NCTE English (MA) Page 21 Hunter College
NCTE Review for M.A. Program in Adolescence Education:
English, Grades 7-12
Introduction: Programs in Education at Hunter College
Teacher education programs at Hunter College are engaged in the preparation of teachers for elementary and secondary schools who can deal effectively with the wide range of diverse learning needs found among urban students. This goal is evidenced in classroom activities, laboratory experiences, and field placements that reflect the cultural and ethnic richness and diversity found in the schools of New York City.
All students who take the education sequence at Hunter must major in a liberal arts subject. In other words, those who take any program in education do so in addition to fulfilling both the distribution requirements and the requirements for a liberal arts major.
Students who complete the graduate program in education at Hunter fulfill the academic requirements for New York State Provisional Certification. They may achieve New York State Permanent Certification by successfully completing two years of full-time teaching in the certificate title, by verifying U. S. citizenship, and by passing the required New York State Teacher Certification Exams within a five-year period of the issuance of the provisional certificate.
Overview and Scope
In recent years, concerns at the State and national level regarding the education and the preparation of teachers have prompted a revision in local, state and national standards in teacher education. In response to these concerns many states, including New York, have revised their regulations for teacher education programs. Such programs in NYS must be revised to meet the new regulations; all such programs must be reregistered with the State if they are to continue to admit students after spring 2001.
The new State regulations call for intensified preparation of teacher candidates to meet the needs of a more diverse student population, including students with disabilities and those who are English language learners. Intensified preparation is also required in assessment, literacy, health and safety (including prevention of violence), classroom management, and technology.
In order to meet these new requirements and to prepare prospective teacher candidates for a profession facing many challenges and rewards, the graduate programs in adolescence education have been redesigned to meet the changing needs, challenges, and realities of teaching adolescents in urban centers.
Goals and Objectives of the Program
Graduate programs in adolescence education at Hunter College, through rigorous course work, fieldwork, and student teaching/practicum experiences in New York City schools, prepare prospective teachers to serve as high quality educators for adolescents in urban schools. More specifically, candidates learn to investigate, orchestrate, modify, implement, and assess academic content and professional knowledge and skills. These efforts are focused on creating safe, supportive, and challenging classrooms for student populations of diverse backgrounds, interests, and abilities including special education needs and challenges for the "gifted" within the four following global areas of competency:
Academic Subjects Content Knowledge: Teacher candidates will learn to integrate in-depth knowledge of their subject area into the design of curricula that reflect state and professional standards.
Professional Knowledge: Teacher candidates will link philosophical, historical, political, psychological, and sociological theories of education to the learning of adolescents in their classrooms, including exceptional and English language learners.
Skills: Teacher candidates will learn to adapt curriculum and instruction to adolescence students’ prior knowledge, interests, literacy levels, abilities, and experiences. Teacher candidates will develop skills in communication; critical and creative thinking; application of technology; self-reflection; and classroom management in order to provide effective instruction for all students.
Creating Community: Teacher candidates will familiarize themselves with their students’ communities, as well as model for their students active and constructive participation in classroom, school, or local problem solving.
Knowledge base and Philosophy
A. Explanation of knowledge base
The following areas of competency are crucial for teachers of English in adolescence education.
Literature: Exploring diversity through literature and drama.
Writing: Expanding creative and expository writing techniques.
Listening: Applying oral literacy techniques while listening and responding to others.
Classroom Management: Encouraging learning by creating a supportive atmosphere.
B. Philosophy for preparation
The following items reflect an interactive approach to learning.
Classroom Presentations
Videotaped Lessons and Self-Reflection
Field Experiences and Classroom Applications
Extensive Reading, Writing, and Exchanging of Ideas:
All students meet in the Learning Environments course, SEDC 210, to exchange teaching ideas and recognize the student's place in the total educational sequence. Thus, students who are intending to teach such diverse subjects as Biology, Chemistry, Dance, Mathematics, and Spanish meet with English majors to share their ideas and varying methodologies.
Departmental Responsibilities
The Curriculum and Teaching Department within the Hunter College School of Education has responsibility for the Adolescence Education portion of the MA program. The English Department within the Hunter College School of Arts and Sciences has responsibility for the English content area knowledge portion of the MA program. School of Education faculty teach the methods courses, and supervise student teachers. The English Department faculty advise teacher candidates on the English content knowledge portion of their course of study. The Coordinator of Adolescence Education in collaboration with School of Education faculty advises candidates on the Adolescence Education portion of their course of study.
