Apr 25, 2019  
2009-2010 Undergraduate Catalog 
    
2009-2010 Undergraduate Catalog [ARCHIVED CATALOG]

Education


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Overview of Program
The Endicott College School of Education prepares tomorrow’s teachers to make a difference in the world, one child at a time. Through a deep understanding of current best practices in teaching and current research-based knowledge of child development and learning theories, Endicott education students learn to be responsive, reflective and ethical decision makers who are committed to empowering all learners.  Coursework and field experiences help pre-service teachers move theory into practice, value diversity, and provide opportunity for practical application of national and state standards in key subject areas.  Students are expected to become active contributors to their profession and to view themselves as socially responsible citizens in a democracy that values educational opportunities for all students.

Program Components
Liberal Studies Teacher Licensure Major

The Liberal Studies Teacher Licensure major consists of eight core courses, each of which covers a subject that early childhood and elementary education teachers must be prepared to teach, including history, literature, science, math, and geography. Students integrate these areas into their education courses, applying their understanding of subject matter to the art of teaching. Endicott Education faculty work closely with the Arts and Sciences faculty to provide the very best combination of content and skills that prepare students for the challenges and the rewards of the teaching profession.

Education Concentration
In addition to liberal arts courses, extensive classes in education are completed as part of the program. ED 101 Introduction to Education and ED 102 Curriculum Theory and Instruction provide an overview of the field of education as well as the history and current state of education reform and curriculum design.  Education courses also introduce students tothe Massachusetts Curriculum Frameworks, giving students a context through which to explore the competencies and standards by which today’s teachers are expected to work. As students progress through the Education program, they acquire the professional knowledge they need to succeed as teachers. Methods courses cover subject areas such as Language Arts, Science, Math, and Social Studies. Classes address the professional standards expected of teachers as well as specific areas of interest such as special needs, reading, creative arts, technology, and evaluation and assessment.

License Areas: Early Childhood (PreK – Grade 2) and Elementary (Grades 1 – 6)

Declaration of a license area, in either Elementary (Grades 1 – 6) or Early Childhood (PreK – Grade 2), takes place in the second year of the program. At this point, individuals interested in teaching elementary school take ED 220 Strategies of Teaching in the Elementary Classroom while those wishing to pursue a license in early childhood education (PreK – Grade 2) enroll in ED 207 Strategies of Teaching in the Early Childhood Classroom. From that point on, the program of study for the specific license is followed. In accordance with state regulations, the Elementary Education program of study incorporates specific courses in the arts and sciences with education classes such as ED 300 Integrating Language Arts and ED 400 Practicum and Seminar in Elementary Education. The Early Childhood program of study includes electives in the liberal arts, ED 221 Emergent Literacy Instruction, ED 308 Early Childhood Methods, and ED 401 Practicum and Seminar in Early Childhood Education. Upon graduation, a license application will be filed for the field in which the student has studied and completed the practicum.

Field Experiences

At Endicott, students in the School of Education complete field experiences beginning in the freshmen year and continuing each year through graduation.  Field experiences include, at minimum, two internships, a pre-practicum, and full practicum.

Internships


Internship I and Internship II—typically completed during January of the freshmen and sophomore years–allow education students to complete a 120-hour classroom experience in a school of their choice, usually in their home town or surrounding areas.  Students are asked to tie their internship experiences to their college course work through an exploration of curriculum frameworks, curriculum design, and literacy programs. For their placements, students are encouraged to explore a variety of grade levels and settings including public and private schools in urban and suburban settings. Successful completion of both INT 100 and INT 200 is marked by a reflective paper, journal, supervisor evaluation, and seminar meeting with a faculty advisor.

 

Examples of Internship and Student Teaching Field Sites:
School Systems

Reading, MA Danvers, MA Beverly, MA
New Orleans, LA Hamilton-Wenham, MA  Lynn, MA
Manchester, MA Medford, MA  Grafton, MA
Newport, ME Hong Kong, China No. Andover, MA
Merrimack, NH London, England Middlebury, VT
Revere, MA Denver, CO Salem, MA
Tewksbury, MA  Wakefield, MA Mansfield, CT
West Newbury, MA  Trieste, Italy  Gloucester, MA

Pre-Practicum

In the junior year, Education students participate in a semester-long classroom experience as part of their methods courses. While enrolled in ED 301 Math Methods, ED 302 Science Methods, and ED 306 Social Studies Methods, students complete approximately 75 hours of field experience including observing overall classroom environment, implementing student designed learning experiences, and reflecting on best practice.

