Middle School Education, Initial & Professional Licensure (5-8), Humanities & Math/Science Concentrations, M.Ed

Early Childhood, Elementary, or Middle School Education

Interim Graduate Program Chair

Richard Beardmore, CAGS

Advisor

Ian Bothwell, EdD

Graduate Committee

Richard Beardmore, CAGS
Shana Goldwyn, PhD
Anne Howard, PhD
Randy Howe, EdD
Nancy Murray, EdD
Edward Philbin, CAGS
Annette Sullivan, EdD

The M.Ed. programs in Early Childhood Education, Elementary Education and Middle School Education offer 2 tracks: one for the Professional License in the selected licensure area and one for the Initial License in the selected licensure area.

Professional Licensure Track

Program Objectives

The M.Ed. in Early Childhood Education, M.Ed. in Elementary Education, and the M.Ed. in Middle School Education Programs in the professional licensure track are designed for fully licensed teachers who wish to pursue advanced levels of reflection, knowledge, skill, and professionalism.

Program Descriptions

The M.Ed. in Early Childhood Education, M.Ed. in Elementary Education, and the M.Ed. in Middle School Education Programs of study enable educators to:

• Reflect on historical, philosophical, and theoretical perspectives related to current educational issues and practice
• Examine empirical research and engage in the scientific reasoning process
• Acquire and apply advanced knowledge of child development theory and research in the design and implementation of education curricula, practices, and environments
• Acquire knowledge of how children develop as thinkers and learners
• Acquire and apply advanced knowledge of emerging, research-based educational principles in the planning, implementation, and evaluation of the educational environment and instructional program
• Become more aware of societal demands on the curriculum as they relate to meeting the diverse needs of students
• Investigate effective educational partnership models, which focus on family strengths, circumstances, and cultural experiences
• Demonstrate effective strategies and techniques for working with diverse populations of students in integrated learning environments
• Examine the shared values, ethics, purposes and commitments, which bond the educational community
• Acquire a professional orientation of collegiality and support, whereby contributions can be made to the improvement of education through the construction of knowledge and application
• Broaden curriculum content knowledge and skills

Admissions Standards and Criteria

To apply for enrollment in the Master of Education in Early Childhood Education, Master of Education in Elementary Education or Master of Education in Middle School Education, a student must submit documents as outlined in the graduate admission section as well as:

• An appropriate teacher license (An Initial or Professional License is required for admission).
• Personal Statement
  Students must complete an essay of no more than one page in response to one of the following questions/statement:
  1. Tell about a positive situation in which you helped a person and made a significant difference in that person’s life.
  2. What are the most important factors in establishing a long-term working relationship with students, friends, etc.?
  3. Tell us about a significant event that involved you in a teaching or helping role.
     • Describe the situation as it occurred at the time.
     • What did you do in that particular situation?
     • How did you feel about the situation at the time you were experiencing it?
     • How do you feel about the situation now?
     • What would you change, if anything?

For more information regarding licensure requirements for teacher preparation programs, contact the Educator Licensure Office at 978-665-3233 or visit their web site at http://www.fitchburgstate.edu/edunit.

Program Requirements

The Master of Education in Early Childhood Education, Master of Education in Elementary Education, and Master of Education in Middle School Education require that 36 semester hours be acquired in a suggested sequence within six years or less. The course sequence has been designed to ensure quality and provide flexibility to serve the variety of student interests and professional needs. A program advisor assists each student with the planned sequence and advises the selection of electives to meet individual goals, interests and licensure requirements.

Each program is composed of:

• Three required common core courses
• Designated specialized courses from the selected disciplines of early childhood education, elementary education or middle school education
• Content elective courses to fulfill licensure or recertification requirements and to compete the 36-semester hour program.

Middle School Education Program Courses

• EDUC 8150 - Advanced Assessment, Design, and Evaluation of the Middle School Curriculum 3 cr. (*A)
• EDUC 8750 - Seminar in Early Adolescent Issues 3 cr. (*A)
• EDUC 8350 - Middle School Instructional Strategies and Practices 3 cr. (*B)
• READ 8132 - Content Area Reading and Writing: Fostering Literacy in Middle School and High School 3 cr. (*B)

Content Elective Courses

Students in each discipline, with the recommendation of  an advisor, select a combination of content elective credits, which serve the individual’s professional goals, interests and licensure requirements, and complete the 36 semester hour program. It is strongly advised that students seek approval of their advisor before selecting content electives.

