Master of Education Program

Elementary Education

Graduate Student Handbook

2017-2018

Dear Graduate Student,

Welcome to the Master of Education Program in Elementary Education at Fitchburg StateUniversity. All program tracks are dedicated to the purpose of providing future generations of children and youth with highly qualified teachers. Our programs and courses are carefully crafted to provide the knowledge, skills, and dispositions needed to meet the educational challenges of the twenty-first century. The future of our nation depends upon the quality of education we provide our children and youths. In turn, we believe that future depends on the quality of our teachers.

This handbook has been developed to assist you in understanding the various aspects of each program, including the many forms and licensure requirements. It also outlines the process to follow in order to graduate and obtain the appropriate level of licensure. Please read this handbook carefully. There are some changes in policies.If, after reading this handbook, you have any questions about the program, do not hesitate to contact your assigned program advisor.

Please note that the information in this handbook is as accurate as the available information of September 1, 2017.Please refer to the latest universityonline catalog once it is published. You are strongly urged to contact your program advisor upon acceptance so that you may outline your program of study. If you are a Professional Licensure candidate itis essential that you contact your program advisor before registering for any electivesin your program of studies.

Each program of study is sequenced developmentally. It is recommended that you take “A” courses before taking “B” courses, and that you take “B” courses before taking “C” courses.

Wishing you much success throughout your program of study,

2015 – Original document created by Richard F. Beardmore Jr., CAGS

2017 – Document modified by William Guedes Cortezia, PhD.

Table of Contents

Welcome and Overview of Handbook1

Table of Contents2

Important Policies3

Education Unit Conceptual Framework5

Overview: Programs of Study 7

Professional Licensure Track: Elementary Education 8

Advising Check Sheet for Professional Licensure Track:12

Elementary Education

Initial Licensure Track: Elementary Education 13

Advising Check Sheet for Initial Licensure Track: 20

Elementary Education

Action Research21

Advising Information 22

General Information23

Scholarships

Campus Support

Academic Policies/Procedures

Appendix #1 - Endorsement for Licensure Procedures37

Appendix #2 - Forms 42

Appendix #3 – Documentation of 2-day Diversity Experience 44

Important Policies

For the Initial Licensure Tracks in Elementary Education:

1)All original documentation for required field experiences attached to courses in Initial Licensure programs must be submitted to the Office of the Dean of Education following the completion of the course.A copy should also be submitted to the Program Chair. It is the responsibility of the candidate to acquire all necessary signatures on these documents and to submit them. Appropriate documentation forms will be provided bythe appropriate course instructor at the beginning of each semester.In addition, candidates should complete a pre-practicum survey via Tk20 for each course that has a field experience requirement.

2)Candidates earning a preliminary license based on the general curriculum Math sub-test conditional pass rate must pass the Math sub-test with a score of 240 or higher to be eligible for practicum. Passing MTEL results must be received in the Office of the Dean of Education by August 1 for Fall practicum placement, and by December 1 for Spring Practicum Placement. Please make note of these changes and work with your advisor to plan your MTEL timeline accordingly.

3)Initial Licensure candidates must successfully complete EDUC 7096 Sheltered English Immersion prior to or concurrently with the practicum experience. The Professional Licensure candidate may transfer his/her district SEI course credits (provided these are Fitchburg State credits) into his/her program of study as a designated elective.

4)All practicum stations MUST be in the role of the license being sought. For example, this means that a teacher candidate in an elementary practicum must become responsible for the simultaneous and sequential development, implementation, and assessment of all four content areas (ELA/literacy, Math, Science, and Social Studies) within the same classroomwith the same group of students in any grade from 1-6.

5)Be aware that school systems in the Commonwealth are now requiring students, for security purposes, obtain a Criminal Offender Record Information (CORI) and fingerprint background check. It is the responsibility of the teacher candidate, with guidance from the Field Experience Coordinator, to address both of these requirements. Failure to do so will result in a delay of the practicum experience.