Practicum

Education program seniors complete a full-semester practicum in their license field of either early childhood or elementary education. They are placed in local Massachusetts schools and closely supervised by a licensed cooperating teacher and a college supervisor. Weekly seminars bring all student teachers together with faculty who provide supervision and mentoring throughout the practicum. For those pursuing licensure in early childhood education, ED 401 consists of a minimum of 300 practicum hours, including 100 hours in a PreK or K classroom and 200 hours in a Grade 1 or 2 classroom during their practicum. At least one of these settings must include children with disabilities. Elementary education students complete ED 400, a 300-hour practicum in a Grade 1 – 6 classroom.

Other Field Experiences

Other opportunities available to students in the School of Education include participation in America Reads, leading after-school science programs, collaborating with the Beverly Historical Society in social studies instruction, visits to early childhood and elementary schools both at home and abroad, and volunteering with the Special Olympics. The School of Education also works with local schools to promote early college awareness and goal-setting among K-12 students. Finally, students find positions as substitute teachers in local school settings.


Other Program Components

Portfolio

ED 321 Portfolio is completed during the spring semester and is required of all juniors. The class provides third year education students with a semester-long focus on the transition to the senior year.with a focus on student teaching.  Particular attention is given to the expectations of student teaching and the professional standards for teachers. Students read primary sources in the field of education, develop a resume, write a philosophy of teaching statement, and create an electronic portfolio. Cooperating teachers, principals, and other individuals visit class over the course of the semester to provide juniors with input on student teaching, job-hunting, and other professional issues. At the end of the course, students receive their student teaching placements for the fall semester and set up meetings with their cooperating teachers.  

Career Support 

School of Education seniors take EC 400 Senior Transition aimed at preparing students for job hunting in the field of education.  Throughout the semester, seniors update their resumes, write cover letters, learn interview techniques, refine their professional teaching portfolio, participate in mock interviews with principals and superintendents, and attend education job fairs.  Alumni return to campus to speak to graduating seniors about the first year of teaching, and guest lecturers present on applying to graduate school and managing a budget. By the end of the semester, seniors are fully immersed in their job search and prepared to enter the profession of teaching.



Senior Thesis


A two-semester senior thesis is completed during the last semesters at Endicott. LST 489 Senior Thesis I allows students to choose and study a topic of particular interest to them in the field of education and to write a comprehensive review of the literature on that subject. In the spring of their senior year, during LST 490 Senior Thesis II, students focus on an aspect of their topic in more depth through the design and completion of a research project. Recent senior thesis projects have addressed the relationship between parenting and academic achievement, the problem of bullying, and gender bias in the classroom. Through the senior thesis, an expertise in a specific area of education is developed. Such knowledge distinguishes Endicott graduates and prepares them for further studies at the master’s level.

Study Abroad

Education students are encouraged to study abroad through Endicott’s short-term programs (typically in January) or semester-long experiences.  Students interested in studying abroad must plan in advance with their advisor and the School of International Studies, paying particular attention to the junior year requirements of the pre-practicum experience.  Students who study abroad may need to make up courses in order to graduate on time.  Responsibility for doing so rests with the student.

Teacher Licensure

The four-year degree program in Education meets the most recent regulations for licensure in the state of Massachusetts: A Liberal Arts degree combined with a concentration in either Early Childhood (PreK – Grade 2) or Elementary (Grades 1 – 6) Education. The Elementary and Early Childhood programs have been approved by the Massachusetts Department of Elementary and Secondary Education.

Program Changes

Due to the changing nature of licensing regulations from state to state, students are encouraged to review the regulations from their state at the time of their entry to college. It is important for potential teachers to know the regulations and requirements for certification in the state in which they plan to teach. Licensure criteria may be modified at any time, and program requirements may be altered to reflect those changes.