Graduate Course Requirements in English for Teacher Education Candidates
*Items with asterisks are examples of the numerous courses in this category that students can select to satisfy this requirement.
Literature Fifteen credits in selected literature courses given by the English Department, including 3 credits in Shakespeare (e.g., ENGL 713*), 3 credits in literature with a multicultural/minority emphasis (e.g., ENGL 776.55*), and 3-6 credits in American literature (e.g., ENGL 754*). (Six credits of American literature are required, but 3 credits of undergraduate course work in American literature may be applied to this requirement; 3 credits from an appropriate undergraduate course in literature with a multicultural/minority emphasis may also be applied to this requirement. Students can then use these three credits to take an appropriate elective.
Linguistics 3 credits in the structure of Modern English (ENGL 607)
Rhetoric 3 credits in rhetoric and composition (ENGL 615)
Spoken Language 3 credits in spoken communication, e.g., THC 776 (Creative Dramatics), THC 777 (Theatre for Youth), THC 778 (Sociodrama); an equivalent undergraduate course may be used to fulfill this requirement.
Shakespeare 3 credits in Shakespeare, e.g., ENGL 713 (Comedy)*.
American Literature 3-6 credits in American Literature, e.g., ENGL 754 (The Sentimental Tradition)*.
Multicultural/World Literature 3 credits in multicultural/world literature, e.g., ENGL 776.55 (Selected Studies in Multicultural/Minority Literature: Nationalisms and sexualities)*. ***NB: add or substitute a WORLD LIT course here***
Elective 3 credits in British or American or world literature according to students’ needs and interests, e.g., ENGL 741 (Romantic Poets)*, ENGL 793.1 (Literary Criticism and Theory)*.
Education 22-24 credits (See School of Education section of this listing, MA–Adolescence Education.)
Culminating Experience The culminating experience for students in the Teacher Education Program in English is a comprehensive examination in English and a portfolio in Education.
Course Descriptions for courses housed in the English Department of the College of Liberal Arts and Studies of Hunter College
Each course 45 hours including conferences, 3 credits, unless otherwise noted.
Teacher Education Sequence
ENGL 607 Linguistics This course provides a foundation in linguistic concepts and terminology, especially in terms of the structure of Modern English. It covers various approaches to the study of language, current theories and controversies in linguistics and related fields, and pedagogical applications of linguistic research.
ENGL 615 Rhetoric and Composition A study of composition from classical to modern rhetorical theory. Emphasis on the current theoretical view of writing as a process of discovering ideas and shaping meaning and on the analysis of expository forms.
ENGL 681 Reading Credit 1-3 cr. Optional. A specialized program of study designed according a student’s interests and needs; directed by a full-time member of the department.
Shakespeare In these courses, Shakespeare’s plays are studied within the context of Renaissance political and social structures and in relation to primary historical documents and contemporary literary critical texts.
American Literature In these courses, American prose and poetry are studied within the context of social and political concerns of American society of different periods; contemporary literary theory provides context as well.
Multicultural/World Literature In these courses, students consider texts by writers of color as they address issues of community and identity vis-à-vis the normative American mold. ***NB: add a WORLD LIT course here***
Electives These courses consider British, American, and world literary texts written by various writers in a variety of periods according to a variety of perspectives. Students may also elect a course in Literary Criticism and Theory. All courses combine close readings of major (and minor) works, consider larger social contexts, and refer to important recent theoretical schools of thought.
Graduate Adolescence Education Course Sequence: English
I. History and Objectives
In recent years, concerns at the State and national level regarding the education and the preparation of teachers have prompted a revision in local, state and national standards in teacher education. In response to these concerns many states, including New York State, have revised their regulations for teacher education programs. All teacher education programs in NYS must revise their programs to meet the new regulations; all revised teacher education programs must be reregistered with the State if they are to continue to admit students after spring 2001.
The new State regulations call for intensified preparation of teacher candidates for meeting the needs of a more diverse student population, including students with disabilities and students who are English language learners. Intensified preparation is also required in assessment, literacy, health and safety (including prevention of violence), classroom management, and technology.
