Middle or Secondary Education

Initial License

Master’s Degree (M.Ed.) or Certificate of Advanced Graduate Study (CAGS)

Programs in Middle/Secondary Education prepare candidates who hold a bachelor’s degree with the depth and breadth of subject matter knowledge required for content area expertise for licensure in the following areas and grade levels:

  • General Science 5-8
  • Biology, 8-12
  • English, 5-12
  • History, 5-12
  • Spanish, 5-12
  • Math, 5-8 or 8-12

Learning Outcomes for Middle or Secondary Education

Upon completion of the Middle or Secondary Education Program the candidate will be able to:

  • Design and effectively manage project-based inquiry supportive of enhanced critical thinking aligned with subject matter content knowledge.
  • Apply research-based practices supportive of enhanced curricular and instructional performance specific to teaching and learning in middle and secondary schools.
  • Implement reflective practice and design classroom assessments for evidence-based decisions and continuous improvement supportive of all learners.
  • Analyze, evaluate, and modify classroom practices aligned with best practice.
  • Equitably address the needs of all learners and myriad social factors influencing learner success and social-emotional growth while establishing practices reflective of high expectations, safe classrooms, and cultural proficiency.
  • Create and effectively implement authentic, meaningful partnerships with families, community members, and organizations that promote the learning and socio-emotional growth of all students.

In the classroom. In the workforce.

What You'll Learn

Learn to lead modern classrooms and to prepare middle and secondary school students to meet curriculum goals as well as college readiness goals.

Future Studies

Middle or Secondary Education graduates can further their studies in specific subjects such as biology, general science, chemistry, english, history, math, or foreign language, to gain a niche role in their teaching career.

Career Opportunities

Candidates that complete the Middle or Secondary Education program can pursue an initial license in biology, general science, chemistry, english, history, math, and foreign language.

Pre-requisites

  • Pass Communication & Literacy MTEL for admission into the licensure track.

Foundation Courses

  • EDU5400: The Reflective Practitioner
  • EDU5410: Introduction to Special Education (25 hours Field Experience*)

Professional Area Courses

  • PSY5350: Adolescent Psychology
  • EDU6610: Behavior Management
  • EDU6661: Literacy in the Content Areas for Middle & Secondary Schools (25 hours fieldwork*)

Specialty Area Course

  • Secondary and Middle School Methods (Select the one course that corresponds to your license content area)
    • EDU6671: Methods in English (25 hours fieldwork*)
    • EDU6672: Methods in Math (25 hours Field Experience*)
    • EDU6673: Methods in Science (25 hours Field Experience*)
    • EDU6676: Methods in History (25 hours Field Experience*)
    • EDU6677: Methods in Spanish (25 hours Field Experience*)
  • EDU6654: Classroom Assessment

Required Practicum Orientation

Prior to the Practicum experience, there is a mandatory practicum orientation session.

Field Experience Explanation for Recommendation of Licensure

Candidates seeking endorsement for Initial teacher licensure must successfully complete the course sequence and all required field experience hours.

LICENSURE TRACK

  • EDU 6624: Candidate Assessment of Performance (CAP) Seminar

Choose one as appropriate:

  • EDU 6859/6860: Practicum in Education I/II: Secondary Education
  • EDU 6869/6870: Practicum in Education I/II: Middle Education

DEGREE-ONLY, NONLICENSURE TRACK

  • EDU 6669/6670: Field-Based Research I/II: Middle/Secondary Education
  • EDU6622/6623: Field-Based Action Research I/II

Additional Program Notes

*Denotes courses that require 25 hours of field experiences.
**All licensure candidates have the option to take EDU 6625: Sheltered English Immersion (SEI) Endorsement Course for Teachers. SEI is not a requirement for practicum nor obtaining your degree. This is a Department of Elementary and Secondary Education (DESE) requirement to obtain your licensure.

Master of Education degree or CAGS awarded
Total credits: 30-36Licensure Track: 33 credits
Degree only, Non-licensure Track: 30 credits
Completion of SEI course accounts for an additional 3 credits*

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).

