Elementary Education, M.Ed., (1-6), Initial Licensure

Early Childhood, Elementary, and Middle School Programs

Graduate Program Chair

Richard Beardmore, CAGS

Advisor

Ian Bothwell, EdD
Richard Beardmore, CAGS (Middle School Programs)

Graduate Committee

Richard Beardmore, CAGS
Danette Day, CAGS
Elaine Francis, Ed.D.
Anne Howard, PhD
Nancy Murray, Ed.D.

Initial Licensure Track

Program Objectives

The Initial Licensure Track is 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 Initial Licensure Track aims 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, 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 programs for initial licensure require 36-39 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.

Sheltered English Immersion (SEI) Endorsement Course for Teachers

All in-service core academic teachers responsible for the education of one or more English Language Learners are required to earn the SEI Teacher Endorsement between 2012 and 2016. The SEI Endorsement Course at Fitchburg State University will be available in the 2013-14 academic year and thereafter.

Required Courses, Elementary Education, Initial Licensure

• EDUC 7003 - Educational Issues in Child Development 3 cr. (*A) (10 hrs field experience)**
• EDUC 7015 - Language Arts and Literacy in Elementary Education 3 cr. (*B) (20 hrs field experience)**
• EDUC 7025 - Teaching Science in the Elementary and Middle School 3 cr.

• (*B) (20 hrs field experience)**

• EDUC 7040 - Advanced Concepts and Methods of Elementary and Middle School Math 3 cr. (*B) (20 hrs field experience)**
• EDUC 8360 - Advanced Social Studies in Education 3 cr. (*B) (20 hrs field experience)**
• EDUC 9600 - Practicum I/Elementary Education 3 cr. (*C)
• EDUC 9650 - Practicum II/Elementary Education 3 cr. (*C)