Seeking Initial License and Master of Education
The programs in this section are designed for students who have completed a baccalaureate degree in a liberal arts field and do not yet hold the Initial License. Before beginning the practicum, students will need to have passed the MTEL (Massachusetts Test for Educator Licensure) in communication and literacy and in the applicable content areas.
Programs for Initial Teacher Licensure
- Early Childhood with and without Disabilities (PreK-2)
- Elementary (1-6)
- English as a Second Language (PreK-6, 5-12)
- Moderate Disabilities (PreK-8, 5-12)
- Middle School/Secondary
- Arts (PreK-6, 5-12)
- Biology (5-8, 8-12)
- Chemistry (5-8, 8-12)
- Earth Science (5-8, 8-12)
- English (5-8, 8-12)
- Foreign Languages-French (5-12), Spanish (5-12)
- General Science (5-8)
- History (5-8, 8-12)
- Humanities (5-8)
- Mathematics (5-8, 8-12)
- Mathematics/Science (5-8)
- Political Science/Political Philosophy (5-8, 8-12)
- Physics (5-8, 8-12)
The total master’s degree program of 36-39 credit hours is composed of 21 credit hours of core courses and 15-18 credit hours of concentration courses. Upon completion of the specially designated (**) courses and the practicum, the student will be eligible for recommendation to the Massachusetts Department of Elementary and Secondary Education for the Initial License. This may enable the student to be eligible for a full-time teaching position while continuing study in the master’s degree program. At the completion of all the required courses, students will be recommended for graduation with the degree Master of Education in Curriculum and Instruction.
The College reserves the right to alter program requirements as necessary to remain in compliance with Massachusetts Department of Elementary and Secondary Education licensure standards.
Prepracticum Field Experiences
Prior to the practicum all graduate students seeking the Initial License are required to complete a minimum of 100 documented clock hours of monitored, field-based experience. These field experiences will prepare candidates by acquainting them with the school and classroom environment at the appropriate grade level and content area(s) with a variety of typical and atypical students of different gender, racial, linguistic and socioeconomic backgrounds. Gordon College places graduate students for their prepracticum and practicum field experiences. Students seeking licensure in Early Childhood, Elementary and Moderate Disabilities are required to complete an additional 20 hours of field experience observing reading instruction.
Practicum
Eligible graduate students file a completed practicum application form with the Graduate Office the term before they plan to enroll in the practicum. Before the application is approved, academic records are reviewed to determine that candidates have completed all academic and field requirements and have been accepted into the graduate program, and have passed all applicable tests of the MTEL (Massachusetts Test for Educator Licensure).
Prior to the practicum a meeting is held with the supervising practitioner, the teacher candidate and a college supervisor. Information and paperwork are given to the supervising practitioner and teacher candidate. This first three-way meeting provides opportunity to discuss roles, responsibilities, and expectations of the practicum; the evaluation forms of the practicum; the licensure regulations; and the Practicum Manual.
The practicum evaluation forms for the graduate student are required for the Initial License. Specific time and site requirements of the practicum are as follows:
The teacher candidate must complete:
- A practicum of 12 weeks for a minimum of 360 clock hours-3 credit hours
- At least 180 clock hours of teaching, taking on direct instructional responsibilities
- The practicum at an approved school site, at the appropriate grade level, teaching the appropriate field of knowledge for the license sought:
- Early Childhood requires a practicum of 240 hours in grades 1-2 and 120 hours in preK-K; At least one of two setting must include children with disabilities.
College supervisors observe the teacher candidate a minimum of four times. After each of the observations the supervisors hold a conference with the candidate to critique the lesson, discuss the progress of the practicum, and review the contents of the reflective log which each candidate is required to keep. A copy of the written evaluation by the college supervisor is given to the candidate after each observation.
Three of the conferences must include the College supervisor, supervising practitioner and the teacher candidate. At the midterm three-way conference, the teacher candidate must have completed half of the Preservice Performance Assessment, and the supervising practitioner and College supervisor review it at that time. By the final three-way conference, all evidence and license-specific questions must be completed for the Preservice Performance Assessment.
Candidates are required to attend seminars during the practicum. These seminars, along with individual advising sessions, are designed to help candidates reflect on their teaching and make appropriate pedagogical adjustments. Additionally, they will have opportunities to dialogue with other professionals in their fields, gain help as they enter the job market, and be guided through the licensure process.
Assigning the final grade for a practicum is the responsibility of the supervisors and the college supervisor. The grade is based on the following:
- Cooperating practitioner’s assessment using rubric
- Log presentation throughout the teaching experience
- Overall assessment of growth
- Seminar participation
- Comparison with College standard for grading practica teachers
Seeking Professional or Additional Licensure and Master of Education
The programs in this section are designed for students who already possess the Massachusetts Initial License and who wish to pursue additional licensure through the completion of the appropriate master’s degree program.
