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  Oct 18, 2017
 
 
    
2012-2013 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Early Childhood Education, M.S.Ed.


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Associate Professor Davey, Graduate Program Director, 516-463-6027

The master’s program in early childhood education is offered by the Department of Teaching, Literacy, and Leadership . This integrated program leads toward the New York state initial certificate to teach early childhood (Birth-Grade 2). The program blends on-campus preparation with field experiences in a variety of early childhood settings, including high-needs schools, culminating in full-time student teaching. This program is registered with the New York State Education Department.

Admission Criteria for the Early Childhood Education Program



Admission to the master of science in education program in the Department of Teaching, Literacy, and Leadership is contingent upon the following:

  1. A baccalaureate degree from an accredited college or university with a liberal arts and sciences concentration.
  2. A minimum GPA of 2.75 in each of two categories:
    1. Overall undergraduate course work.
    2. Course work in the liberal arts and sciences.
  3. General Education Core prerequisites for teacher education programs (see below).
  4. A written personal statement of professional intent and rationale.
  5. Two letters of reference addressing the applicant’s potential to succeed in the teaching profession and graduate course work.
  6. An interview with the program director.

The department understands that any single criterion may not reliably predict a student’s potential for success in the program. Students may consider applying even if they fail to meet one of the criteria but feel that other aspects of their experience might compensate.

Program Requirements - Semester Hours: 38



Early Childhood Education Major Requirements

Students must maintain a cumulative grade point average of 3.0 while in the program. Grades of D or lower will not be counted toward the graduate degree but will be included in determining the grade point average. Grades lower than B do not confer credit in required (non-elective) courses in the program. Students may repeat courses to meet grade point average requirements.

Phase I - Semester Hours: 6


Admission to the M.S. in Education Early Childhood Education Program

Phase III - Semester Hours: 9


Admission to Student Teaching

Field Experiences Before Student Teaching


Prospective teachers in the early childhood education program complete a minimum of 115 clock hours (2 internships of 50 hours each in ELED 203E and ELED 204E plus 15 clock hours in SPED 210) as participant observers in designated schools prior to student teaching. Placements are arranged by the Office of Field Placement. At least one placement in a pre-kindergarten or kindergarten will be spent in a high-needs site recognized by the New York State Education Department. Students in SPED 210 will participate on site with special-needs Birth-Grade 2 children. Field experiences before student teaching with children in each of the three early childhood groups, pre-kindergarten, kindergarten, and grades 1-2 are integrated with the following courses

PreK-Grade 2 Special Needs Children


Student Teaching Prerequisites


  1. Program Phase II and General Education Core must be completed prior to student teaching.
  2. Application forms may be obtained from the Office of Field Placement. Applications are due on May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.
  3. Students must have a cumulative minimum overall GPA of 3.0 in graduate course work.

Graduation Requirements


  1. Completion of General Education Core requirements.
  2. Completion of all course requirements for the Master of Science in Education in Early Childhood Education with an overall GPA of 3.0.
  3. Completion of the 38 s.h. course requirements in the M.S. in Education in Early Childhood Education program with no fewer than 32 s.h. in residence at Hofstra University.
  4. An electronic portfolio, illustrating the student’s education course work and professional accomplishments.
  5. A passing score on the departmental comprehensive examination or departmentally authorized equivalent (no degree credit).
  6. The completion of the master’s degree within a five-year period.

Footnotes


*Fifteen clock hours of field work required in each designated course.
** Fifty hours of field work required in each designated course

Teacher Certification Requirements


Upon the successful completion of a Hofstra state-approved teacher education program, students are eligible for the University’s recommendation for New York state certification. A request for recommendation must be submitted to the Office of Certification and Educational Support Services the semester in which the student is graduating. Students who apply directly to New York state for certification are responsible for learning about and satisfying the certification requirements set by the state. It should be noted that such requirements may differ from those in Hofstra’s registered programs.

All prospective early childhood (Birth-Grade 2), elementary (Grades 1-6) and secondary (Grades 7-12), special subject teachers and educational leaders are required to pass the New York State Teachers Certification Examinations (NYSTCE) administered by Pearson Education, for state certification requirements. Students should consult with the Office of Certification and Educational Support Services regarding the appropriate examinations for their area of study. Beginning in May 2013 graduating students will be required to pass new Performance Assessments and revised Content Specialty Tests.

It is strongly recommended that students complete the Liberal Arts and Sciences Test (LAST) prior to student teaching, and the Assessment of Teaching Skills Written (ATS-W) and the Content Specialty Test (CST) during student teaching. Students not receiving passing scores on these examinations will not be eligible for certification.

In addition to fulfilling the required courses of study, the Commissioner’s Regulations mandate that all prospective teachers, pupil personnel and education leaders receive instructions regarding:
    1.     Identification of Child Abuse and Maltreatment.
    2.     Fire and Arson Prevention.
    3.     School Violence Prevention and Intervention.
    4.     Prevention of Alcohol, Tobacco and Drug Abuse.
    5.     Highway and School Safety/Prevention of Child Abduction.

New York state legislation also requires all persons seeking certification as special education teachers or school administrators working in special education to have training in the area of children with autism. All of these requirements must be completed before the conferral of the degree and recommendation for certification.

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