Degrees for Education

Name of the study offer Master of Education (Policy)

The Seminar for Political Science at the Master of Education degree course with didactic and scientific modules involved. To teach
in secondary schools in politics and business professionals must have the following policy modules
documents:
Teaching: Theory and practice of political education
Specialist science: the European multi-level system

Research priorities in Göttingen
The Göttinger Priorities include Political Theory and History of Ideas, Comparative Politics and Political Economy, political parties and political culture research, didactics of politics and the European multi-level system, Regional Research

Structure of course:
Teaching: Theory and practice of political education
Specialist Science: Democracy Today (A research-oriented and communication module)

Language skills:
good English language skills are recommended

The English Language Teaching (ELT) Department offers a program of study, which aims to equip students with basic training to teach English. In addition to teaching very good English language skills, the goal of this department is to nurture English teachers so that they are capable of passing on their knowledge and skills to their students via the most modern methods. To this aim, students in the department follow an ‘interdisciplinary’ approach focusing on such fields as English language and literature, linguistics, sociology and psychology. Skills regarding the transfer of knowledge and evaluation are acquired through an intensive teaching skills program.

Know the culture of English-speaking countries. Understand the English language from different areas of study, thereby facilitating their learning process later. Understanding the basics of theoretical and practical psycho processes involved in knowledge acquisition, use and management of a second language. Promote learning and consolidation of the English language in various contexts and levels of education. Understand the principles of learning according to various trends, schools and approaches, especially those promoted by the Chilean educational reform. Our teacher is characterized by:
Being able to interact with trust and ethics, being a role model for his students. Develop a comprehensive English language as a vehicle for communication, meeting and humanization. In addition to having a verbal aptitude, interest in English language and culture , literature and education from elementary level up to an advanced level of English language skills. Adapt their knowledge to the state and challenges of the current national and international. Being an independent professional, critical, thoughtful and sensitive to the reality of their students.

Occupational field
The English teacher will be able to practice in municipal schools, grants and individuals paid from the first basic cycle until the last upper half humanist scientific or technical training, technical training centers, vocational institutes, language training centers , universities, binational, and consulting in areas related to tourism.

Contact Person:
Kathleen Valentine, Chair
Satterlee 112A, (315-267-3314 (valentkm@potsdam.edu)

The Master of Science in Education in Curriculum and Instruction has been designed to meet the needs of two groups of candidates:
Professionals with Initial New York certification and who seek to complete the academic requirements for Professional certification inone of the following disciplines. Each candidate will develop an individualized program of study, in collaboration with the candidate’s adviser. This program of study will be designed to be functionally relevant to the candidate’s Initial certification area:
Business/Marketing
Childhood Education (1-6)
Dance
Early Childhood Education (Birth-2)
French 7-12
Health Education
Music
Spanish 7-12
Theatre
Visual Arts
International students who wish to develop their English-language skills and learn about teaching in United States schools but who are not eligible to receive Professional certification in New York. (This concentration is only available on the Potsdam campus.)
For more information about this program, contact Andrew Ha, Program Coordinator, at (315) 267-2124, or haak@potsdam.edu

Requirements for Admission

In addition to the General Graduate Admission Requirements, candidates for graduate admission must also satisfy the following requirements:
Submission of a copy of a current teaching certificate (Concentration A only).
A minimum grade point average of 2.75 (A=4.0) in the most recent 60 semester hours of undergraduate study.
Submission of three letters of recommendation from persons who can provide information about the academic and teaching potential of the applicant (e.g., former or current professors, school administrators).

Additional Degree Information
Candidates are strongly encouraged to review the Policies and Procedures in the Graduate Catalog, focusing on the specific information related to education programs.

Candidates holding New York Initial certification in areas other than those listed above must consult with the department chair prior to enrollment to discuss the feasibility of completing this program.

All degree candidates are required to successfully complete an action research project GRED 687) or thesis (GRED 699) designed to synthesize their academic experiences.

A minimum of 33-34 credit hours with an overall grade point average of 3.0 or higher is required for the granting of the Master of Science in Education degree in Curriculum and Instruction.

Student progress is carefully monitored throughout the program based on demonstration of appropriate knowledge, skills, and dispositions. Candidates are provided with information on program expectations in their first semester. Those not making satisfactory progress will be counseled by their advisor and may be dropped from the program.
Course Requirements Credits

A. Concentration for Candidates holding Initial Certification in an Eligible Title

Core Requirements 12
GRED 634 Philosophical Foundations of Curriculum & Instruction 3
GRED 616 Curriculum and Evaluation (content linking) 3
GRED 635 Educational Research in Curriculum & Instruction (content linking) 3
GRED 687 Action Research. 3

Content or Content Linking Courses 6

In addition to the content linking courses identified above, candidates must complete 6 additional credits of content or content linking courses, selected in consultation with the adviser and in relation to the candidate’s initial certification area. Content courses are graduate courses offered by academic departments; content linking courses are graduate courses developed jointly by faculty in the content areas and education faculty and which include content linked to pedagogy.