6)If you wish to conduct your practicum in a non-diverse setting, you MUST conduct at least 2/3 of your pre-practicumfield experience hours in a diverse setting. If you are the teacher-of record and teach in a non-diverse setting, you will be permitted to conduct your practicum in your classroom (provided you are teaching in the role of the license you are seeking). Additionally, you willneed to completea minimum of twofull days to observe and work with children in a diverse setting* during your practicum unless you can provide acceptable evidence of previous experience with diverse group(s) of children.

*Documentation of 2-day Diversity Experience(rubric found in Appendix #3):

  • Using demographic information found at the Department of Elementary and Secondary Education website ( chart the comparison between your district and the diverse district you are visiting
  • For the diverse school you are visiting, document observable adaptations in staffing and curriculum for the diverse population. Comment on specific implications for instruction and assessment based on student population differences and characteristics
  • For the diverse school you are visiting, list appropriate adaptations of instructional planning to meet individual student needs. Include an explanation of why the modifications would improve students’ learning.
  • Reflect on how this experience will inform or improve your practice.
  • Complete the Pre-Practicum Report Formsecuring the signature of the classroom teacher who you visited.
  • Submit your Diversity Experience document and Prepracticum Report Form to your Graduate Program Chair for review. The rubric must be submitted to Office of the Dean of Education for the endorsement process to proceed.

7)Graduate degree programs must be completed within six years of the date of the student’s first course in the program, including transfer credits.

For the Professional Licensure Tracks in Elementary Education

1)All content electives MUST be pre-approved by your advisor. If a content elective is in doubt, your advisor will seek the approval of the Dean of Education.

For all Licensure Tracks in Elementary Education

1)Each program of study is specifically designed so that courses build the knowledge, skills, and dispositions of effective teacher leaders in a specific developmental sequence. Therefore, candidates in all licensure tracks should take “A” courses before taking “B” courses and take “B” courses before taking “C” courses.

2)Graduate degree programs must be completed within six years of the date of the student’s first course in the program, including transfer credits.

Please note: Non-matriculated students are permitted to take fourFitchburg State University courses (12 credits) or two courses from another institution (6 credits) before matriculation. Once admitted to the program, the candidate should make written application for the credits earned for those courses to be officially transferred to his/her graduate program transcript. These include courses taken at other institutions. However, it is strongly suggested that potential candidates apply and be admitted to the program as soon as possible, so that they may receive the advising necessary to proceed through their chosen program of study in an appropriate sequence, and so that they may receive advising in regard to content electives and licensure requirements.

The Conceptual Framework of the Education Unit at

Conceptual framework overview

Candidates who complete Education Unit preparation programs are knowledgeable, skillful, competent, ethical, and caring professionals. Fitchburg State University candidates use research, reflective thinking, and collaboration to provide leadership for effective educational practices in a diverse society and to provide successful leadership to affect policy development, research programs, instruction, and curriculum design.

KNOWLEDGE
Knowledgeable candidates are literate in and have a broad understanding of the academic disciplines and their modes of inquiry. They are cognizant of the kinds of thinking basic to the development of an active citizen in a democracy. Knowledgeable candidates are able to facilitate curriculum development and changes based upon changes in technology and the needs of an educated person in a diverse society. Knowledgeable candidates are able to assess the developmental levels, social, emotional and academic needs of individual students and have the leadership capability to provide for these needs in their classrooms in their schools and in their communities. Knowledgeable candidates create learning environments that maximize both learning and the desire to learn. Candidates demonstrate leadership ability to create classrooms and schools that are safe, friendly and stimulating by collaborating with everyone involved with the students.

Skillful
Another distinguishing characteristic of leadership is skill. Skillful candidates facilitate their students’ understanding of important concepts in ways that are consistent with their experiences, developmental levels, learning styles and background knowledge. Candidates are skillful in implementing sound pedagogical skills and are positive, fair, supportive and respectful. Skillful candidates model learning for their students and implement scientifically, research-based practices in literacy, mathematics, technology, science, the arts and the social sciences. Skillful candidates create safe environments where students are supported emotionally as well as physically. Skillful candidates are effective in obtaining resources for their classes and schools to insure quality support.

