DOCSLIB.ORG

Educational Studies & Teacher

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Educational Studies & Teacher EDUCATIONAL STUDIES & TEACHER CERTIFICATION The Educational Studies and Teacher Preparation Department, located in the Graduate School of Education and Allied Professions, in close collaboration with the College of Arts and Sciences, offers: • A 15-credit minor in educational studies open to all interested undergraduates • A Five Year Integrated Bachelor of Arts-Master of Arts Degree Teacher Certification Program in: a. Secondary Education (with concentrations in science, math, English, social studies, and world languages) b. Elementary Education • A Four Year Bachelor of Arts Degree with Teacher Certification program in P-12 Music Education Our programs are organized around reflective inquiry and socially responsible professional practice. We are committed to educating scholar-practitioners who have the knowledge, skills, and dispositions to enact meaningful connections between theory and practice, promote a developmental model of human growth and learning, exercise ethical professional judgment and leadership, and advocate for quality education for all learners. Faculty of the Educational Studies and Teacher Preparation Department are available for individual advising by appointment throughout the year. THE MINOR IN EDUCATIONAL STUDIES TEACHER EDUCATION The minor in educational studies is designed to meet the Our teacher preparation programs are accredited by needs of all interested students who wish to deepen their the State of Connecticut and nationally recognized understanding of education, teaching and learning in by the National Council for Accreditation of Teacher preparation for a variety of careers, including, but not Education/Council for the Accreditation of Educator limited to, careers as classroom teachers. The minor Preparation and by their respective national professional in educational studies is open to all undergraduates organizations. Students who successfully complete the at Fairfield University. Applications to the minor in teacher preparation programs at Fairfield qualify for educational studies are reviewed on a rolling basis for an initial teaching certificate as secondary educators currently enrolled Fairfield University students. (grades 7 through 12), elementary educators, or P-12 • There is no necessity to enroll in the teacher education music educators in the state of Connecticut. program to declare this minor. • Prerequisite to declare minor: This certificate is recognized by 38 other states and a. 15 credits the District of Columbia, all of which participate in the b. Fingerprinting and a criminal background check NASDTEC Interstate Contract. • Total number of courses and credit hours required: 5 courses totaling 15 credit hours* as follows: Five Year Integrated Bachelors-Masters Degree Teacher a. ED 200 Explorations in Education: Certification Program Highlights: Teaching, Learning & Schooling • Students earn a BA or BS in their major b. ED 241 Educational Psychology • Students minor in educational studies (15 credits) c. ED 329 Philosophy of Education and take 2-4 additional teacher preparation courses d. One course from recommended diversity course list as undergraduates, depending on certification area e. One relevant cognate area course from the menu of • Students continue teacher preparation as recommended courses graduate students • Students complete a 30 credit MA teacher * Certain courses taken to fulfill the minor in educational preparation program (about 14 months, which studies may be used to fulfill requirements for the includes student teaching) undergraduate core and US diversity requirements. • Students earn an MA in secondary or elementary education and are eligible for CT teaching certifications • Paid teaching internships may be available during the graduate year (up to $15,000 tuition remission) (Continued on other side) ADMISSION PROCESS MANDATORY IMMUNIZATIONS To be admitted to the Five-Year Integrated Bachelors- Connecticut State law requires each full-time or Master’s Degree Teacher Education Programs, students matriculated student to provide proof of immunity or must first: declare the minor in Educational Studies; screening against measles, mumps, rubella, varicella successfully earn 45 credits; maintain a minimum GPA (chicken pox), meningitis and tuberculosis. Certain of 2.67 and 3.0 GPA in their certification major. exemptions based on age and housing status apply. Matriculating students are defined as those enrolled in a There are two phases of the admission process to the degree seeking program. More detailed information and Five-Year Program: Level I and Level II. Admission to Level I the required downloadable forms are available online at does not guarantee admission to Level II. www.fairfield.edu/immunization. Completed forms should be submitted directly to the Student Health Center. To be admitted to the undergraduate phase of the teacher Although this is not required to complete an application, education program (Level I), students must: you must provide proof of immunity/screening prior to 1. Declare a minor in educational studies course registration. Please consult your private health 2. Major in an appropriate discipline care provider to obtain the necessary immunizations. 3. Successfully earn 45 credits Questions may be directed to the Student Health Center: 4. Possess and maintain an overall minimum GPA of 2.67 (203) 254-4000 ext. 2241 or e-mail [email protected]. 