This course is designed to assist students in understanding the language and literacy process as it applies to teaching in the middle and high schools. Particular attention is paid to reading and writing in the content areas and instructional strategies to support students’ literacy development. The course will focus on ways in which reading, writing, speaking, and listening are developed and used within the learning of content-specific curriculum including adaptations for culturally diverse and exceptional learners. The course develops connections between knowledge of the literacy process, using language to support learning, and effective instruction incorporating reading and writing. Strategic literacy approaches will be integrated into classroom demonstrations, a content area mini-unit and a case study assessment of content area reading will be developed by the teacher candidate in this course. Using technology, teacher candidates will access national and local assessment data. Candidates will analyze and identify areas of need within the English language and their specific content area to guide instructional decisionmaking. PREREQUISITE: Enrollment in graduate education program.

Classroom tests and assessments are an essential part of the instructional process. When properly done, they can effectively evaluate and enhance students’ learning and teachers’ instruction. When poorly done, they can confuse and alienate students, distort the curriculum, and hinder good instruction. Test scores and grades sometimes affect “high-stakes” decisions about students, prompting intense concern regarding accuracy and fairness. New trends in educational measurement are also causing educators to rethink assessment. Testing and assessment is not only important, but when done correctly, it links the general instructional objectives to specific 147 learning outcomes that can be assessed to show student performance and curriculum vitality for all grade levels. Recognizing the link between good assessment and good instruction, the profession has adopted standards for teacher competence in educational assessment. This course is designed to help teacher candidates meet those professional standards. It is also designed to help teacher candidates understand the many forms of good classroom assessment. PREREQUISITE: Enrollment in graduate education program.

This course is a study of adolescent behavior, including current theories concerning the nature of adolescence. Emphasis is placed on physical, emotional, and cognitive forces, and how they interact to shape the adolescent personality. Students write a topical paper on some aspect of adolescence to gain a better understanding of the issues.

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.

This course is specifically designed to develop the knowledge, skills, and understanding needed to teach English in the Middle and Secondary classroom by providing teacher candidates in English Language Arts (ELA) education with a comprehensive overview of the most effective approaches to planning, implementing, managing, and assessing successful and effective learning experiences in English education. Emphasis will be placed on exploring the relationship between educational theory, and the development of practical teaching techniques for everyday use in English Language Arts education in the classroom. The major emphasis of the course is the development of an instructional unit in English Language Arts, appropriate to the teacher candidate’s level (Middle or High School) and their teaching situation (urban, suburban, 148 or rural) that will include activities and strategies in such areas as cross-curricular, differentiated instruction, cooperative learning, integration, and indirect teaching methods. Microteaching teaching experiences in ELA education will focus on specific components of lesson planning and lesson presentation. PREREQUISITE: Enrollment in graduate education program.

This graduate level course examines theoretical and developmental models of mathematics instruction in order to prepare candidates 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 based on that data. Candidates will create mathematics teacher lessons that reference the Massachusetts Mathematics Curriculum Frameworks incorporating the Common Core, and the National Council of Teachers of Mathematics (NCTM) standards. Respecting diverse student populations, this course will address practical multi-sensory applications of skills and strategies for all students including those identified as “high needs” by the Dept. of Elementary and Secondary Education. Integrated Practical Field Experiences are required. PREREQUISITE: Enrollment in graduate education program.

This course offers an analysis and practical look at the most effective methods of planning and teaching Science Education in a Middle and Secondary Classroom The major emphasis of the course is the development of a subject-area instructional unit appropriate to candidate’s teaching situation (urban, suburban, or rural) that will include activities and strategies in such areas as cross-curricular, differentiated instruction, cooperative learning, integration and indirect teaching methods. This course also highlights the new vision for K-12 Science Education as described in the National Research Council Framework and Next Generation Science Standards (NGSS). Microteaching instructional experiencesin science will mirror NGSS strategies as well as focus on specific components of lesson planning and lesson presentation. PREREQUISITE: Enrollment in graduate education program.

This course is specifically designed to develop the knowledge, skills, and understanding needed to teach History in the Middle and Secondary classroom by providing teacher candidates in History education with a comprehensive overview of the most effective approaches to 149 planning, implementing, managing, and assessing successful and effective learning experiences in History education. Emphasis will be placed on exploring the relationship between educational theory, and the development of practical teaching techniques for ever day use in History education in the classroom. The major emphasis of the course is the development of an instructional unit in History, appropriate to the teacher candidate’s level (Middle or High School) and their teaching situation (urban, suburban, or rural) that will include activities and strategies in such areas as cross-curricular, differentiated instruction, cooperative learning, integration, and indirect teaching methods. Microteaching teaching experiences in History education will focus on specific components of lesson planning and lesson presentation. PREREQUISITE: Enrollment in graduate education program.

