Teaching, with Teacher Certifications in Preschool through Grade 3 and Students with Disabilities (Preschool - Grade 12) (M.A.T.) - Graduate - 2015 University Catalog

Coordinator: Dr. Susan Wray
Office: University Hall, Room 3187
Phone: (973) 655-4243
Email: wrays@mail.montclair.edu

The Master of Arts in Teaching Program in Early Childhood Education and Teacher of Students with Disabilities is a 48 credit program designed to provide graduate students with a master's degree as well as dual certification: initial certification to teach preschool through third grade (P-3) and certification to teach students with disabilities in P-3 settings. Students who apply to this program must hold a bachelor's degree in a liberal arts field. In addition, applicants must provide evidence of substantial and meaningful experience with groups of children, including children with special needs.

Montclair State University’s Teacher Education Program is one of the most highly-regarded teacher preparation programs in the country. It has been consistently recognized both nationally and regionally for its unique features, including its structure, partnerships, and curricular emphases. The program is considered a model for other colleges and universities and has continuously been accredited by the National Council for the Accreditation of Teacher Education (NCATE) since 1954.

The Teacher Education Program’s professional course sequence and field experiences emphasize teaching for critical thinking and culturally responsive teaching. The professional component for both graduate students addresses four broad areas: 1) student development and learning, 2) the classroom and the school, 3) the curriculum, and 4) effective teaching skills.


TEACHING (P-3 & STUDENTS w/DISABILITIES)

Complete the following 2 requirements for a total of 54 semester hours:

  1. ADDITIONAL REQUIREMENTS FOR STATE CERT

    1. SPEECH

      Complete the following 1 course: (May be completed by examination).

      CMST 101 Fundamentals of Speech: Communication Requirement (3 hours lecture) 3
    2. PHYSIOLOGY & HYGIENE

      Pass the MSU Health Knowledge Test available through the COP or have UG equivalent course approved by advisor.

    3. CHILD DEVELOPMENT

      Complete or its equivalent as approved in writing by the Graduate Program Coordinator.

      FCST 512 Child Development I: Theories of Child Development (3 hours lecture) 3
  2. PROGRAM REQUIREMENTS

    Complete the following 4 requirement(s):

    1. REQUIRED COURSES

      Complete the following for a total of 30 semester hours:

      ECEL 501 Perspectives on Early Childhood and Elementary Education in a Diverse Society (3 hours lecture) 3
      ECSE 502 Sociocultural Context of Disability and Inclusive Education (3 hours lecture) 3
      ECSE 505 Learning and Development in Children With and Without Disabilities (3 hours lecture) 3
      ECSE 506 Observation and Assessment of Young Children with Disabilities: Birth to Age 8 (3 hours lecture) 3
      ECSE 508 Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture) 3
      ECSE 509 Principles and Practices in Inclusive Early Childhood Education (3 hours lecture) 3
      ECSE 519 Language and Early Literacy Development (3 hours lecture) 3
      ECSE 523 Communication, Collaboration and Consultation in Inclusive Early Childhood and Elementary Contexts (3 hours lecture) 3
      EDFD 503 Methods of Research (3 hours lecture) 3
      READ 500 Literacy Foundations (3 hours lecture) 3
    2. CONTENT/METHODS

      Complete the following 2 courses for 6 semester hours:

      ECEL 513 Integrating Math/Science/Technology in Inclusive Early Childhood Classrooms (3 hours lecture) 3
      ECEL 516 Social Studies and the Arts: Understanding Democracy in Elementary Classrooms (3 hours lecture) 3
    3. PROFESSIONAL SEQUENCE

      Complete the following 2 requirements:

      1. Professional Sequence Part A

        Complete the following 3 courses:

        ECEL 502 Seminar I: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar) 1
        ECEL 504 Seminar II: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar) 1
        ECEL 528 Early Childhood Curriculum in Inclusive Settings (3 hours lecture) 3
      2. Professional Sequence Part B

        Choose 1 of the following options:

        1. Complete the following 2 courses for 7 semester hours:

          ECEL 510 Clinical Experience I in Inclusive Early Childhood and Elementary Settings 2
          ECEL 511 Clinical Experience II in Inclusive Early Childhood and Elementary Settings 5
        2. Complete the following 1 course for 8 semester hours: (for those in full-time teaching positions)

          SASE 514 Inservice Supervised Graduate Student Teaching 4-8
    4. COMPREHENSIVE EXAMINATION

      In the term that you will sit for exam, register for - which matches your major & advisor. Successfully pass exam.

      GRAD CMP Comprehensive Examination 0

Course Descriptions:

CMST101: Fundamentals of Speech: Communication Requirement (3 hours lecture)

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Previous course SPCM 101 effective through Spring 2012. 3 sh.

ECEL501: Perspectives on Early Childhood and Elementary Education in a Diverse Society (3 hours lecture)

This course examines the education of children during their early and elementary school years from historical, political, social, and cultural perspectives. Students critically analyze issues influencing our current public education system to determine their impact on schools, teachers, children, families, and society. They examine ways our education system reflect and respond to the changing needs, knowledge, and dispositions of our democratic society with particular emphasis on inclusive education, culturally responsive teaching, and democratic practice. Required field work component. 3 sh.