Candidates holding early childhood or childhood certification should include study in the range of the core academic disciplines found in elementary school curriculum. All other candidates must work closely with their adviser to select content or content-inking courses that are relevant to their Initial certification.

Current courses identified as content linking include the following; candidates should consult with advisers on any other courses that may have become identified as content-linking courses:
GRED 504 Using Spreadsheets in Teaching School Mathematics 3
GRED 505 Topics in Mathematics for Elementary Teachers 3
GRED 516 Diversity and Advocacy in Education 3
GRED 517 Integrating the Arts into the Elementary Curriculum 3
GRED 522 Creative and Affective Experiences for Young Children 3
GRED 531 Creative Problem Solving 3
GRED 534 Teaching Mathematics in a Technological World 3
GRED 548 Literacy & Literature for Young Children 3
GRED 549 Adolescent Literature & the Teaching of Literacy 3
GRED 552 Teaching Vietnam: The Cultural/Historical Travel Program 3
GRED 574 Navajo Cultural Exchange Program 3
GRED 595A Science & Literature: An Interdisciplinary Model 3
GRED 595S Perspectives in Schooling, Culture and Ethnicity: A Caribbean Experience 3
GRED 690 Special Social Studies Education Content Topic 3
GRDG 615 Literacy/Family/School/Community Collaboration 3
GRDG 620 Literacy & Linguistically Diverse Learners 3

Graduate Education Electives 15
Five graduate education courses, selected with prior approval of the adviser.

Total required credit hours 33

B. Concentration in Language Acquisition for International Students (Non-certification Program)

This program does not lead to a teaching certificate in New York State and is not a TESOL program. It is specifically designed for international students who desire to improve their own language skills as they acquire a background in American education. The program involves placement in an elementary or middle school at least one day a week throughout the spring semester.

Core Requirements 22
GRED 558 Literacy I: Methods-Childhood 3
GRED 559 Literacy II: Methods-Childhood 3
GRED 576 Practicum I (Immersion in English language usage) 1
GRED 586 Practicum II (Formal Observation & Participation) 3
GRED 634 Philosophical Foundations of Curriculum and Instruction 3
GRED 660 Educational Research 3
GRED 665 Language & Culture 3
GRED 699 Thesis Research 3

Education Electives 12
Four graduate education courses selected with prior adviser approval

Total required credit hours 34

Candidates may select the following additional optional courses (in addition to the 34 credits needed for graduation) to develop their written language skills further:

GRED 595c The Development of Writing 1
GRED 595c The Development of Writing II 1

The mission of the Adult Education program at Miami Dade College is to provide the English language skills, adult basic education, and GED preparation that adults need to further their education at the post-secondary level, obtain employment, play positive roles in the education of their children, and become involved community members. The program is student centered with classes designed to maximize student access through excellence in teaching, individualized student success plans, access to technology, and flexibility of locations and schedules.

Adult Education is part of the School of Community Education (CE) at Miami Dade College, recognized as the largest and one of the best community colleges in the country.

What can you expect from a college that has practiced excellence in education for over a century? Quite a lot—and at Notre Dame, that means an extraordinary selection of degree programs and specialized courses of study that tie into your professional interests and goals.

Within our undergraduate offerings, you can choose between full and part-time study at the Woman’s College in one of 27 important fields of inquiry, all of which lead to a bachelor of arts degree. If you’re an adult learner or a working professional, Notre Dame’s Weekend College and Accelerated College offer highly flexible scheduling for those pursuing degreed programs in a range of career-related subjects.

Graduate Studies at Notre Dame lead to advanced degrees in a number of professional areas, including Leadership in Teaching, Management, Contemporary Communication, and Nonprofit Management—as well as a PhD in Instructional Leadership for Changing Populations.

Finally, the College hosts a number of institutes that provide specialized learning experiences, such as the English Language Institute for those wanting to improve their English language skills, and the Renaissance Institute for older, lifelong learners.

Contact the College of Notre Dame Admissions Department at 1-800-435-0200 for answers to any of your questions.

Normally, Qualified Teacher Status, a CertEd or a degree; current teaching in adult literacy or numeracy; diagnostic skills test.

About the course
This is a new level 4 qualification designed to meet the FENTO (Further Education National Training Organisation) standards for teachers of ESOL.

Course content
This course is part of the Pdep Certificate Suite and may be used as the first year of the BA (Hons) Education. Areas covered within the course include:
English language skills
language learning in context; English language use
teaching practice.

All students must undertake at least 30 hours of teaching in Adult ESOL during the course and be observed for at least three hours.

Assessment
Coursework and teaching practice are assessed.

