Program Overview:
Program in Early Childhood Education (Birth-Grade 2)
NOTE: The College will accept students into this program for Summer and Fall 2019. Beginning in Spring 2020, all students interested in Early Childhood Education will need to apply to the Early Childhood and Childhood Education (Birth-Grade 6) program.
The Teacher Education Department identifies the purposes of its education sequence for Early Childhood Education candidates seeking initial certification at the graduate level as the development of education professionals who are reflective practitioners, able to link content, theory, and practice, and able to create effective learning environments for children with the full range of abilities and experiential backgrounds. Reflecting these purposes, the education sequence combines graduate course work (i.e., integrated course content across the disciplines of childhood development, education, educational psychology, literacy, and special education), classroom experiences, laboratory experiences, and field experiences that are guided and facilitated by the College’s faculty and supervisors who have had experiences in diverse classroom settings and who exemplify the reflective, scholarly, caring education professional.
Guidelines developed by the National Association for the Education of Young Children (NAEYC), the Division for Early Childhood of the Council for Exceptional Children (CEC), National Council for Accreditation of Teacher Education (NCATE), and the National Board for Professional Teaching Standards (NBPTS) were utilized in the development of these programs. The programs prepare future educators to meet the academic and social-emotional needs of a diverse student population, to collaborate with colleagues, and to exhibit leadership in their professional endeavors.
The graduate program in Early Childhood Education leads to a Master of Science in Education. The program provides the education course work required for initial and professional certification birth through grade 2 in New York State and reciprocal states.
- Applicants who are not initially certified in Early Childhood Education, but wish to be, should apply for admission to this Early Childhood Program for Initial Certification (Birth-Grade 2), explained below.
- Applicants who hold initial or provisional certification in Childhood Education (grades 1-6) and who seek certification in Early Childhood Education (birth-grade 2) should apply for admission to the master’s program in Curriculum and Instruction and select the option for Second Initial Certification in Early Childhood Education (Birth-Grade 2). A copy of the candidate’s initial certification should be included in the application.
- Applicants who seek initial certification in grades 1-6 are referred to the program in Childhood Education.
- Applicants with initial certification in Early Childhood Education who seek a master’s degree and wish to work toward their professional certification in that area should not apply for admission to this Early Childhood initial certification program. They are referred to the master’s program in Curriculum and Instruction. They may also consider applying to one of the following Master’s Degree programs: Literacy, Special Education, or the Childhood Education/Special Education (grades 1-6) dual certification program.
Graduates of the master’s program in Early Childhood Education are qualified to seek employment as Pre-K-grade 2 classroom teachers in public and private elementary schools; as educators and/or administrators in nursery schools, child care, and Head Start settings; as professionals in state agencies/departments such as State Education Departments or Offices of Children and Families Services; as consultants to private agencies; and, as editors/writers of children’s books and materials.
Objectives
Consistent with the Conceptual Framework of the School of Education of The College of Saint Rose, graduates of the Early Childhood Education programs should evidence:
- A functional understanding of learning theory and child growth and development;
- Knowledge of developmentally appropriate curriculum for early childhood education;
- Ability to structure a humanistic, child-centered, inclusive classroom environment;
- Planning, instruction, and evaluation consistent with the diagnosed strengths and needs of children;
- Appropriate attention to needs of exceptional children;
- Responsiveness to the characteristics of children that reflect their cultural, socio-economic, and personal histories;
- Ability to work collaboratively with parents, other school personnel and community resources;
- Professionalism, accountability, effective interpersonal skills and knowledge of the roles of teachers in the schools and schools in society; and
- Ability to integrate a variety of technological methods and programs to enhance student learning and practitioner effectiveness.
Program Contacts:
Dr. Christina Pfister
Teacher Education Department Chair
Email: pfisterc@strose.edu
Program Webpage:
Early Childhood Education M.S.E.D.
Program Requirements:
The 45-48 credits of graduate study include:
a. Educational Research (6-9 Credits)
EPY 500 (must be completed within first 12 credits)
Thesis may be taken for three or six credits, but students who wish to stay within the 45-credit minimum should select Thesis for three credits.