ECEL502: Seminar I: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar)

Accompanies ECEL 510, Clinical Experience I in Inclusive Early Childhood and Elementary Settings, and offers students a forum for discussion, reflection, and critical thinking with regard to clinical work in inclusive elementary classrooms. 1 sh.

Prerequisites: Admission to M.A.T. in Early Childhood or Elementary Education or Post-Baccalaureate Certificate Program in Early Childhood or Elementary Education.

ECEL504: Seminar II: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar)

This course provides students with a forum to discuss the role of the teacher as teacher candidates take on full-time classroom responsibilities. Discussions focus on identifying and involving oneself in the professional field of early childhood/elementary/middle school education, upholding and advocating for ethical standards, engaging in continuous and collaborative learning, and taking a critical stance to inform practice. Teacher candidates demonstrate that they can make and justify decisions based on their knowledge of central issues such as developmentally appropriate practice, culturally responsive learning and teaching, and the context of children's lives. 1 sh.

ECEL510: Clinical Experience I in Inclusive Early Childhood and Elementary Settings

Provides clinical experiences in an early childhood or elementary setting to foster the skills and dispositions necessary to become effective and nurturing teachers. Students provide learning opportunities that support children's intellectual, social, and emotional development; design environments that support culturally responsive teaching; and plan and assess high quality curriculum. Students develop skills as reflective and questioning practitioners, promote democratic values and communication in the classroom, and build relationships with school colleagues, families, and agencies in the larger community. 2 sh.

Prerequisites: Admission to M.A.T. in Early Childhood or Elementary Education or Post-Baccalaureate Program in Early Childhood or Elementary Education.

ECEL511: Clinical Experience II in Inclusive Early Childhood and Elementary Settings

Students demonstrate their knowledge of child development and the significant role of families and communities with regard to children's learning by planning and implementing developmentally appropriate and culturally responsive curriculum in an inclusive early childhood/elementary classroom. Focusing on the diverse needs of individual children, students develop, implement, and assess an integrated curriculum unit that incorporates the Core Curriculum Content Standards and emphasizes literacy across the curriculum. As reflective practitioners, students utilize multiple strategies to assess children's learning, classroom climate, and effective classroom management. Students are responsible for the full range of teacher activities in the classroom and are expected to seek out the resources of parents, administrators, and school colleagues. Students are to demonstrate their strengths as a teacher. 5 sh.

Prerequisites: ECEL 510.

ECEL513: Integrating Math/Science/Technology in Inclusive Early Childhood Classrooms (3 hours lecture)

In this course, students examine the development, implementation, and assessment of integrated math/science/technology curriculum for diverse early childhood classrooms. They design and engage in problem-solving activities (e.g., Children's Engineering) and develop interdisciplinary learning experiences for inclusive classrooms. Students gain experience in analyzing the classroom environment and materials with regard to the needs of individual children. They plan and implement developmentally appropriate activities based on science, technology, engineering and math (STEM) through problem-based, project-based, and thematic instruction. Students also design an environment that promotes critical and creative thinking skills and problem solving strategies. 3 SH with opportunities for fieldwork. 3 sh.

Prerequisites: ECEL 501.

ECEL516: Social Studies and the Arts: Understanding Democracy in Elementary Classrooms (3 hours lecture)

By integrating the arts-dance, theater, music, and the visual arts-students consider the knowledge, skills and perspectives necessary to help learners become active and informed citizens able to think critically about local, national and global contexts in the 21st Century. Working independently and in groups, students use technology to enter real and virtual spaces to plan, implement, and evaluate teaching and learning. Course activities enable students to discover methods that position learners to understand the myths and truths of the past and present with the capacity to imagine future realities. Students learn how four strands frame social studies in New Jersey-(A) Civics, Government, Human Right; (B) Geography, People, and the Environment; (C) Economics Innovation, and Technology; and (D) History, Culture, and Perspectives. 3 sh.

ECEL528: Early Childhood Curriculum in Inclusive Settings (3 hours lecture)

Provides students with strategies to assess professional goals, develop authentic assessment practices, and respond to the cultural, linguistic, and learning needs of individual children. Development, implementation, and assessment of an integrated unit that defines essential questions, aligns with state standards, and adopts lessons for children with special needs is required. May be repeated once for a total of six credits. 3 sh.

Prerequisites: ECEL 501.

ECSE502: Sociocultural Context of Disability and Inclusive Education (3 hours lecture)

This course applies critical perspectives to the study of disability and inclusive education through an examination of the shifting social, cultural and political constructions of disability in society. The course material deconstructs traditional psychological interpretations as well as medical models of disability, which conceptualize disability as a "problem" to be fixed or limitations that are located within individuals. In contrast, students explore sociocultural models of disability, which conceptualize disability as a social construct, and people with disabilities as members of marginalized minority group. By examining issues related to disability in the context of the sociocultural paradigm, students have opportunities to take varied perspectives on the ways in which social and environmental factors come to define the experience of disability. Students explore disability and inclusive education through multiple lenses, such as autobiography, personal narrative, film, social policy, and research. 3 sh.

