Elementary Education Program

Initial License

The initial license in Elementary Education prepares candidates to teach in grades one through six.

The program leads to a Massachusetts Initial License. The rationale for the program comes from the increasing need for highly qualified teachers whose instruction results in a positive impact in classrooms. The goals of the program are to produce teachers who are able to describe, analyze, evaluate and create diverse learning for ALL students that are developmentally appropriate, culturally responsive, and that use researched best practices. The focus of the Elementary Education Program is to prepare candidates to give students in grades one through six classrooms the enduring skills to meet 21st Century and College Readiness.

Learning Outcomes for Elementary Education Program
At the completion of the program, the candidate in the Elementary Education Program will be able to:

  • Describe, evaluate, and articulate an in-depth breadth of knowledge and best practices
    for elementary school curriculum
  • Demonstrate, design, and implement appropriate instructional adaptations including
    assistive technology to address the learning styles of diverse student populations.
  • Analyze school based data to select, create, implement and assess objectives and
    learning outcomes for students using state, national or local curriculums.
  • Demonstrate and show impact of reflective practices in grades one through six classrooms.
  • Examine, design and employ a learning environment that is developmentally
    appropriate, safe, culturally sensitive (including ELL) and addresses the needs of
    students with special needs (including disabled children).

In the classroom. In the workforce.

What You'll Learn

Candidates will learn best classroom practices as well as strategies to adapt to diverse classroom cultures and learning capabilities.

Future Studies

The Elementary Education program prepares candidates for the Massachusetts Initial License, and builds a strong foundation for candidates that in the future will pursue a professional teaching license.

Career Opportunities

Successful completion of the Elementary Education program proves you have the necessary adaptive skill set to teach in all elementary schools grades 1-6.

Mandatory Pre-requisite:

Pass Communication & Literacy MTEL for admission and attend candidate orientation workshop.

*Field experience required

  • EDU5400: The Reflective Practitioner
  • EDU5410*: Introduction to Special Education (25 hours Field Experience**)
  • EDUXXXX: Theory and Practice in Early Childhood and Elementary Education
  • EDU5520*: Teaching Reading and Language Arts (25 hours Field Experience**)
  • EDU5540: Multisensory Teaching of Language Skills
  • EDU5530*: Teaching of Mathematics (25 hours Field Experience**)
  • EDU6610: Behavior Management
  • EDU6654: Classroom Assessment

 

Required Practicum Orientation

Prior to taking EDU 6620 there is a mandatory practicum orientation session

  • EDU6620: Education Seminar
  • EDU6625: Sheltered English Immersion

 

Program Requirement in Field Experience

All required field experience hours and MTEL’S must be complete before the candidate may enter final practicum experience

Choose one as appropriate

  • EDU 6719: Student Teaching
  • EDU 6819: Practicum in Education
  • EDU 6629: Field-Based Research (Non-Licensure)

 

Additional Program Notes

All licensure candidates will either have to take EDU 6625 or provide evidence to AIC that they completed recent training in Sheltered English Instruction for English Language Learner students in their school district, or have passed the SEI MTEL or hold a valid ESL license.

Total Credits: 33-39

Course Descriptions

Candidates for initial teacher licensure will examine the dispositions, knowledge and skills of the 21st century educator. A study of American education will explore the historical, economic, and political trends underpinning our current approaches to instruction, curriculum and assessment. Diversity in the classroom and the implications for teaching students with special needs, English Language learners, and students from low income families will be studied. A related investigation of district-based demographic and assessment data will be conducted, followed by the analysis current practices, such as, inclusion, differentiated instruction, and response to intervention. The Common Core Curriculum Frameworks (MCF) will be incorporated into instructional mini-lesson demonstrations. A concentrated ELL module will develop in-depth understanding of the demographic, cultural, language and educational characteristics of these unique learners. Lesson plan development with instructional considerations for ELLs will align with ELL case study activities. Field experience required.

The purpose of this course is to investigate developmental factors and influences that impact child growth and learning for the special needs child. The course will provide students with the necessary knowledge and skills to identify those children who have special needs and study the ways and means that may be used to aid these children. Students will explore current early identification strategies and techniques as well as Response To Intervention (RTI) procedures used to facilitate struggling learners in the educational setting. State regulations (Chapt. 766) and Federal requirements (IDEA) will be covered in depth, as well as information about services provided and/or available to students by other agencies. An analysis of local/district/state data will be included. Students will acquire knowledge of how to use technology and assistive technology with special needs students and its curriculum implications. This includes Autism and Attention Deficit Disorder (w/wo hyperactivity). Course participants will gain an understanding of the educational problems which mild, moderated or severe handicaps imposes on a special needs child or youth and how this applies to the preparation and implementation of the Individual Educational Plan (IEP).