Programs for Initial Licensure
The M.Ed. prepares students to obtain the appropriate master’s degree and an additional Initial Licensure in the following specialist areas:
- Educational Leadership
- Supervisor/Director* (dependent on prerequisite license)
- Principal* (PreK-6, 5-8, 9-12) (dependent on prerequisite experience)
- Special Education Administrator* (dependent on prerequisite license)
- Superintendent/Assistant Superintendent* (dependent on prerequisite license)
- Math Specialist (PreK-8)
- Reading Specialist (all levels)
Upon completion of the course of study, candidates must also pass a content area test for Massachusetts licensure. To obtain the Reading Specialist License, candidates must have taught a minimum of one year under the initial teaching license.
*Contact the graduate education office for specific details pertaining to each role.
Programs for Professional Licensure
The M.Ed. prepares students to obtain the appropriate master’s degree and Professional License in the following areas:
- Early Childhood with and without Disabilities (PreK-2)
- Elementary (1-6)
- Moderate Disabilities (PreK-8, 5-12)
- Middle School/Secondary
- Arts (PreK-6, 5-12)
- Biology (5-8, 8-12)
- Chemistry (5-8, 8-12)
- English (5-8, 8-12)
- History (5-8, 8-12)
- Mathematics (5-8, 8-12)
- Modern Foreign Languages-French (5-12), Spanish (5-12)
- Physics (5-8, 8-12)
The appropriate master’s degree requires that 12 credits of the degree coursework be in the content area appropriate to the student’s teaching field. Students in this program have completed a baccalaureate degree in a liberal arts field or its equivalent in an appropriate content field. The candidates already possess the Initial License or its equivalent and are pursuing the M.Ed. degree and/or an additional license.
The College reserves the right to alter program requirements as necessary to remain in compliance with Massachusetts Department of Elementary and Secondary Education licensure standards.
Prepracticum for Initial Licensure in Educational Leadership
Prior to the practicum, all graduate students seeking initial licensure in educational leadership are required to complete a minimum of 75 documented clock hours of monitored, field-based experience observing different aspects of interactions within the role sought, and satisfactory completion of the appropriate Massachusetts Tests for Educator Licensure (MTEL) requirements.
These field experiences in diverse settings will prepare candidates by acquainting them with the duties, situational challenges and requisite skills of the school or program leader at the appropriate role and school level. As future school leaders, students will be exposed to the myriad of demands attendant to providing quality instructional programs for typical and atypical students of different gender, racial, linguistic and socioeconomic backgrounds.
Practicum for Education Leader
The practicum for the roles within Educational Leadership consists of 500 hours. The Gordon program is designed so that during it the candidate will study, interact, and collaborate with colleagues who are seeking licensure for different leadership roles within the school district. Whatever the role sought, the candidate will need to interact with other colleagues in their respective leader roles within the school district. By studying together candidates begin to understand early in their careers the perspectives of these different roles and learn how to reflective listen, work to consensus, and appreciate issues each one faces. Knowing how to collegially work together with other educational leaders in this educational setting gives candidates the opportunity to think creatively and respectfully in a supportive setting before entering the role in a licensed position.
Two hundred hours of the practicum is designed to coincide with the course work. The initial courses will get you started with prepracticum field experiences, and then each will immediately follow with practicum work so the candidate implements what is learned while moving through the program. This opportunity allows for clarification and more study by the candidate in areas found to be particularly challenging. EDU 781-784 identifies the final stage of the practicum in the desired role even though each candidate has been in practicum work in the respective role through earlier courses and field experiences. This 6-credit course includes specific mentoring around observation and evaluation. It also deals with daily issues candidates face during the remaining 300 hours of practicum over the period of a school year.
Educational Specialist (Ed.S.)
The Educational Specialist (Ed.S.) is an advanced degree program designed for students who have earned a master’s degree to obtain additional expertise in another area of teacher licensure or leadership. The Ed.S. consists of 30 credit hours and offers the following content areas:
Educational Leadership
Supervisor/Director*
Principal* (PreK-6, 5-8, 9-12)
Special Education Administrator*
Superintendent/Assistant Superintendent*
Specialist
English as a Second Language
Mathematics
Reading
The capstone of the Ed.S. is either a practicum (if licensure is desired) or a research project.
Prerequisites for the Ed.S. include a passing score on the MTEL if student is seeking licensure. The Ed.S. program will follow the same schedule as the current master’s degree in the respective content areas offered, with classes taught on evenings, weekends and summers.
*Contact the graduate office for specific details pertaining to each role.