b. Required Core Course Work (30 Credits)
| ECE 530 | Found Early Child Education | 3 |
| ECE 531 | Infnt,Todd, Pre-Sch Ed & Guid | 3 |
| ECE 536 | Lang and Lit Dev Birth-K | 3 |
| ECE 538 | Curricula For Young Children | 3 |
| ECE 585 | Integrat Content Meth: Gr K-2 | 3 |
| ELE 515 | Literacy in Primary Grades | 3 |
| EPY 502 | Survey of Educ Psychology | 3 |
| EPY 545 | Child Devel & Health | 3 |
| | or | |
| | An advisor-approved elective | 3 |
| SED 515 | Fnd&Pract Incl Stud w/Dis PK-6 | 3 |
| SED 550 | Dev Asses Young Child | 3 |
ECE 530: Number of required course-embedded field experience hours - 6
ECE 531: Number of required course-embedded field experience hours – 10
ECE 536, ELE 515: Number of required course-embedded field experience hours in each course – 7
ECE 538, SED 515: Number of required course-embedded field experience hours in each course – 15
ECE 585: Number of required course-embedded field experience hours – 20
SED 550: Number of required course-embedded field experience hours - 5
c. Additional Requirements (0 Credits)
All workshops must be completed prior to student teaching.
d. Student Teaching and Student Teaching Seminar (8 Credits)
ECE 590: Number of required course-embedded field experience hours prior to the commencement of student teaching - 20
e. Portfolio Evaluation (1 Credit)
Final Evaluation
Final evaluation of teacher candidates in the program will be based on five criteria:
-
Satisfactory performance in course work;
-
Satisfactory performance in Integrative Research Seminar or satisfactory completion of a Thesis approved by the thesis committee (for requirements for writing a thesis, see A Guide to the Preparation of Master’s Theses, available through the website of the Graduate and Continuing Education Admissions Office,
http://www.strose.edu/graduateadmissions/faculty);
-
Satisfactory performance in student teaching;
-
Satisfactory performance in student teaching seminar; and
-
Satisfactory completion of the portfolio course.
Total Credit Hours: 45-48
Requirements for College Recommendation for Certification*
- General education requirement (30 credits): college-level study in the areas of English (6 credits including composition), social science (3 credits from economics, political science, history, sociology, geography, anthropology, psychology) mathematics (3 credits), science (3 credits), information retrieval/ educational technology (3 credits), artistic expression (3 credits), humanities (3 credits literature, philosophy, and religious studies, classics, history, languages, performing arts, music, cultural studies, communication), language other than English (3 credits which may include Sign Language), and 3 credits of further disciplinary study in one of the core areas.
- Requirement for the academic concentration (30 credits): A concentration in a liberal arts or science area, including Art (may not be predominately Studio Art), American Studies, Biology, Chemistry, Earth Science, English/Language Arts, General Science, language other than English, Mathematics, Music (may not be predominately studio studies), Physics, Psychology or Human Development, or Social Studies.
- Requirements for coursework aligned with National Council of Accreditation of Teacher Education (NCATE) Specialty Program Association (SPA) standards: Consult with your advisor. Existing coursework may satisfy deficiencies. Your advisor will consider evidence you present. Such evidence may include course descriptions, syllabi, and/or other course materials. All deficiencies noted must be satisfied in order to qualify for the College’s recommendation for certification.
* Applicants with insufficient credit in the general education requirement or the academic concentration requirement and/or with academic concentrations or majors not listed above are encouraged to apply but may need to complete additional course work. Analysis of transcripts may lead to recommendations that individuals accepted into the program complete the additional course work in general education and/or approved academic concentrations or majors. Deficiencies may be competed at the undergraduate or graduate level. Content specialty deficiencies must be completed prior to graduation. For further information students should contact advisors with questions or concerns regarding deficiencies. Teacher candidates select appropriate courses in consultation with their faculty advisor.
** The 30-credit Art and 30-credit Music concentrations may not be predominantly studio studies.
Master's Degree Program in Early Childhood Education (Birth-Grade 2) for Initial Certification: Requirements for Degree and College Recommendation for Certification
This program is designed for students who do not hold initial certification in early childhood education or in childhood education. The program requires a minimum of 45 credits of study and includes a one-semester, full-time student teaching experience. Consistent with New York State guidelines, this initial certification program in Early Childhood Education requires 100 hours of classroom field experience prior to student teaching. These are course-embedded field experience hours that must be completed in a birth through grade 2 setting. Students must obtain fingerprint clearance prior to the commencement of all field experiences. Fingerprinting information is available in the Field Placement and Advising Office of the School of Education, and on the New York State Department of Education “TEACH” website http://www.highered.nysed.gov/tcert/teach. Field experiences occur during the normal school day. Candidates are required to be available to complete the necessary field experience hours during the school day.
Admission into the College does not ensure good standing in this program in Early Childhood Education, nor does good standing in this Early Childhood Education program ensure admission to student teaching. Teacher candidates must apply for student teaching in accordance with program guidelines while completing education course requirements. In order to be eligible for initial teacher certification in New York State, teacher candidates must pass required New York State Teacher Certification Examinations.