A survey of theories, practices, and techniques of reading instruction for children in grades preK-8. Various methods and materials used in the teaching-learning process will be examined, including the informal diagnosis and assessment of reading skills. The Massachusetts English Language Arts Curriculum Frameworks, as well as related documents for English language learners and guidelines for special education students will be central to developing and presenting reading strategy lessons. Instructional accommodations for diverse learners will explore methods in sheltered English language immersion, special education, gifted and talented enrichment, and compensatory strategies for rural and urban poverty populations. Field work experiences and a diagnostic case-study assignment will integrate all course components. On-line research of the National Reading Panel Report and other professional sources will supplement course learning. Field experience is required.

This course will examine the basics of a multisensory, structured language curriculum for teaching reading, writing, spelling, comprehension and composition to diverse groups of students including those with reading problems, language disorders, cognitive disabilities, mild and moderate specific learning disabilities, and English Language Learners. There will be hands-on experience as well as exemplary lessons exploring best practice strategies to facilitate the development of reading and language skills. The students will learn how and where the sounds of English are made; how to introduce phonemic awareness activities; and how to teach sound-symbol associations in a logical, scientific way according to latest research. Students explore the qualities of children’s and adolescent literature, including the various genres, meaning, voices, and visual elements that are central to engaging learners through literature. Students will become proficient with regard to terminology relating to instructional standards and techniques in the areas of reading, written language, and content areas such as Science and Social Studies. They will become familiar with the use of identified best practice strategies for use in both specialized and the general education inclusive settings.

This course will examine the substantial variety of student-centered evaluation practices and their importance in instructional planning for diverse student populations. Beyond the consideration of various standardized measures and traditional classroom testing and grading techniques, students will study 21st century assessment practices such as performance-based assessment, formative assessment strategies, open-ended questions, portfolios, and affective assessment, all of which emphasize higher-order critical thinking. The development of checklists, rubrics, and other methods of data collection will be emphasized. This technology-intensive course requires a unit plan created according to the principles of backwards design.

Prospective educators will examine theoretical and developmental models of mathematics instruction in order to plan and implement effective instruction based on the diverse cognitive, language, and developmental needs of students. Using technology to access national and local district assessment data, students will analyze and identify areas of need within the mathematics curriculum and engage in instructional decision-making. Demonstrations and micro-teaching will reference the Massachusetts Mathematics Curriculum Framework and the NCTM standards. Field experience is required.

Students will engage in a survey of current practices of classroom management for regular and special needs students. Theory, materials, and practical applications will be included. Special attention is given to communication, observation, group and class management skills. Students will master terminology relative to cognitive behavioral programming and educational applications. Students will become familiar with classroom management techniques and demonstrate the ability to identify specific target behaviors, develop positively based programming strategies, establish manageable data collection methods, and analyze data using empirically based strategies. Federal and State regulatory mandates will be studied with a focus on the implementation of Functional Behavioral Assessments within the naturalistic setting. Students will become familiar with strategies that reduce or eliminate disruptiveness, aggressiveness, and defiance. They will learn practical ways of achieving better home-school relations and become familiar with services of the resource staffs as well as services provided by other (State and private agencies) in order to meet the needs of exceptional students.

The seminar sequence is arranged across the culminating semester to integrate specific topics and competencies with the teaching experience. Various areas of study will include health, media and technology, education of diverse populations (including ELL), data collection and analysis, development and implementation of IEPs, and legal issues. There will also be opportunities for peer mentoring. Students will generate products for inclusion in their portfolios by extending seminar concepts into classroom applications. Two research papers and a powerpoint presentation are required.

This course will provide a comprehensive model for instruction for preparing teachers to work with English language learners, (PreK-12) in all classrooms. Using a structured immersion approach (SEI), such as the SIOP Model, students will practice the cycle of assessment, lesson design and implementation of instructional strategies that provide access to grade level content for ELL learners. Students will plan, design and present a model lesson following the SIOP Model.

The practicum for initial licensure in MA involves 150-300 hours of observation, assisting and taking on the full role of classroom teacher under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required.

The practicum requirement for initial licensure in MA for those employed as classroom teachers in the field in which they are seeking licensure. 150-300 full-role hours of teaching under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required.

Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience [40 clock hours per credit]. Students who complete their degree with this culminating project are not eligible for licensure as a teacher or administrator in Massachusetts nor will they receive the NASDTEC stamp for reciprocity with other states.

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