5. Maintain a 3.0 GPA in your major 6. Pass or waive the Praxis I testing requirement 7. Complete Level I Application to the undergraduate REAL WORLD EDUCATION Preparing for a career as an educator, or for a career in phase of the Five-Year Program (available on which a sophisticated knowledge of educational issues is GSEAP website). important, takes more than the completion of a list of a. Meet with the Director of the Five-Year Program courses. At Fairfield, you will have the encouragement of and appropriate Educational Studies & Teacher professionals who have devoted their own lives to this Preparation Program faculty to discuss major and profession. We will help you to form a personal philosophy minor requirements of education that will guide you for many years to come. We b. Submit application as early as spring of sophomore will support you to understand how and why school systems year and no later than spring of junior year. are organized, and will encourage you to become an active, c. Application components: engaged participant in the processes of change and i. Level I application transformation needed to meet the needs of our learners ii. Essay and of our society. In our teacher preparation programs and iii. Official transcript educational studies minor, you will study and work in local d. Submit complete application to ESTP graduate schools, developing your understanding of students, their assistant in CNS 116A by posted deadline. families and communities. In our teacher preparation programs, you will teach, mentored carefully by our faculty To be admitted to the graduate phase of the Five-Year and local teachers, during an extensive and intensive program (Level II) students must complete and submit the sequence of field and student teaching experiences, following online by February 1 of their senior year. service learning and internships in local schools. 1. A completed application. Apply online at www.fairfield.edu/geapp All prospective and admitted candidates to an 2. A non-refundable $60 application fee undergraduate teacher education program are expected to 3. A professional resume demonstrate the personal and professional dispositions 4. A personal statement describing intent for studying in embodied in the Mission Statement of the Graduate the program School of Education and Allied Professions and outlined 5. Official transcript (minimum GPA of 2.67 and 3.0 in the ethical codes of their chosen profession. In view in major) of the teacher’s role in the school and community, 6. Two recommendations candidates whose relevant academic productivity is 7. Passing scores for the PRAXIS I test or waiver of marginal or inadequate, who do not embody a socially the requirement based on appropriate SAT or ACT responsible professional disposition, or who demonstrate scores. Minimum SAT score of 1100, with verbal and unsuitable personal qualities, will not be recommended for math subscores of 450 or higher. Waiver form at continuation in the teacher preparation program, student www.sde.ct.gov. If students provide their social teaching placement, or for State certification. security number to Educational Testing Services (ETS) www.ets.org/praxis when registering for the PRAXIS I exam, the reported score will automatically be uploaded FACULTY CONTACT to their Fairfield application file. Our code is 3390. The program director for the Five Year Bachelors-Masters 8. Admission interview with program faculty Teacher Certification Programs can provide further 9. Record of Immunizations information about the minor in educational studies 10. Proof of updated fingerprinting & background check and about teacher education at Fairfield. Admission information sessions for all programs are offered each semester, and the faculty of the Educational Studies and Teacher Preparation Department will be available for personal conferences throughout the year. For further information, please contact: Dr. Wendy Kohli Canisius Hall, room 110 Phone: (203) 254-4000, ext. 2286 E-mail: [email protected] MINORITY TEACHER INCENTIVE GRANTS The Minority Teacher Incentive Grant Program provides up to $5000 a year for
Load more

Recommended publications
  • Doctor of Education in Organizational Leadership
    Doctor of Education in Organizational Leadership for change DR. JUNE SCHMIEDER-RAMIREZ Program Director, Doctor of Education in Organizational Leadership “The Doctor of Education in Organizational Leadership program provides more than a degree; it imparts a new way of seeing, of analyzing, of interacting. Our graduates have the strong personal, technical, and conceptual tools necessary in a constantly changing global environment. They also have the ethical framework that goes hand in hand with the Pepperdine mission.” Doctor of Education in Organizational Leadership (EDOL) Organizational Leadership is a values-based doctoral program designed to strengthen and develop leadership skills while preparing students to work in a wide range of settings. Doctoral students are equipped with the knowledge and ability to recognize, harness, and channel forces of change to transform organizations for optimal success and growth. EDOL is ideal for current leaders who are looking for relevant skills to expand their career path; it is also designed for rising executives who would like a doctoral degree to advance their academic and professional goals. “The Doctor of Education in Organizational Leadership program provides more than a degree; it imparts a new way of seeing, of analyzing, of interacting. Our graduates have the strong personal, technical, and conceptual tools necessary in a constantly changing global environment. They also have the ethical framework that goes hand in hand with the Pepperdine mission.” INSPIRATION for change Page 1 Courses/Curriculum Scholar-Practitioner Model The Organizational Leadership doctoral program embodies the scholar-practitioner model of professional training and prepares students to take on leadership roles in a variety of professional settings.