Caring and Ethical
Finally, the most important contribution to the tasks of leadership is that the candidates exhibit the qualities of caring and ethical behavior. Candidates strive for excellence but do so with consideration for their students, knowing that they act in “Loco Parentis”. As such candidates’ interactions with students reflect not only their knowledge of research-based practices but also their compassion, caring, humanity and spirit. Candidates’ efforts to involve family and professionals involved in the lives of students reflect the candidates’ knowledge of the need for collaboration and the holistic nature of education. Candidates demonstrate empathetic, adaptable, open-minded behavior that reflects their concern for the welfare of their students and their passion for teaching/learning. Moreover, candidates take a leadership role in modeling high standards and ethical behavior in the classroom, in the school and in the community. They are committed to developing their knowledge of subject matter and methodology of instruction. They maintain confidentiality and professionalism. They demonstrate accountability regarding students’ success both to the students and to the public. The Fitchburg State University candidate is entering a large, diverse world condensed by a variety of communication networks. The candidate must take a leadership role in promoting appreciation of diversity, in developing safe, nurturing learning environments, in using research-based practices and in working collaboratively with professionals, parents and community representatives to ensure that attention, learning excellence and care are afforded all students of varied abilities and ethnic, cultural, linguistic and religious backgrounds.

Overview

Programs of Study

Master of Education

Elementary

Graduate Committee
William Cortezia, Ph.D.
Danette Day, Ph.D.
Janna Heligenstein, Ph.D.
Anne Howard, Ph.D.
Ruth Joseph, Ed.D.
Richard Masciarelli, M.Ed.
Nancy Murray, Ed.D.
Robert Shapiro, Ph.D.
Annette Sullivan, Ed.D.

The M.Ed. programs in Elementary Education offer two tracks: one for the Professional License in the selected licensure area and one for the Initial License in the selected licensure area.

Each program of study is sequenced developmentally. It is recommended that candidates take courses designated in the plan of study in a suggested order—that is take “A” courses before taking “B” courses and take “B” courses before taking “C” courses.

It is strongly suggestedthat candidates follow this sequence in order to gain the necessary knowledge and competencies for more advanced courses.

Professional Licensure Track

Elementary Education

Program Objectives

The M.Ed. in Elementary Education Program in the professional licensure track is designed for fully licensed teachers who wish to pursue advanced levels of reflection, knowledge, skill, and professionalism.

Program Descriptions

The M.Ed. Elementary Education Program of study in the Professional Licensure Track is designed for fully initially licensed teachers who wish to pursue advanced levels of reflection, knowledge, skill, and professionalism to:

  • Reflect on historical, philosophical, and theoretical perspectives related to current educational issues and practice
  • Examine empirical research and engage in the scientific reasoning process
  • Acquire and apply advanced knowledge of child development, theory and research in the design and implementation of education curricula, practices, and environments
  • Acquire knowledge of how children develop as thinkers and learners
  • Acquire and apply advanced knowledge of emerging, research-based educational principles in the planning, implementation, and evaluation of the educational environment and instructional program
  • Become more aware of societal demands on the curriculum as they relate to meeting the diverse needs of students
  • Investigate effective educational partnership models, which focus on family strengths, circumstances, and cultural experiences
  • Demonstrate effective strategies and techniques for working with diverse populations of students in integrated learning environments
  • Examine the shared values, ethics, purposes, and commitments, which bond the educational community
  • Acquire a professional orientation of collegiality and support, whereby contributions can be made to the improvement of education through the construction of knowledge and applications
  • Broaden curriculum content knowledge and skills
  • Develop knowledge, skills, and dispositions of the Educator as Reflective Leader

Admissions Standards and Criteria

To apply for enrollment in the Master of Education in Elementary Education, the candidate must submit documents as outlined in the Graduate Admission section as well as:

  • An appropriate teacher license (An Initial or Professional License is required for admission).
  • Personal Statement

Students must complete an essay of no more than onepage in response to one of the following questions:

1. Tell about a positive situation in which you helpeda person and made a significant difference in thatperson’s life.

2. What are the most important factors in establishinga long-term working relationship with students,friends, etc.?

3. Tell us about a significant event that involved you ina teaching or helping role.

•Describe the situation as it occurred at the time.

