Admission Requirements

Admission to this Master of Science in Education program in the Department of Teaching, Learning and Technology  is based on a comprehensive review of multiple criteria.  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 GPA or testing criteria but feel that other aspects of their experience might compensate. All individual cases will be reviewed by an Admissions Counselor before being referred to the graduate program for further review.

1. A baccalaureate degree from an accredited college or university with a liberal arts and sciences concentration.
2. A minimum overall GPA of 3.0 on all undergraduate course work or its equivalent (e.g., a 3.0 in a completed graduate program). We encourage you to submit all transcripts from your undergraduate work and any graduate work for consideration.
3. A minimum GPA of 2.75 on course work in the liberal arts and sciences.
4. Submission of scores on a nationally-normed graduate admission test (GRE or Praxis). Recent SAT/ACT exams may be accepted if verifiable by the test provider.
5. General Education Core prerequisites for teacher education programs (see below).
6. A written personal statement of professional intent and rationale.
7. Two letters of reference addressing the applicant’s potential to succeed in the teaching profession and graduate course work.
8. An interview with the program director.

*Certified teachers who hold a master’s degree from an accredited college or university are exempt from standardized testing.

General Education Core Requirements

In order to ensure that prospective teachers have a broad education in the liberal arts and sciences, all students must have completed undergraduate course work from each of the content areas below.

1. Artistic Expression/Humanities (3 s.h.)
2. Communication (3 s.h.)
3. Information Retrieval or placement exam (0-3 s.h.)
4. Concepts in History/Social Science (3 s.h.)
5. Language other than English (3 s.h.)
6. Scientific Processes (3 s.h.)
7. Mathematical Processes (3 s.h.)
8. Literature, Analysis and Written Expression (6 s.h.)

Course work for the general education core in the liberal arts and sciences must have a GPA of 2.75 or above with no grades below a C-.

Please note that programs may have general education requirements that exceed the minimum registered with the state. Degrees will not be conferred unless all general education core deficiencies have been met.

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.

Pedagogical Core Requirements - Semester hours 29

• *  SPED 207 - Introduction to Young Children With Disabilities Semester Hours: 3
• ELED 202 - Teaching Reading, Writing, and Language Arts: Birth-Grade 3 Semester Hours: 3
• *  ELED 202L - Supervised Language Arts Internship – Grades Pre-K-3 Semester Hours: 1
• ELED 206 - Social Studies in the Curriculum Semester Hours: 3
• ELED 208 - Interdisciplinary Perspectives on Teaching Mathematics and Science in Early Childhood and Elementary Curriculum Semester Hours: 3
• ELED 215 - Methods for Study of and Research With Young Children Semester Hours: 3
• ELED 216 - Early Childhood Curriculum Semester Hours: 3
• ELED 217 - Developing and Evaluating Innovations in Early Childhood Curriculum Semester Hours: 3
• *  ELED 217L - Supervised Mathematics Internship – Grades 1-3 Semester Hours: 1
• ELED 243 - Multicultural Perspectives on Early Childhood Development Semester Hours: 3
• ELED 275 - Literacy in Early Childhood Education Semester Hours: 3

Student Teaching Requirements – Semester Hours: 9

• ELED 222A - Supervised Teaching Semester Hours: 3

• and

• ELED 222B - Summer Supervised Student Teaching Extension Semester Hours: 3

• or

• ELED 261 - Student Teaching: Early Childhood Semester Hours: 6

•  

• ELED 262 - Classroom Perspectives and Issues: Early Childhood Semester Hours: 3

Field Experiences Before Student Teaching

Prospective teachers in the early childhood education program complete a minimum of 105 clock hours (2 45-hour internships each in ELED 202L  and ELED 217L  plus 15 hours in SPED 207 ) 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 207  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:

Student Teaching Prerequisites

1. Pedagogical Core Requirements 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 MSEd in Early Childhood Education with an overall GPA of 3.0.
3. Completion of the 38 s.h. course requirements in the MSEd in Early Childhood Education program with no fewer than 32 s.h. in-residence at Hofstra University.
4. A comprehensive portfolio, illustrating the student’s education course work and professional accomplishments.
5. Completion of all required Educational Law Seminars.
6. All course work offered in satisfaction of the degree requirements must have been completed within a five-year period..

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 Educational Support Services the semester in which the student is graduating. There will be opportunities to attend a certification workshop during the student’s final semester, to receive all the necessary information regarding applying for certification. Individuals 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), childhood (grades 1-6), adolescent (grades 7-12) and special subject, students with disabilities, gifted, TESOL, bilingual, literacy, speech and language disabilities teachers, as well as school leadership candidates, are required to pass the New York State Certification Examinations (NYSTCE) administered by National Evaluation Systems, Inc., including the Educating All Students Test (EAS), Content Specialty Test(s) (CST) and the edTPA. Prospective School Leaders will be required to take the appropriate leadership exams. For more information regarding state testing, please contact the Office of Educational Support Services at 516-463-5747 or visit www.nystce.nesinc.com.

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
6. Training in Harassment, Bullying and Discrimination Prevention and Intervention required under the Dignity for All Students Act (DASA)

New York state legislation also requires all persons seeking certification in special education, speech and language disabilities or school administrators working in special education, to have training in the area of children with autism.

Hofstra University offers the above listed educational law seminars through the Office of Educational Support Services. All of these seminars must be completed before the conferral of the degree and recommendation for certification.

Forms for applying for certification can be found at the Office of Educational Support Services Web page under the certification tab.

Fingerprinting
Chapter 180 of the Laws of 2000, the Schools Against Violence in Education (SAVE), requires that applicants for teaching and administrative and pupil services personnel certification and prospective employees of covered schools (school districts, charter schools and BOCES) must undergo fingerprint supported criminal history background check. However, many school districts and institutions across the metropolitan New York area are now requiring that all student teachers, observers, interns or externs receive fingerprint clearance before they are placed in educational settings that are required for this degree program. Therefore, we recommend that you apply for fingerprint clearance upon acceptance to the program. Fingerprint clearance is also required for New York state certification. For information on how to register to be fingerprinted, visit http://www.hofstra.edu/Academics/colleges/soeahs/CESS/cess_requirements_fingerprints.html.