    [Show full text]
  • School of Education & Human Sciences Student Teaching Handbook
    School of Education & Human Sciences Student Teaching Handbook Handbook for Teacher Education Candidates, Clinical Supervisors and University Supervisors. Revised July 2018 --Forward-- The capstone learning experience and opportunity for continued professional growth occurs during this important phase of teacher preparation. To ensure that these experiences are effective in the leadership development of our future educators, each teacher candidate needs the assistance of three key individuals – the Clinical Supervisor (also termed cooperating teacher) in the schools, the University Supervisor, and the Director of Student Teaching/Internship. The Clinical Supervisors in the schools provide critical modeling and mentoring for our students. The clinical experience blends the research basis of education theories into daily practice within the context of the classroom. Clinical Supervisors’ roles and responsibilities are, in part, to assist our candidates in learning how to create a classroom culture for learning, be responsive to individual students’ needs, manage student behaviors, and plan for and deliver instruction that is appropriate for all students. In addition, Clinical Supervisors nurture our candidates to help them grow and develop as professionals in an environment of respect and rapport. They help our candidates understand how schools are organized and how to work with parents, the community, and other school colleagues and staff. The University Supervisor is an extension of the program advisor. This individual represents the School of Education & Human Sciences and ensures that each teacher candidate is making significant progress in becoming a competent educator and leader. The University Supervisor schedules regular visits to classrooms, observes the instruction implemented by the teacher education candidate, and provides timely and constructive feedback.
    [Show full text]
  • Transfer Program to the University of Kansas Elementary Teacher Education
    Johnson County Community College CONTACT: Kim Beets Transfer Program to the University of Kansas PHONE: 785-864-1964 School of Education and Human Sciences EMAIL: [email protected] HOME PAGE: https://soehs.ku.edu Elementary Teacher Education (B.S.E.) 2021-2022 Catalog The Associate of Arts degree (A.A.) at JCCC is a general transfer degree and partners well with the first two years of most bachelor degree programs. Students pursuing the A.A. may select courses that satisfy both the A.A. degree requirements and lower division requirements for a bachelor’s degree at four-year institutions. The 30-33 hours of electives within the A.A. allow students to complete additional general education and lower division courses required for specific majors. The A.A. degree requires completion of 60 credit hours. The maximum number of hours from a community college that will be applied toward a bachelor’s degree at KU is 64. Meeting with a JCCC counselor is strongly recommended for selection of appropriate courses. • The Elementary Education program prepares individuals to become teachers in kindergarten through 6th grade classrooms. • Deadline to apply for this major is September 14. Check www.soehs.ku.edu for more information. Spring is the only time of year to start in the School of Education and Human Sciences so please plan accordingly. Completion of minimum requirements does not guarantee admission. • Sixty-four credits may be transferred to KU from community colleges. Students should be aware that 45 junior/senior credit hours are required for completion of the bachelor’s degree; 30 of those hours must be at KU; and community college courses do not transfer as junior/senior hours.
