For Intra-University Transfers:
School of Education, Office of Academic and Student Services, 111 Waverly, Suite 230, 315-443-9319, email@example.com
Julie Causton, Program Coordinator, 315-443-2685 or firstname.lastname@example.org
This innovative program is designed to prepare graduates for careers in classrooms (grades 1-6) that serve an increasingly diverse student population. Through this rigorous program, students are offered the opportunity to make a difference in the lives of children through the development of a strong inclusive education philosophy and pedagogy. In addition to liberal arts distribution courses and depth in a liberal arts area, students take professional courses that integrate within them material on children with both typical and “special” needs who come from diverse cultural backgrounds. Supervised field experiences take place throughout the program at a variety of Syracuse area settings, and include placements in schools that are at the forefront of inclusive education. There is also an opportunity to student teach for one semester in New York City, through the “Bridge to the City” option.
Student Learning Outcomes
|1.Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students.
|2.Know the content they are responsible for teaching, and plan instruction that ensures growth and achievement for all students.
|3.Implement instruction that engages and challenges all students to meet or exceed the learning standards.
|4.Work with all students to create a dynamic learning environment that supports achievement and growth.
|5.Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction.
|6.Demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning
|7.Set informed goals and strive for continuous professional growth
Program requirements include liberal arts skills and distribution courses, a concentration of no less than 30 credits in an approved liberal arts and sciences area, and professional coursework. The demands of the program means that greater amount of credits hours than many programs and heavier semester loads are typical. Total credits are usually between 133 and 145, although the length varies and can be more than 145 credits, depending on the student’s skill background, the chosen liberal arts concentration, and other choices made by the student. In most cases, students enroll for more than 15 credits in a semester and/or take summer courses (at SU or other colleges) to complete the degree within four years. Therefore, prospective students not already enrolled in the School of Education are encouraged to consult with the School of Education as early as possible. Please note that in choosing courses to meet the Liberal Arts requirements, students must keep their choice of liberal arts concentration in mind, including required number of upper division courses, and, whenever possible, choose courses that can also be used toward that concentration.
Liberal Arts Requirements:
One course (minimum 3 credits) in a language other than English (including American Sign Language), or equivalent competency established by examination or level three of high school study
Distribution courses selected from an approved course list
U.S. History (3 credits)
History II (Diversity within the U.S or Global History) (3 credits)
Geography (3 credits)
Citizenship, Economics, and Government (3 credits)
Global Perspectives (3 credits)
Literature (6 credits)
Other breadth - in History of Art or Music, Philosophy, Religion, Mathematics, or Natural Sciences
Liberal Arts Concentrations Available:
The program requires students to complete a 30-credit liberal arts concentration or major. This liberal arts area must be chosen as early as possible, so that maximum overlap between the liberal arts/general education requirements (see above) and the concentration/major may be achieved.
- Human Thought and Expression concentration: study of literature, history, philosophy, religion, gender and ethnic studies, history and the arts, and other humanities;
- People, Places and Societies concentration: study of anthropology, sociology, gender and ethnic studies, international relations, economics, geography, history, political science, and other social sciences;
- Natural Sciences
- A guide to assist in this choice is available from the Department of Teaching and Leadership, 150 Huntington Hall, or the Office of Academic and Student Services, 111 Waverly Avenue, suite 230.
Professional Education Requirements:
Arts in Education (complete 2 credits)
Pre-Block and Block reviews of progress
Both this program and the teaching profession are demanding, requiring not only appropriate attitudes about children, and skills in working with them, but also knowledge of the content to be taught, excellent writing skills, critical thinking skills, and much more. Students’ progress is reviewed several times through the program against specific proficiencies and other assessment criteria. Effective for those entering the program Fall 2014 or later, to be eligible for Block I, students must have a 3.0 cumulative GPA; a 3.0 average for and no grade below a B- in EDU 203, EDU 201, SPE 311, and EDU 303 or its alternative; a B- or better grade in each writing course taken; and a B- or better average with no grade below a C in both the two required mathematics courses and the two required natural science courses, with at least one B- grade in each before entering Block I. In addition, they must have satisfactory ratings on the proficiencies and dispositions that are part of the professional courses and field experiences. Reviews also take place to determine eligibility to enter subsequent blocks, and additional information about this is available from the program faculty teaching in the blocks.
Student Teaching Semester
A Bridge to the City
A Bridge to the City provides Inclusive Elementary teacher candidates with a student teaching experience in the vibrant urban environment of New York City. This is a unique opportunity for these students to sharpen their skills and broaden their perspectives on cultures, families, and professional practices. Students apply for this opportunity during their junior year, and if selected will student teach in NYC during the fall of their senior year.