•What did you do in that particular situation?

•How did you feel about the situation at the timeyou were experiencing it?

•How do you feel about the situation now?

•What would you change, if anything?

For more information regarding licensure requirements for teacher preparation programs or other questions about admission, contact the GCE Program Advisor and Retention Specialist, Marylyn Gainan.

Location: Graduate and Continuing Education Office, Anthony Building
Office Hours: Mondays-Thursdays, 9:30 a.m. - 6:30 p.m.; Fridays, 8 a.m. - 5 p.m.
Phone: (978) 665-3660
E-mail:

Please note: Non-matriculated students are permitted to take four courses (12 credits) before matriculation.These include courses taken at other institutions. However, it is strongly suggested that potential candidates apply and be admitted to the program as soon as possible so that they may receive the advisement necessary to proceed through their chosen program of study in an appropriate sequence, and so that they may receive advisement in regard to content electives and licensure requirements.Once admitted to the program, the candidate should make written application for the credits earned for those courses to be officially transferred to his/her graduate program transcript.

IMPORTANT: The Massachusetts Department of Elementary and Secondary Education

Is now requiring that all candidatesenrolled in a teacher preparation program forward their new MEPID number to their institution. Institutions are now required to report enrolled by MEPID rather than social security number. Please immediately forward your MEPID number to the Fitchburg State University Director of Licensure, Mr. Jason Miles at . If you do not have an ESE ELAR profile, instructions for creating a profile can be found in Appendix #1. There is no charge, no commitment, and will take about 10 minutes.

Program Requirements

The Master of Education for Professional Licensure Programsin Elementary Education require that 36 semester hours be acquired in a suggested sequence within six years of the date of the student’s first course in the program, including transfer credits. The course sequence has been designed to ensure quality and provide flexibility to serve the variety of student interests and professional needs. A program advisor assists each student with the planned sequence and advises the selection of electives to meet individual goals, interests, and licensure requirements.

Each program is composed of:

•Three required common core courses

•Designated specialized courses from the selected disciplines of Elementary Education

•Content elective courses to fulfill licensure or recertification requirements and to complete the 36-semester hour program

1

Professional Licensure Track

3-Year Plan (Subject to Revision)

Fall 2015–Summer 2018

COURSE # / COURSE NAME / FA 15 / SP 16 / SU 16 / FA 16 / SP 17 / SU 17 / FA 17 / SP 18 / SU18
EDUC 7300 / Advanced Child Development (*A) / X / X / X
EDUC 8150 / Advanced Assessment, Design, & Evaluation of the Middle School Curriculum (*A) / X / X / X
EDUC 8200 / Qualitative Reading Assessment and Analysis (*C) / X / X / X
EDUC 8270 / Collaborating with and Involving Families in Early Childhood Settings (*B) / X / X / X
EDUC 9300 / Advanced Research in Education (*C) / X / X / X / X / X / X / X / X / X
EDUC 8350 / Middle School Instructional Strategies and Practices (*C) / X / X / X
EDUC 8400 / Literacy in Elementary School Education (*B) / X / X / X
EDUC 8450 / Literacy in Early Childhood Education (*B) / X / X / X
EDUC 8500 / Developmental Assessment in Early Childhood Education (*C) / X / X / X
EDUC 8600 / Advanced Seminar in Child-Centered Issues (*C) / X / X / X
EDUC 8650 / Adv. Strategies & Approaches for Teaching Critical Thinking in Content Areas (*C)
EDUC 8750 / Seminar in Early Adolescent Issues (*A) / X / X / X
EDUC 9005 / Dynamic Perspectives in Education / X / X / X
EDUC 9510 / Capstone: Implementing Best Practices (*C) / X / X / X / X / X / X
READ 8132 / Content Reading and Writing: Fostering Literacy in Middle and High School (*B) / X / X / X

*Denotes order of classes. It is strongly advised that candidates take “A” courses before “B” courses and take “B” courses before “C” courses.