    [Show full text]
  • The Future of Education Research at the Institute of Education Sciences in the U.S
    The Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education June 29, 2021 Speaker Bios – Meeting #2, Day 1 Updates from Study Sponsor ELIZABETH ALBRO is the Commissioner of the Institute of Education Sciences National Center for Education Research (NCER). Dr. Albro's career has been dedicated to building bridges between the basic sciences of learning and education practice. Trained in the behavioral and social sciences, cognition, and communication, she received her Ph.D. in Psychology from the University of Chicago. Her research expertise includes understanding the role of memory in reading comprehension; examining how peer relationships shape conflict and conflict resolution in young children; and designing small-scale experimental research. Since coming to IES in 2002, she has sought to integrate basic and applied work. As a program officer, she oversaw multiple research grant portfolios, helping to build the Cognition and Student Learning, and Reading and Writing research portfolios. In her roles as Associate Commissioner of Teaching and Learning and as Acting Commissioner of Education Research, she played a pivotal role in launching several large-scale research efforts, including the Reading for Understanding Research Initiative, the National Research and Development Center on Cognition and Mathematics Instruction, and the Early Learning Network. Dr. Albro also identified and worked closely with the expert panel who wrote one of the first IES Practice Guides, Organizing Instruction to Support Study and Learning. Throughout her career, she has been committed to ensuring that the findings from federally funded research are shared widely with the public and currently serves as the Department's lead on public access and open science.
    [Show full text]
  • School of Education Conceptual Framework PREPARING EFFECTIVE TEACHERS for DIVERSE LEARNERS
    School of Education Conceptual Framework PREPARING EFFECTIVE TEACHERS FOR DIVERSE LEARNERS The conceptual framework of Dalton State College’s School of Education (hereinafter referred to as the “unit”) consists of its vision, mission, philosophy, and commitment to the preparation of effective teachers for diverse learners. The unit’s framework serves as a blueprint for the development of future teachers, providing the foundation for the knowledge, skills, and dispositions which we believe are integral to the achievement of our mission and outcomes. The Dalton State College faculty, along with public school partners, work collaboratively to prepare teachers to effectively teach students from diverse populations. HISTORY A partnership was initiated in 1983 between West Georgia College (now the University of West Georgia) and Dalton Junior College (now Dalton State College) to offer a teacher education program in Early Childhood Education designated as the Dalton External Degree Program. In September 1998, Dalton State College was authorized to begin developing its first bachelor’s degrees, and in November the institution’s name was changed to Dalton State College. The conceptual framework model that was adopted and implemented in fall 1998 for both the University of West Georgia in Carrollton and the Dalton program was reviewed by the Education faculty. In order to adjust to the difference in governance, the Education faculty refined the conceptual framework. In 2006, recognizing that the framework guides the assessment system, the faculty reviewed assessments to ensure alignment with the framework and agreed to modification and refinement in the design of the assessment system. The faculty continually evaluates and assesses the conceptual framework and the assessment system.
    [Show full text]
  • School of Education Handbook Table of Contents
    “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” ~ John Dewey School of Education Handbook 1 School of Education Handbook Table of Contents SECTION 1 ..................................................................................................................................... 5 Welcome to the School of Education.............................................................................................. 5 Introduction ................................................................................................................................. 6 General Overview of Teacher Education at Millikin University ................................................ 7 SECTION 2 ................................................................................................................................... 10 Professional Expectations ............................................................................................................. 10 Conceptual Framework of the School of Education ................................................................. 11 Standards of Excellence: ........................................................................................................... 13 Millikin Teaching Standards ..................................................................................................... 13 Other Standards of Excellence .................................................................................................. 14 LiveText and Embedded Signature Assessments ....................................................................