Resources and facilities
Facilities include a range of well-equipped learning environments on the Clifton campus. The newly built Ada Byron King building has state-of-the-art teaching rooms and ample work stations. The refurbished Lionel Robbins building has several teaching and seminar rooms.

Master of Education concentration in The Teaching of English as a Second Language

The Master of Education with a concentration in The Teaching of English as a Second Language (TESL) is designed for teachers interested in fostering academic success for learners whose language is not English. It takes into consideration the needs of the new immersion classroom and provides instructors with the theoretical and practical knowledge to promote effective teaching of English language skills and sheltered content areas. The degree leads to an Initial License in English as a Second Language (PreK-6 or 5-12). (See Initial Teacher License Requirements below).

Degree Requirements
The degree requires successful completion of the following ten (10) courses. A written comprehensive examination is required as the student’s culminating experience. The exam is taken during the student’s final semester of study or shortly thereafter.Education Core Courses (3)
EDUC 991 Philosophy of Education and Teaching Practice
EDUC 998 Language Development and Communication
EDUC 999 Research and Evaluation (recommended after completion of three Content or Concentration courses)

Concentration Courses (7)
TESL 901 Language Structure: Phonetics and Morphology
TESL 902 Language Structure: Syntax, Semantics, and Pragmatics
TESL 913 Current Issues in Second Language Acquisition
TESL 932 Sheltered Instruction in the Content Areas
TESL 936 The Teaching of Second Language Skills
TESL 948 Teaching Reading and Writing in the English Immersion Classroom
TESL 966 Seminar in Applied Linguistics

English Foundation Programme
Course content

The course is designed to prepare International students for academic study and everyday life at a British university. The entry requirement should be equivalent to IELTS level 4 or Cambridge level 3, and it is expected that by the end of the programme students will reach the equivalent of IELTS 5.5/6 or Cambridge Level 4/5.

The course starts with four weeks of intensive English language tuition, followed by a twelve-week programme consisting of English language modules combined with attendance at classes in the student’s chosen area of study.

The teaching and learning of English will be through a variety of language activities involving the speaking, listening, reading and writing Students will develop both general and academic English language skills.
Attendance

Regular attendance and class participation are essential for the development of language skills. The minimum attendance for ‘success’ is 80%. Attendance will be recorded.
Assessment

Tutors will provide on-going feedback and guidance. Coursework and end-of-course assessment will help measure the students’ progress. At the end of the course, tutors will write an appreciation of the student’s overall performance. All students completing the programme satisfactorily will receive a University of Bolton Certificate of Attendance.

Students who wish to obtain an external qualification will be able to take the I.E.L.T.S test at the Regional Centre.

Contact Person:
Kathleen Valentine, Chair
Satterlee 112A, (315-267-3314 (valentkm@potsdam.edu)

The Master of Science in Education in Curriculum and Instruction has been designed to meet the needs of two groups of candidates:
Professionals with Initial New York certification and who seek to complete the academic requirements for Professional certification inone of the following disciplines. Each candidate will develop an individualized program of study, in collaboration with the candidate’s adviser. This program of study will be designed to be functionally relevant to the candidate’s Initial certification area:
Business/Marketing
Childhood Education (1-6)
Dance
Early Childhood Education (Birth-2)
French 7-12
Health Education
Music
Spanish 7-12
Theatre
Visual Arts
International students who wish to develop their English-language skills and learn about teaching in United States schools but who are not eligible to receive Professional certification in New York. (This concentration is only available on the Potsdam campus.)
For more information about this program, contact Andrew Ha, Program Coordinator, at (315) 267-2124, or haak@potsdam.edu

Requirements for Admission

In addition to the General Graduate Admission Requirements, candidates for graduate admission must also satisfy the following requirements:
Submission of a copy of a current teaching certificate (Concentration A only).
A minimum grade point average of 2.75 (A=4.0) in the most recent 60 semester hours of undergraduate study.
Submission of three letters of recommendation from persons who can provide information about the academic and teaching potential of the applicant (e.g., former or current professors, school administrators).

Additional Degree Information
Candidates are strongly encouraged to review the Policies and Procedures in the Graduate Catalog, focusing on the specific information related to education programs.

Candidates holding New York Initial certification in areas other than those listed above must consult with the department chair prior to enrollment to discuss the feasibility of completing this program.

All degree candidates are required to successfully complete an action research project GRED 687) or thesis (GRED 699) designed to synthesize their academic experiences.

A minimum of 33-34 credit hours with an overall grade point average of 3.0 or higher is required for the granting of the Master of Science in Education degree in Curriculum and Instruction.

Student progress is carefully monitored throughout the program based on demonstration of appropriate knowledge, skills, and dispositions. Candidates are provided with information on program expectations in their first semester. Those not making satisfactory progress will be counseled by their advisor and may be dropped from the program.