This course is specifically designed to develop the knowledge, skills, and understanding needed to teach Spanish in the Middle and Secondary classroom by providing teacher candidates in Spanish education with a comprehensive overview of the most effective approaches to planning, implementing, managing, and assessing successful and effective learning experiences in Spanish education. Discussions will explore key concepts of second language learning theory (linguistic, psycholinguistic, and sociolinguistic) and theoretical approaches to second language learning and acquisition. Cognitive development and cognitive approaches to second language learning will guide the development of practical teaching techniques for everyday use in the Spanish classroom. The major emphasis of the course is the development of a Spanish instructional unit appropriate to the teacher candidate’s level (Middle or High School) and their teaching situation (urban, suburban, or rural) that will include activities and strategies in such areas as cross curricular and differentiated instruction, cooperative learning, integration, and indirect teaching methods. Microteaching teaching experiences in Spanish education will focus on specific components of lesson planning and lesson presentation. PREREQUISITE: Enrollment in graduate education program.

The seminar sequence is taken concurrently with the culminating/practicum semester to integrate specific topics and competencies with the Candidate Assessment of Performance (CAP). The 144 Massachusetts Candidate Assessment of Performance (CAP) is designed to assess the overall readiness of teacher candidates. By demonstrating readiness through CAP, the School of Education at American International College, will be able to ensure that teacher candidates enter classrooms prepared to be impactful with students on day one. CAP is the culminating assessment required for program completion in the Commonwealth, thus creating an intentional bridge from training to practice by aligning expectations with the Massachusetts Educator Evaluation Framework. The goals of CAP and the Education Seminar are: 1) To ensure teacher candidates are ready to make impact with students on day one; 2) To measure teacher candidates’ practice on key indicators as outlined in the Guidelines for the Professional Standards for Teachers (PSTs); and 3) To support teachers in improving their practice based on targeted feedback and performance evaluations. This seminar is required for all initial licensure programs including Early Childhood, Elementary, Moderate Disabilities, Middle and Secondary Education. PREREQUISITE: All prior coursework in graduate education program.

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.

For candidates seeking teacher licensure, this is the 300-hour practicum-equivalent for classroom teachers employed in the field in which they are seeking licensure. A minimum of 150 hours must be logged in the full-role of teaching. There is an application process. Students will be assigned a college supervisor. A portfolio and documentation for the Massachusetts Dept. of Elementary and Secondary Education is required at the conclusion.

For candidates seeking teacher licensure, this is the 300-hour practicum-equivalent for classroom teachers employed in the field in which they are seeking licensure. A minimum of 100 hours must be logged in the full-role of teaching. There is an application process. Students will be assigned a college supervisor and a supervising practitioner in a school setting. CAP documentation for the Massachusetts Dept. of Elementary and Secondary Education is required at the conclusion. PREREQUISITES: Passage of required coursework for the license, Integrated Practical Field Experiences are completed, minimum cumulative grade point average of 3.0, and passage of all MTELs required for the license.

The practicum requirement for initial licensure in MA for those employed as classroom teachers in the field in which they are seeking licensure. 300 full-role hours of teaching under the direction of a college supervisor and a supervising practitioner in a school setting. CAP documentation for the Massachusetts Dept. of Elementary and Secondary Education is required at the conclusion. PREREQUISITES: Passage of required coursework for the license, Integrated Practical Field Experiences completed, minimum cumulative grade point average of 3.0, and passage of all MTELs required for the license.

This is a research and statistics based course that leads to the completion of an APA formatted classroom based research project. Action research, unlike traditional research, places action at the center of investigation; its primary goal is to solve a problem that will lead to improvement in individual or organizational practice. Action research prioritizes the “insider” status rather than assuming an outside, “detached” stance. The purpose of the course is to have practitioners in PK12 schools be empowered to construct their own knowledge, skills, and dispositions to improve outcomes for their students. The action research project is designed to help the educator and other professionals analyze their own practices and professional development to enhance the quality of their classroom outcomes and their colleagues’ learning. PREREQUISITE: Successful passage of all other coursework in program of study. COREQUISITE: Registration for 6 credits of Field Based Research hours (code dependent upon program). NOTE: EDU 6622/6623 is NOT a practicum, and will not lead to educator licensure

Students majoring in the specialty areas of English, Mathematics, History, Biology, Chemistry, General Science, or Spanish Foreign Language 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. PREREQUISITES: All prior coursework in program and acceptance of research proposal by the director

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