Ralph C. Wilson, Jr. School of Education

Degrees and Policies

Educational Leadership

M.S.Ed.: Educational Leadership M.S.Ed.: School Building Leader (SBL) and School District Leader (SDL)

Executive Leadership

Ed.D. Executive Leadership

Literacy Education

M.S. Literacy Birth–Grade 6 M.S. Literacy Grades 5–12 M.S. Literacy Birth-Grade 6 and Grades 5–12

Special Education

Childhood Options (Grades 1–6) M.S. Special Education Dual Initial Certification in Childhood and Students with Disabilities M.S. Special Education Initial/Professional Certification in Childhood and Students with Disabilities Special Education Advanced Certification Adolescence Options (Grades 7–12) M.S. Special Education Dual Initial Certification in Adolescence and Students with Disabilities M.S. Special Education Initial/Professional Certification in Adolescence and Students with Disabilities Special Education Advanced Certification Generalist Advanced Certificate in Special  Education Leadership The master’s programs in the School of Education are designed to prepare professionals who understand theory and research, as well as how to apply this knowledge to practice; understand and respect diversity; act on the belief that all individuals can and will learn; and have knowledge of current and best practices in their chosen fields. The School's doctoral program in executive leadership is designed for managers and executives in education and other related organizations. This education program provides candidates with an opportunity to develop the critical leadership skills and knowledge required in today’s increasingly complex, diverse, and information-driven organizations.

Wegmans School of Nursing

Degrees and Policies

Ralph C. Wilson, Jr. School of Education

Degrees and Policies

The School of Education includes the following undergraduate areas of study in inclusive education: Inclusive Childhood Education with Middle School Extension

• Leads to initial New York state certification in Childhood Education (grades 1–6) and Students with Disabilities (grades 1–6), with an extension in Middle School (grades 7–9) in the chosen content area

Inclusive Adolescence Education with Middle School Extension

• Leads to initial New York state certification in Adolescence Education (grades 7–12) in the chosen content area, with extension in Middle School (grades 5–6) and Students with Disabilities (generalist) certification (grades 7–12)

Field Experiences and Student Teaching Overview

Field experiences and student teaching allow candidates to explore and reflect on their content, professional and pedagogical knowledge, application of skills, and dispositions in a variety of diverse settings. Field experiences and student teaching extend the School of Education’s mission and beliefs into practice through well-designed opportunities to learn through doing. Candidate learning is integrated into the classroom and teaching practice experiences. Candidates observe and are observed by others. They interact with teachers, college supervisors, and others about their practice regularly and continually. Candidates are expected to be members of instructional teams in the hosting school and active participants in classrooms. They are expected to be involved in a variety of school-based activities directed at the improvement of teaching and learning, including the use of information technology. Candidates collect and analyze data on student learning, reflect on their work, and develop strategies for improving learning. At least one of the field experiences and one of the student teaching placements must be in a high-needs school. Candidate participation in professional development school sites enhances and extends the professional development of teacher candidates within the real-time context and culture of schools.

Field Experiences

The field experiences are integrated into courses throughout each program, beginning with the pre-block courses and culminating in the methods courses. Field experiences are required for degree completion and certification. Candidates must complete a minimum of 150 hours of field experiences before student teaching. Candidates are required to participate in a variety of diverse settings, including a high-needs school district. Candidates also are expected to work with diverse student populations, including students with exceptionalities and students of different ages. Candidates are placed in the grade levels and subjects for which they are preparing. Multiple assessments are used to evaluate candidates and their impact on student learning.

Student Teaching

Student teaching is a semester long experience of full-time teaching. Student teachers are expected to integrate the knowledge, skills and dispositions acquired in their program to connect theory and practice and progress towards becoming novice teachers. Student teachers are placed with School Based Educator who are tenured, rated effective or highly effective and/or are a mentor in their district. Placements are purposefully secured, working with local district personnel offices and school principals to ensure candidates work with excellent teachers. College Supervisors conduct at least five formal observations during the semester. Supervisors, School Based Educators and the student teacher collaborate on the evaluation at the mid-and-end-point of the placement. To be eligible for student teaching, the teacher candidate must do the following:

• Complete all prerequisite courses
• Complete content courses as outlined in the program
• Have a minimum overall cumulative GPA of 2.75
• Pass all key program assessments
• Complete and submit a student teaching application

Student Teaching Assignments

Candidates are placed in the grade levels and subject areas for which they are seeking certification.Preferences are given to inclusive settings. Childhood/Special Education candidates have one full semester assignment in grades 1-6 that includes a sustained experience in special education. Adolescence/Special Education candidates have one assignments in their content area in grades 7-12 that includes a sustained experience in special education. All of the following are required for teacher certification:

• Completion of a bachelor’s degree
• At least 150 clock hours of field experiences prior to student teaching
• Successful completion of the Student Teaching Experience (14 weeks)
• Successful completion of the New York State Teacher Certification examinations
• Fingerprint clearance
• Completion of child abuse, DASA, and school violence intervention and prevention workshops

 

Wegmans School of Nursing

Degrees and Policies

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Degrees and Policies