In order to meet these new requirements and to prepare prospective teacher candidates for a profession facing many challenges and rewards, the graduate programs in adolescence education have been redesigned to meet the changing needs, challenges, and realities of teaching adolescents in urban centers. More specifically, the revised programs have been designed to engage teacher candidates so they learn to investigate, orchestrate, modify, implement, and assess academic content and professional knowledge and skills. These efforts are focused on creating safe, supportive, and challenging classrooms for student populations of diverse backgrounds, abilities, and interests.
Finally, in order to prepare teacher candidates for their future profession, it is necessary to implement a thorough as well as challenging and enriching field component to accompany didactic course offerings. To that end, and to meet the new State regulations, the graduate programs in adolescence education have been redesigned to include over 100 hours of pre-student teaching fieldwork in grades 7-9 and 10-12. Teacher candidates will also complete two student teaching experiences, each of at least 30 days, in grades 7-9 and 10-12.
II. Summary of Changes
III.
In 2001, New York State required that all teacher education programs be re-registered in compliance with new state regulations for teacher preparation. The following summary of changes correspond to the English Education program that is represented by this program review document. The new program was approved by New York State to accept teacher candidates in the fall of 2001.
· Total number of credits in the pedagogical sequence has been changed from 17-19 to 22-24 credits.
· Admission to the new program requires an undergraduate GPA of 2.8 rather than a 2.7. Admission as a non-matriculating student has been changed from an undergraduate GPA of 2.5-2.69 to 2.5-2.79. In addition, candidates for non-matriculant status will be required to provide an on-site writing sample (essay) and participate in a face-to-face interview. Relevant data such as GRE scores or LAST scores will also be included in evaluation for admission of non-matriculant students.
· Field experiences have been increased from 26 hours in either a middle or high school to over 100 hours in three pre-student teaching placements at the middle school level (grades 7-9) and at the high school level (10-12), which accompany didactic instruction in pedagogy and foundations.
· The student teaching experience has been changed from 275 hours in a school to two placements of 30 days each, one in grades 7-9 and one in grades 10-12, complemented by focused topical workshops.
· Course to be dropped (after 2004): EDCS 710--Secondary Learning Environments
Course of Study for Adolescence Education: English
Number /
Title
/ Credits / Pre-requisites / Pre/Co-requisitesSEDF 703 / Social Foundations of Adolescence Education
(45 hrs) / 3
SEDF 704 / Adolescent Development, Grades 7-12
(30 hrs + 36 hrs fieldwork) / 2
SEDF 705 / Educational Psychology: Applications to Adolescence Education (30 hours + 36 hours fieldwork) / 2 / SEDF 704
SEDF 706 / Assessment of Teaching and Learning in Adolescence Education (30 hours + Lab) / 2 / SEDF 705,
SEDC 710
SEDC 710 / Building the Foundations of Literacy in Adolescence Education (45 hrs) / 3
SEDC 711 / Advanced Study of Young Adult Literature in Our Diverse Society (45 hrs) / 3 / SEDF 703,
SEDF 704
SEDC 720 / Adolescent Health and Safety (15 hrs) / 1 / SEDF 704
SEDC 721 / Advanced Study of Teaching English Methods to a Diverse Population in Grades 7-12 (30 hours + 36 hours fieldwork) / 2 / SEDC 711 / SEDC 710,
SEDF 705
SEDC 751
SEDC 761.10
SEDC 771.10
SEDC
761.20
SEDC
771.20 / Student Teaching in English, Grades 7-12 (60 days plus 30 hours seminar, plus workshops and conferences)
OR
ONE OF THE FOLLOWING
Student Teaching in English in Grades 7-9 (30 hrs plus 30 days and conferences)Practicum in English, Grades 7-9 (30 hrs plus conferences)
PLUS
ONE OF THE FOLLOWING
Student Teaching in English in Grades 10-12 (30 hrs plus 30 days and conferences)Practicum in English, Grades 10-12 (30 hrs plus conferences) / 5
3
2
3
2 / SEDC 721
SEDC 721
SEDC 721
SEDC 721
SEDC 721 / SEDF 706
SEDF 706
SEDF 706
SEDF 706
SEDF 706
Course Descriptions for courses housed in the School of Education
at Hunter College
Each course is 3 credits, 45 hours, unless otherwise noted.
From: Course Listings (Offered through Spring 2002 in the de-registered English secondary education program)