ECSE505: Learning and Development in Children With and Without Disabilities (3 hours lecture)

This course is designed to provide teacher candidates with a socioculturally based understanding of children's development from birth through middle childhood. By examining theories and current research in child development, they learn that outcomes for children with and without disabilities are situated in multiple contexts, and in the complex interplay between biological and environmental factors. Children's developmental pathways will be understood in relation to their implications for learning in early childhood and elementary education settings. Teacher candidates learn the etiologies, behavioral characteristics and wide range of developmental outcomes associated with various disabilities and childhood disorders. They learn to observe and interpret the physio-motor, cognitive, and social/emotional development of children and provide interventions that promote optimal learning and development among all children. 3 sh.

Prerequisites: FCST 214 or FCST 512 or departmental approval.

ECSE506: Observation and Assessment of Young Children with Disabilities: Birth to Age 8 (3 hours lecture)

This course focuses on observation, screening and assessment of young children with disabilities from birth to age eight. Students explore commonly used techniques and assessment instruments, examine administration procedures, and learn to interpret findings related to children's development. An emphasis is placed on family partnerships, using observation as a tool in natural settings, and creating appropriate assessment plans for young children. 3 sh.

ECSE508: Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture)

This course is designed to enhance students' understanding of the importance of meaningful family-professional partnerships. Students gain knowledge, skills, and dispositions to work collaboratively with diverse families to support the education of children with disabilities. The influence of historical, social, cultural, and community influences are deeply embedded in course content. Various approaches including family-focused practice and family systems theory are explored. Students draw from course readings, presentations by guest speakers, and personal and professional experiences to participate in class discussions, complete assignments and expand their understanding of issues vital to families of children with disabilities. 3 sh.

ECSE509: Principles and Practices in Inclusive Early Childhood Education (3 hours lecture)

Students engage in an in-depth investigation to learn how to provide services and supports in inclusive early childhood environments by critically examining guiding principles, current research and exemplary practices. Topics explored include the historical, political, philosophical and legal foundations that shape early childhood practices and how to provide culturally responsive and individualized early education for diverse learners and their families 3 sh.

Prerequisites: ECSE 506.

ECSE519: Language and Early Literacy Development (3 hours lecture)

Explores the development of language, communication and early literacy in children birth to age five, focusing on both typical and atypical development pathways. Considers how children acquire language in social context and the relationships between communicative skills and literacy. Within a theory to practice framework, the course covers topics that include the family's role in early language development, language socialization across cultures, bilingualism and second language acquisition, speech and language impairments, and the emergence of literacy in both home and preschool settings. The role of early childhood teachers in fostering language and literacy development in children with diverse needs and backgrounds is highlighted. 3 sh.

ECSE523: Communication, Collaboration and Consultation in Inclusive Early Childhood and Elementary Contexts (3 hours lecture)

Provides students with a theoretical framework to guide the interactions of early childhood professionals with educational systems, communities, and with each other to insure appropriate educational practices for young children with special needs. Effective strategies to support communication, collaboration, conflict resolution, consultation, mentoring, and collaborative research skills will be addressed. Students will explore various methods for developing professional partnerships that facilitate interagency collaboration in early intervention, transdisciplinary team practices, and team teaching in inclusive early care and education. Students will reflect upon the various ways in which communication, collaboration, and consultation support curriculum, programs, and professional development. 3 sh.

Prerequisites: ECSE 509 and ECSE 502.

EDFD503: Methods of Research (3 hours lecture)

This course offers an overview of key methodological principles and approaches to quantitative, qualitative, and mixed methods research. Research literacy and developing the ability to access, read, and critique professional research literature in education, counseling, and related fields is a central focus on the course. The course also provides an opportunity for students to evaluate current research relevant to their professional interests. Previous course ELRS 503 effective through Spring 2013. 3 sh.

FCST512: Child Development I: Theories of Child Development (3 hours lecture)

In this course students examine and critique the standard theories of so-called "normative" child development along with newer contextual models that consider the role of oppressive structures in the lives of children. 3 sh.

GRADCMP: Comprehensive Examination

This course is a placeholder for matriculated master's students planning to take the departmental Comprehensive Examination. Successful completion of the Comprehensive Examination will result in a grade of P, unsuccessful students will receive a grade of NC. Students who do not successfully complete the Comprehensive Examination will be required to register for this placeholder course in each term for which they plan to take the examination (limited to three). 0 sh.

Prerequisites: Matriculation in Master's degree program required.

READ500: Literacy Foundations (3 hours lecture)

Students examine the theoretical and pedagogical foundations of literacy and literacy teaching. This involves learning about reading development, early years and elementary literacy instruction, assessment processes and policies, and practical strategies for ensuring literacy success for all school students. 3 sh.

SASE514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. Previous course CURR 514 effective through Spring 2014. 4 - 8 sh.

Prerequisites: Departmental approval.