    [Show full text]
  • Social Science Involves the Study of People and Their Interactions with Each Other, with Their Social and Political Institutions and with Their Environments
    Social science involves the study of people and their interactions with each other, with their social and political institutions and with their environments. Accordingly, the social science education major includes a broad range of courses and subjects. Students are expected to demonstrate both breadth and depth of understanding in the academic disciplines that make up the social sciences. Candidates in the social science education major are prepared to teach a diverse curriculum to a diverse student population. The social science education student should work closely with an advisor to be sure that the general education courses taken will provide a strong foundation for the advanced courses in the major. Students may enroll in the 300-level professional education courses before being formally admitted to the School of Education (SOE). Prior to enrolling in the 400-level courses, students must complete the application for admission to the SOE; attain a minimum of a 2.75 grade point average overall in their course work and education courses; and pass the Praxis Core Academic Skills for Educators exam(s). Requirements for admission can be found on the School of Education website at www.ndsu.edu/education/. Student teaching is the culmination of the teaching program. Students have the opportunity to apply skills acquired in college courses under the supervision of an experienced social science educator. Students will be assigned individual advisors who will work closely in program planning and in other ways to advise and assist them. Students are encouraged to seek their advisor’s help whenever needed. Upon completing this program, students are eligible for certification to teach social science in most states.
    [Show full text]
  • Doctor of Education (Ed.D.) Education Leadership (EDL) Higher Education
    ORU Graduate School of Education 2019-2020 Doctor of Education (Ed.D.) Education Leadership (EDL) Higher Education Teaching (HETC) Advisement/Degree Plan (The course sequencing on the reverse side is recommended. Consult your faculty advisor) Student Name:______________________________ ID:__________________ Advisor:________________________ Address:__________________________________ Ph:__________________ Email:___________________________ City:_________________________ State:________ Zip:_____________ Current GPA:__________ Directions: Write the grades you earned on the lines preceding the courses you have completed. Indicate with a “” courses in which you are currently enrolled. Hours required for graduation: 54/54.5 + prerequisite Assessments (0 cr. hour required) ___GPED 1001 Disposition Self-Assessment (0 cr.) ___GPED 100 Qualifying Task: Autoethnografy (0 cr.) ___GPED 100 Defense of Proposal (0 cr.) ___GPED 100 Defense of Dissertation (0 cr.) Prerequisite (0.5 hours if required) ___MED 5992 Educational Concepts (0.5 cr.) Doctoral Core (21 hours required) ___GHED 6003 Fundamentals of Scholarly Writing (3 cr.) ___GHED 601 Philosophy of Education (3 cr.) ___GHED 602 Scholarship and Transformation: Intro to Culturally Responsive Edu (3 cr.) ___GHED 700 Doctoral Studies (3 cr.) ___GHED 701 Strategically Leading Organizations Effective Leadership (3 cr.) ___GHED 702 (3 cr.) ___GHED 704 Effective Communication Strategies for Edu Leaders (3 cr.) Research/Dissertation (16 hours required) ___GHED 603 Research I: Systematic Inquiry (3 cr.) ___GHED
    [Show full text]
  • Undergraduate Education Handbook
    University of the Cumberlands School of Education Undergraduate Handbook 2018 - 2019 Think for Tomorrow: Preparing for Tomorrow Today 1 Accreditation The Commission on Colleges of the Southern Association of Colleges and Schools (SACS) has accredited University of the Cumberlands to award the Bachelor of General Studies, Bachelor of Science, Bachelor of Arts, Bachelor of Music, and the Master of Education Degrees. Additionally, the Kentucky Education Professional Standards Board for Teacher Education and Certification has approved all aforementioned degree programs, and has certified that these degree programs may lead to appropriate teacher licenses based on the National Council of Accreditation for Teacher Education (NCATE) standards. University of the Cumberlands complies with all applicable federal and state non- discrimination statutes and does not engage in prohibited discrimination on the basis of race, color, nationality, ethnic origin, sex, age, or disability. The University may distinguish on the basis of religion in any position of employment in order to fulfill its purpose. Member American Association of Colleges of Teacher Education American Council of Education College Entrance Examination Board Council of Independent Colleges and Universities -- Council of Independent Colleges Council of Kentucky Independent Colleges and Universities -- Association of Independent Kentucky Colleges and Universities Kentucky Independent College Fund Southern Association of Baptist Colleges and Schools -- International Association of Baptist Colleges and Universities University of the Cumberlands is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools The word "candidate" in any official University of the Cumberlands publication is defined to be all persons enrolled full- or part-time in any educator preparation course or program.