Master of Education and/or Initial Teacher Licensure
Master of Education and Professional or Additional Teacher Licensure
Education Specialist
Additional Initial Licensure
Arts
Biology
Chemistry
Education
- • EDU 520 - Teaching Strategies
- • EDU 521 - Math in the Interactive Classroom
- • EDU 522 - Integrating English Language Arts in the Classroom
- • EDU 523 - Integrating History in the Classroom
- • EDU 524 - Integrating Science in the Classroom
- • EDU 527 - Exploring Mathematical Concepts
- • EDU 528 - Disciplinary Literacy and Writing
- • EDU 532 - Literature for Adolescents
- • EDU 533 - Foundations of Reading
- • EDU 534 - Literacy and Language Acquisition
- • EDU 535 - Selected Topics in Content Field: Science
- • EDU 536 - Selected Topics in Content Field: English
- • EDU 537 - Selected Topics in Content Field: Mathematics
- • EDU 538 - Selected Topics in Content Field: Foreign Language
- • EDU 539 - Selected Topics in Content Field: History
- • EDU 540 - Selected Topics in Content Field: General
- • EDU 562 - Human Development and Learning
- • EDU 564 - Introduction to Exceptionality
- • EDU 575 - Classroom Management and Organization
- • EDU 580 - Methods and Practice in Early Childhood Education
- • EDU 581 - Methods and Practice in Elementary Education
- • EDU 582 - Methods and Practice in Teaching Students with Moderate Disabilities
- • EDU 583 - Methods and Practice in Middle School Education
- • EDU 584 - Methods and Practice in Secondary Education
- • EDU 589 - Practicum and Seminar
- • EDU 590 - Internship
- • EDU 604 - Philosophy, Ethics and Teaching in Schools
- • EDU 614 - Integrating Technology for All Students
- • EDU 620 - Mentoring New Teachers
- • EDU 625 - Curriculum Models and Design
- • EDU 629 - Integrating Reading, Writing and Technology
- • EDU 630 - Integrating Math, Writing and Technology
- • EDU 631 - Integrating Literature throughout the Curriculum
- • EDU 633 - Principles of Reading and Literacy
- • EDU 634 - Language Acquisition, Learning Disabilities and ESL
- • EDU 635 - Sheltering Content Instruction for ESL
- • EDU 637 - Selected Topics in Sheltered Content Instruction
- • EDU 639 - Assessment and Diagnosis of Reading/Language Difficulties
- • EDU 640 - Differentiation and Remediation of Reading/Language Difficulties
- • EDU 641 - Sheltered English Immersion Endorsement Course for Teachers
- • EDU 649 - Assessment and Diagnosis of Math Difficulties
- • EDU 650 - Differentiation and Remediation of Math Difficulties
- • EDU 651 - Multicultural Education
- • EDU 654 - Understanding Cultural and Family Systems
- • EDU 661 - Advanced Human Development
- • EDU 665 - Meeting the Needs of Exceptional Students in Regular Classrooms
- • EDU 667 - Educational Assessment of Students with Moderate Disabilities
- • EDU 668 - Advanced Disciplinary Literacy: Reading, Writing, Oral Communications and Critical Thinking
- • EDU 670 - Educating the Human Brain: How Neuroscience Can Inform Teaching Practices
- • EDU 675 - Classroom Management
- • EDU 676 - Collaborative Teaming of Special and Regular Educators
- • EDU 682 - Advanced Theory and Practice in Teaching Students with Moderate Disabilities
- • EDU 683 - Advanced Theory and Practice for Reading Specialists
- • EDU 684 - Advanced Theory and Practice for Teachers of English as a Second Language
- • EDU 685 - Advanced Theory and Practice for Math Specialists
- • EDU 686 - Math Clinic
- • EDU 687 - Practicum and Seminar in ESL
- • EDU 688 - Reading Clinic
- • EDU 689 - In-School Clinical
- • EDU 690 - Action Research in the Classroom
- • EDU 701 - Educational Leadership I -Theoretical Seminar
- • EDU 702 - Educational Leadership II -Applied Concepts and Case Studies
- • EDU 705 - Principled Leadership-Ethics, Values and Moral Leadership
- • EDU 710 - Curriculum, Instruction and Assessment
- • EDU 712 - Developing and Leading Educational Programs
- • EDU 715 - Collegial Supervision and Mentoring
- • EDU 720 - Human Resources and Personnel Administration
- • EDU 725 - School Finance, Administration and Technology
- • EDU 730 - School Law
- • EDU 740 - School and Community Relations
- • EDU 741 - Sheltered English Immersion Endorsement Course for Administrators
- • EDU 751 - Research-Based School and Program Improvement
- • EDU 781 - Practicum and Seminar for Supervisor/Director
- • EDU 782 - Practicum and Seminar for Principal, PreK-6
- • EDU 783 - Practicum and Seminar for Principal, 5-8
- • EDU 784 - Practicum and Seminar for Principal, 9-12
- • EDU 785 - Practicum and Seminar for Special Education Administrator
- • EDU 786 - Practicum and Seminar for Superintendent/Assistant Superintendent
English
Page:
1
|
2
