Teacher of Pre-School through Grade 3, Instructional Certification: Teacher Certification in Preschool through Grade 3 - Graduate - 2015 University Catalog

The Post Baccalaureate Initial Certification in Early Childhood Education (P-3) is a program designed to provide graduate students with initial certification to teach Preschool through third grade (P-3). Students who apply to this program must hold a bachelor's degree from an accredited institution, including a minimum of 60 liberal arts credits. In addition, applicants must provide evidence of substantial and meaningful experience with groups of children and be permitted admission to the Teacher Education Programs expected that students in the program will be able to demonstrate proficiency in the use of the English language.

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.


TEACHER OF PRE-SCHOOL THROUGH GRADE 3

Complete 2 requirements for a total of 30 semester hours:

  1. ADDITIONAL REQUIREMENTS FOR STATE CERT

    1. CHILD DEVELOPMENT

      Complete or graduate level equivalent with written approval.

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

      Complete by examination or complete

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

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

  2. REQUIRED COURSES

    Complete 24 semester hours including the following 3 requirement(s):

    1. CORE COURSES

      Complete 9 semester hours:

      ECEL 501 Perspectives on Early Childhood and Elementary Education in a Diverse Society (3 hours lecture) 3
      ECEL 518 Families, Communities, and Schools: Diversity, Culture and Democracy (3 hours lecture) 3
      READ 500 Literacy Foundations (3 hours lecture) 3
    2. CONTENT/METHODS COURSES

      Complete 1 course for 3 semester hours from the following list.

      ECEL 516 Social Studies and the Arts: Understanding Democracy in Elementary Classrooms (3 hours lecture) 3
      ECEL 517 Integrating Science and Technology in Early Childhood and Elementary Classrooms (3 hours lecture) 3
      MATH 577 Mathematics Education in the Elementary School (3 hours lecture) 3
    3. PROFESSIONAL SEQUENCE

      Complete the following 3 requirement(s):

      1. Complete 3 courses for 6 semester hours:

        ECEL 502 Seminar I: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar) 1
        ECEL 510 Clinical Experience I in Inclusive Early Childhood and Elementary Settings 2
        ECEL 528 Early Childhood Curriculum in Inclusive Settings (3 hours lecture) 3
      2. Complete for 1 semester hours.

        ECEL 504 Seminar II: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar) 1
      3. Complete 1 course from the following list to earn 5 semester hours. (ECEL 514 is for students in full-time teaching positions)

        ECEL 511 Clinical Experience II in Inclusive Early Childhood and Elementary Settings 5
        ECEL 514 In-Service Supervised Graduate Student Teaching 5

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.

ECEL514: In-Service Supervised Graduate Student Teaching

Replaces student teaching for students who are employed as full-time teachers with primary responsibility for a classroom. Students are supervised by university faculty during one semester. Students must obtain permission of the school district and department and complete a COP application. Specific qualifications are required. 5 sh.

Prerequisites: ECEL 522 or ECEL 528.

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.

ECEL517: Integrating Science and Technology in Early Childhood and Elementary Classrooms (3 hours lecture)

Inquiry based science, technology, engineering and math (STEM) experiences for elementary instruction serve as a framework for this course. In this course, students examine the process of discovery through individual and group activities in STEM grounded in critical thinking and problem solving activities, effective pedagogical strategies that engage children in the wonder of STEM, a survey of dominant STEM curricula, and analysis of the impact policy documents have on the work of elementary educators. Opportunities for fieldwork. 3 sh.

ECEL518: Families, Communities, and Schools: Diversity, Culture and Democracy (3 hours lecture)

In this course, students explore how social and cultural influences shape children's development and learning. They examine the relationships among teacher, parent, child, and community as they affect learning and learn about methods for developing school/family partnerships. Students learn to take into account issues of child diversity and culturally responsive teaching as they create learning experiences. 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.

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.

MATH577: Mathematics Education in the Elementary School (3 hours lecture)

The contemporary mathematics curriculum of the elementary and middle school. The role of behavioral objectives and learning theory in curriculum development/teacher training. Related research findings. 3 sh.

Prerequisites: Permission of graduate program coordinator.

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.

Additional Requirements for State Certification The following additional requirements must be met prior to student teaching. Upon admission to the program, the student's submitted transcripts are evaluated to determine if any of these requirements have been fulfilled by previous coursework. In such cases, the requirement(s) appears on the degree audit as being waived.

  • SPCM 101 - Fundamentals of Speech or Speech Challenge Exam or Documented & approved experience
  • Physiology & Hygiene - free test at county office of education or BIOL/HLTH course
  • Educational Psychology - ELRS 580 Learning: Process & Measurement or PSYC 560 Advanced Educational
  • Psychology or equivalent undergraduate course work

Note: Certification requirements are subject to change.