education. Teacher candidates must apply separately for each certificate that they wish to receive. They will need to pay the respective fees related to each certificate. Students can apply for Childhood Education (Grades 1-6), Students with Disabilities (Birth- Grade 2) and Students with Disabilities (Grades 1-6.) Please note that additional certificate applications have a long turnaround time. Please plan for at least a 90 day waiting period.

Requirement for Additional Certificates: Students with Disabilities: Early Childhood • 4 Student With Disabilities Courses through Genesis University The Exceptional Child ECE304, Adapting Curricula ECE310, Assessment in Early and ECE309, Managing the Environment EDU440

• CST Students with Disabilities 060- NYSTCE exam

• Autism Workshop: This can be completed on-line at www.workshopsexpress.com

Please contact Miriam Scheiner for review materials and testing schedules. For further details or to apply for a certificate, please access the TEACH system at www.highered.nysed.gov/tcert.

New York State certification requirements can change at any time. It is the student’s responsibility to fulfill all New York State requirements that are in effect at the time of applying for a certificate. TTI will assume no responsibility for NYS policies. When possible we will update students of any changes.

page 14 Internship Certification

NYIT offers their students an option to become certified while still taking courses. Internship certification is a certificate issued to a student in a NYS registered/approved graduate teacher education program which includes an internship experience(s). The student must be 50% through the program and the program will determine if a student is eligible for this Internship certificate. The certification is valid for up to two years and is not renewable while the student is matriculated in the program and completing the internship requirement of the program. When the student completes or leaves the program, the certificate is no longer valid.

Tuition and Fees

In order to be enrolled in and remain part of the TTI cohort group, TTI student fees must be paid in full within the first year of study.

The payment schedule is as follows:

$100 Application fee...... to be paid at the time of submitting a program application $775 Basic TTI Membership fee (only applicable to new members)...... January 10, 2021 $1100 (First TTI program fee)...... February 15, 2021 $1100 (Second TTI program fee) ...... May 15, 2021 $1100 (Third TTI program fee)...... September 15, 2021 $1100 (Final TTI program fee)...... December 15, 2021

Tuition to NYIT will be due at the beginning of each semester. Each course cost $1495. Students can pay NYIT for their courses online with a credit card. Total cost of the program including NYIT and TTI fees is approximately $24,000.

page 15 Financial Aid

Stafford Loans Students apply through www.fafsa.ed.gov. Students may be eligible to receive a maximum loan of $20,500; eligibility is not dependent on income, but based on the financial aid cost of attendance. Please note that you will be charged interest from the time the loan is disbursed to the time the loan is repaid in full. The interest rate is set by the federal government.

FAFSA Application Process: 1. Students may apply online at www.fafsa.ed.gov or call 1-800-433-3243 to request a paper application.

2. Complete and submit FAFSA applications.

3. Applications are processed by the state and forwarded to NYIT electronically.

4. NYIT’s Financial Aid Office determines students’ financial aid eligibility and notifies them with an award letter. Students will receive 2 copies of the award letter. This letter allows the students to accept or de- cline their financial aid. For further questions students can call NYIT’s financial aid office at 516-686-7680.

Loan Forgiveness Program The Federal Student Loan Program offers a loan forgiveness opportunity for teachers who have been teaching full-time in a low-income school, for 5 consecutive years, in grades Pre-1A through twelfth grade. A General Education teacher may receive up to $5,000 in loan forgiveness, and a Special Education teacher may receive up to $17,500 in loan forgiveness. Eligible teaching may include working as a P3 provider in a school setting or working for an agency such as Tree of Knowledge or Catapult. Upon completion of their 5 years of teaching, eligible students complete an application and submit it to their loan provider (printed on all repayment statements.)

Students with a Stafford Loan of less than $5000 who are currently teaching (and working toward accumulating 5 consecutive years), are eligible to apply for a loan forgiveness forbearance, which will defer loan repayment while the student completes the 5 consecutive-year obligation. Once the 5-year obligation is met, students may apply for loan forgiveness. Loan cancellation and loan forbearance applications may be accessed through your lender, or online at www.hesc.com; look up “teacher loan forgiveness” on the site search engine. You may call the TTI Hotline at 877-RING-TTI ext. 11 for further information and applications.

page 16 Registration Checklist

To apply, please be sure to complete the following: □ Complete and submit the TTI application □ Completed NYIT Graduate Application (apply online at www.nyit.edu/apply) □ Submission of either GRE, SAT, MAT exam scores □ Official Undergraduate Transcripts indicating proof of Bachelor’s Degree to be mailed to NYITAttn: Elizabeth Pirri, Wisser Library, 3rd Floor, Northern BoulevardOld Westbury, NY 11568 □ Separate official transcripts from each institution received credit □ Two letters of recommendation – a personal reference & academic reference □ Personal statement □ Completed Student Immunization Form (Must be signed/stamped by your physician) -OR an immunization record from previous institution signed/stamped by physician. □ Completed Meningococcal Meningitis Vaccination Response Form

If you have questions about the program or the application process, please contact Elizabeth Prirri at 516-686-1286 or email her at [email protected].

page 17 NYIT SCHOOL OF EDUCATION TTI ONLINE MASTERS EARLY CHILDHOOD EDUCATION PROGRAM Northern Boulevard PO Box 8000 347.415.1218 • 718.376.0974 ext 25 Old Westbury, NY 11568-8000 516.686.7777