    [Show full text]
  • Directory of Seventh-Day Adventist Colleges and Universities
    DIRECTORY OF SEVENTH-DAY ADVENTIST COLLEGES AND UNIVERSITIES ADVENTIST ACCREDITING ASSOCIATION Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities 12501 Old Columbia Pike, Silver Spring, Maryland 20904 USA 2018-2019 1 CONTENTS Preface ........................................................................................................................................................................ 5 Board of Directors ...................................................................................................................................................... 6 Adventist Colleges and Universities Listed by Country ............................................................................................. 7 Adventist Education World Statistics ......................................................................................................................... 9 Adriatic Union College ............................................................................................................................... 10 AdventHealth University ........................................................................................................................... 11 Adventist College of Nursing and Health Sciences .................................................................................... 13 Adventist International Institute of Advanced Studies ............................................................................... 14 Adventist University Cosendai ..................................................................................................................
    [Show full text]
  • Master of Education (Med) Certified Teacher Add-On Programs
    School of Education Master of Education (MEd) Certified Teacher Add-On Programs This Rapid Degree Program is designed for professional educators who are lifelong learners, respectful of all individuals, dedicated to social justice, knowledgeable about current legal, social, and political issues, effective communicators, and skilled in understanding, interpreting, and applying research findings. Master of Education Degree Graduates of Holy Family University For individuals seeking an opportunity to study new areas of education and Education programs are expected to: areas of special interest. This program does not lead to Level I (PK – 4) • Commit to lifelong intellectual growth teacher certification. Classes are offered in both a blended and online format, by demonstrating initiative as a learner as 8-week courses. and providing evidence of vibrant MEd with add-on concentration: intellectual life • Apply University core values and Special Education – For those with prior teaching certification in ethical principles Pennsylvania seeking an additional certificate in Special Education PK – 8 or in Special Education 7 – 12. • Collaborate with colleagues in professional education communities Special Education—Advanced Practice – For students who have certification in Special Education and wish to complete a graduate degree • Demonstrate content knowledge in that includes advanced courses in Special Education. You will also complete their field of study and the effective use the Autism Endorsement within this program. of technology for learning and teaching • Meet the standards of the profession Education Leadership – For those with a valid teaching certificate and at and continually improve their least three years of professional school experience, and who wish to pursue performance of professional principal certification.
    [Show full text]
  • LTP Handbook
    School Of Education http://www.education.duq.edu The Leading Teacher Program Handbook The Leading Teacher Program Handbook is an official publication of the School of Education. The purpose of the Leading Teacher Program Handbook is to inform teacher candidates of the policies, procedures, and requirements for the Leading Teacher Program (LTP). The contents of the handbook follow the policies, guidelines and regulations as outlined by the Undergraduate Course Catalog and Student Handbook. Specific policies of the School of Education are stipulated in the LTP Handbook. Teacher candidates are responsible for knowing the contents of the LTP Handbook, including program, degree, and certification requirements. Please see the Leading Teacher Program Student Teaching Handbook for information specifically related to the student teaching experience. In addition to the descriptions in this Handbook, teacher candidates should be familiar with the Undergraduate Course Catalog, Student Handbook the Class Schedule , and similar official University documents. Handbook Revised August 2012 i | Page TABLE OF CONTENTS SECTION PAGE FOREWARD 2 HISTORY OF THE SCHOOL OF EDUCATION 2 University Mission Statement 2 School of Education Mission Statement 2 School of Education Identity Statement and Beliefs 3 Conceptual Framework of the Leading Teacher Program – Domains and Themes 4 ORGANIZATION OF THE SCHOOL OF EDUCATION 5 Dean’s Office 5 Department of Counseling, Psychology, and Special Education 5 Department of Foundations and Leadership 6 Department of Instruction and Leadership in Education 6 Student and Academic Services 6 Undergraduate Advising 6 IMPORTANT CONTACTS UNDERGRADUATE PROGRAMS 8 IMPORTANT CONTACTS GRADUATE PROGRAMS 9 STRUCTURE OF THE LTP 11 Undergraduate Programs 11 Special Education 11 Instructional Technology 11 Field Experiences 12 LTP in Urban Education 12 Degree 12 Curriculum 13 University Core/General Education 13 Foundations of the Leading Teacher Program.
    [Show full text]