Subtotal of Electives 12-15 cr.

Initial Licensure Track

Program Objectives

The M.Ed. in Early Childhood Education (PreK-2), M.Ed. in Elementary Education (1-6), and M.Ed. in Middle School Education (5-8) Programs in the Initial Licensure Track are designed for those individuals who have completed an appropriate baccalaureate degree but without an initial license who wish to acquire the competencies and requirements for the initial license of the selected programs: early childhood education, elementary education or middle school education.

Program Description

The M.Ed. in Early Childhood Education, M.Ed. in Elementary Education, and M.Ed. in Middle School Education Programs in the Initial Licensure Track aim to enable candidates to:

• Acquire the competencies and habits of mind of effective teaching
• Reflect on historical, philosophical and theoretical perspectives related to current educational issues and practice
• Examine empirical research and engage in the scientific reasoning process
• Acquire and apply advanced knowledge of child development theory and research in the design and implementation of education curricula, practices and environments
• Acquire knowledge of how children develop as thinkers and learners
• Acquire and apply advanced knowledge of emerging, research-based educational principles in the planning, implementation and evaluation of the educational environment and instructional program
• Become more aware of societal demands on the curriculum as they relate to meeting the diverse needs of students
• Investigate effective educational partnership models, which focus on family strengths, circumstances and cultural experiences
• Demonstrate effective strategies and techniques for working with diverse populations of students in integrated learning environments
• Examine the shared values, ethics, purposes and commitments, which bond the educational community
• Acquire a professional orientation of collegiality and support, whereby contributions can be made to the improvement of education through the construction of knowledge and applications

Admissions Standards and Criteria

To apply for enrollment in the Master of Education in Early Childhood Education, Master of Education in Elementary Education or Master of Education in Middle School Education, a candidate must submit documents as outlined in the Graduate Admission section as well as:

• Passing score on the Communication and Literacy Skills portion of the Massachusetts Tests for Educator Licensure (MTEL)
• Personal Statement
  Students must complete an essay of no more than one page in response to one of the following questions/statement:
  1. Tell about a positive situation in which you helped a person and made a significant difference in that person’s life.
  2. What are the most important factors in establishing a long-term working relationship with students, friends, etc.?
  3. Tell us about a significant event that involved you in a teaching or helping role.
     • Describe the situation as it occurred at the time.
     • What did you do in that particular situation?
     • How did you feel about the situation at the time you were experiencing it?
     • How do you feel about the situation now?
     • What would you change, if anything?

Upon completion of this program and endorsement of the candidate for the initial license, the candidate may chose to matriculate into a post-master’s 18-credit program for the professional license.

Program Requirements

The M.Ed. for Initial License in Early Childhood Education, Elementary Education, and Middle School Education requires that 39 semester hours be acquired in a suggested sequence. The course sequence has been designed to ensure a developmental approach to acquiring the necessary competencies of effective teachers. A program advisor assists each candidate with the planned sequence and advises the selection of courses.

Each program is composed of:

• Six required common core courses
• Designated specialized courses from the selected disciplines of early childhood education, elementary education, or middle school education
• Field experiences and practicum experiences

Candidates in the M.Ed. programs for the initial license of teachers of early childhood education, elementary education and middle school education must complete or demonstrate:

• Passing scores on the Communications and Literacy Skills portion of MTEL (required for matriculation)
• Passing scores on the content portions of MTEL required for initial license in the selected discipline. For middle School Education passing scores are required in either Humanities or Math/Science.
• 100 hours field experience (These field experiences will be conducted in diverse settings)
• 300 hours practicum

Admission to the practicum is dependent upon a passing score on all required portions of MTEL required for initial license in the selected discipline, early childhood education, elementary education or middle school education; completion of all field experience; and positive disposition assessments and a Stage 2 review.

Middle School Education Program Courses (5-8)

• EDUC 7013 - Middle School Structures and Curriculum 3 cr. (*A) (15 hours field experience)**
• EDUC 7024 - Educational Issues in Early Adolescent Development 3 cr. (*A) (15 hours field experience)**
• EDUC 7014 - Reading and Writing in the Content Areas 3 cr. (*B) (20 hrs field experience)**

Total for Degree: 39 cr.

Note:

(*A) (*B) (*C) indicate sequence suggested to strengthen knowledge, skills, and dispositions. It is strongly recommended that candidates follow this sequence in order to gain the necessary knowledge and competencies for more advanced courses.

**Courses requiring a field experience