Massachusetts Tests of Educator Licensure

The Massachusetts Department of Elementary and Secondary Education mandates that all students pass the Massachusetts Tests of Educator Licensure (MTEL) as part of the licensing process. Endicott supports this requirement by incorporating the relevant MTEL tests into the Education program. Prior to enrollment in junior year pre-practicum methods courses, a passing score on the Communication and Literacy test must be achieved. Prior to enrolling in ED 400 Practicum and Seminar in Elementary Education or ED 401 Practicum and Seminar in Early Childhood Education, the Foundations of Reading test and the appropriate Subject Matter test in either Early Childhood or Elementary Education must be completed with a passing score. Fees for taking the MTEL will be the responsibility of the student.

By incorporating the required exams into the program, upon graduation Endicott students have completed all of the necessary license requirements for the state of Massachusetts. License applications are completed and filed at the end of the senior year.

Those wishing to be licensed to teach in other states must still take and pass the MTEL exams as part of the program requirements. However, the department will also work closely with individuals seeking licensure in states other than Massachusetts, helping to define the requirements and procedure for receiving that license. Preparing for, taking, and passing the MTEL exam helps future teachers to pass other exams, such as the PRAXIS and many of our students are successfully pursuing licenses in multiple states.

Test Preparation Workshops

Endicott offers intensive workshops and tutoring throughout the year to help prepare students to pass the MTEL exams. Test preparation workshops are free of charge and focus on the specific skills and subjects covered on the licensure exams. Workshops are required of students enrolled in the Education program and are also available to those who want to meet the requirements to change into the program from another major.

Acceptance into the Program

Requirements for admission to the Education program include the regular admission requirements as outlined in the Catalog, and a combined score of at least 1050 on the Critical Reading and Math portions of the SAT.

Those not accepted into the program upon admission to Endicott may change into the program when they:

 

1.  pass the Communication and Literacy MTEL exam,
2.  maintain a minimum GPA of 2.5, and
3.  achieve at least a C in all required courses.

 

Because of the curriculum requirements, individuals interested in changing into the program from another major should work closely with a faculty advisor and the Dean of Education to ensure that they are completing the requirements in a timely manner.

Continuation in the Program

To continue in the teacher preparation program the following criteria must be met: a minimum G.P.A. of 2.5 and at least a C in all required courses.

Students will not be permitted to remain in the Education program if they:

1.  do not achieve the minimum qualifying score on the MTEL,
2.  fall below the required G.P.A. of 2.5, or
3.  receive less than a C in all required courses.

Transcripts are evaluated at the end of every semester and individuals work closely with their advisor and the dean to ensure that they meet these criteria. Those who are advised out of the program can complete the Liberal Studies major with a minor in Education. The Education minor does not lead to Massachusetts state licensure.

Program Requirements and Waiver Policy

The Education program and each of its components meets the regulations set by the Massachusetts Department of Elementary and Secondary Education (DESE) for Teacher Preparation Programs. Ordinarily, students who complete the Education program must fulfill each of the course and field-based requirements as outlined in the College catalog or updated in accordance with new DESE regulations. Students who do not follow the recommended course of study for either the early childhood or elementary license, or who transfer into the program, may need to make up courses that they have not yet taken, or apply to the Dean for a waiver. Doing so may extend the time it takes to complete the Education program and students should plan accordingly in close consultation with their advisor or dean.

On rare occasions, program requirements may be waived based on prior coursework or experience. The practicum may not be waived.

United States Higher Education Act (HEA) (waiting for updates)
as amended in 1998, Sec. 207, also known as Title II Public Disclosure Statement

Endicott College MTEL pass rates for the program year 2007–2008 were at 100% in the Communication and Literacy, the Early Childhood, and the General Curriculum tests. Pass rates for institutions statewide for each test were: Communication and Literacy, reading subtest, 100%; Communication and Literacy, writing subtest, 100%; Early Childhood 99%; Foundations of Reading 98%; and General Curriculum 99%. For a copy of the Endicott College Institutional Report on Title II Data for 2007–2008, please contact the Coordinator of Licensure and Assessment, Endicott College.

Assessment

In keeping with best practices in education, the Endicott School of Education is committed to ongoing assessment of its program.  Students are expected to participate in formal and informal assessment of courses, field experiences, and other elements of their undergraduate experience.  Information collected from such assessments is used to make effective programmatic changes.

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