Upon fulfilling the academic requirements of the program and being recommended for initial certification by the College, receiving fingerprint clearance, and passing examinations required by the New York State Education Department, students qualify for initial certification in early childhood education (birth-grade 2) in New York State. Candidates must apply for certification to the New York State Education Department. Application must be completed online through the New York State Department of Education “TEACH” website. Application instructions and links can be found on The College of Saint Rose website at http://www.strose.edu/officesandresources/registrar/teachercertification.
Internship/Field Experience/Service:
Required Courses:
| ECE 530 | Found Early Child Education | 3 |
| ECE 531 | Infnt,Todd, Pre-Sch Ed & Guid | 3 |
| ECE 536 | Lang and Lit Dev Birth-K | 3 |
| ECE 538 | Curricula For Young Children | 3 |
| ECE 585 | Integrat Content Meth: Gr K-2 | 3 |
| ELE 515 | Literacy in Primary Grades | 3 |
| SED 501 | IntroToChild w/Dis/Ed Settings | 3 |
| SED 550 | Dev Asses Young Child | 3 |
| ECE 590 | Student Tchg: Early Child Ed | 6 |
ECE 530: Number of required course-embedded field experience hours – 6
ECE 531, SED 501: Number of required course-embedded field experience hours – 10
ECE 536, ELE 515: Number of required course-embedded field experience hours – 7
ECE 538: Number of required course-embedded field experience hours – 15
ECE 585, ECE 590: Number of required course-embedded field experience hours – 20
SED 550: Number of required course-embedded field experience hours – 5
Culminating Academic Experiences:
Student Teaching and Student Teaching Seminar (8 Credits)
ECE 590: Number of required course-embedded field experience hours prior to student teaching - 20
Portfolio Evaluation (1 Credit)
Educational Research (3 - 6 Credits)
Thesis may be taken for three or six credits, but students who wish to stay within the 45-credit minimum should select Thesis for three credits.
Professional Accreditation:
The College of Saint Rose, sponsored by the Sisters of Saint Joseph of Carondelet, Albany Province, is chartered by the Board of Regents of New York State. All of its degrees and programs are registered and its professional programs are fully approved by the Board of Regents through the New York State Education Department.
The College of Saint Rose is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 (267-284-5000). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.
The specialized accrediting agencies noted below are recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation: Programs offered by The College of Saint Rose for the preparation of all school professionals, leading to initial and advanced certifications, are accredited by the National Council for Accreditation of Teacher Education.
Admissions and Financial Aid Information:
General Admission Information
Eligibility for admission to The College of Saint Rose graduate programs is typically based upon the following minimum requirements:
- Submission of a completed application, a resume, and Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study.
- Evidence of the possession of a U.S. baccalaureate degree or equivalent from an accredited institution through submission of official transcripts from all post-secondary education.
- Academic and professional qualifications for graduate study, as indicated by two letters of recommendation. The Communication Sciences & Disorders and School Psychology programs requirethree letters of recommendation.
- A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major.
- Other admission criteria specified by academic programs such as submission writing samples, portfolios, test scores, and participation in interviews or admissions workshops.
Applicants to The College of Saint Rose are responsible for completing their applications by submitting all required components. Prospective students can access the online application and application instructions at www.strose.edu/gradapply.
See Graduate Admissions section for more information.
Financial Aid
The College of Saint Rose has long been committed to the premise that a quality education should be within the reach of qualified students. To this end, the College serves its student body through a comprehensive program of federal, state, and institutional financial aid. While the basic responsibility for financing education lies with the students and their families, scholarships, loans, and/or assistantships can supplement insufficient family resources. The amount of aid available through the College is limited and is awarded on the basis of academic merit. All financial assistance from the College is subject to adjustment if the recipients are later granted aid from other sources. Financial aid awards are contingent upon students’ maintaining good academic standing and satisfactory academic progress.
See Financial Aid section for more information.
Additional Early Childhood Education Requirements for Admission:
Admission to the programs in Early Childhood Education is contingent upon meeting general admissions requirements for graduate study at The College of Saint Rose. In order for the College to recommend candidates for certification in New York State, teacher candidates must meet course work requirements in the education sequence, the general education requirement, and the requirement for an academic concentration or a major in an area of the liberal arts or sciences. The course work requirements in general education and an approved academic concentration or major are not offered as a part of the graduate programs. (The Early Childhood Education program satisfies requirements for the education sequence only.)
Following are the requirements for the graduate program in Early Childhood Education:
Requirements for Admission
- GPA requirement: satisfactory completion (i.e., minimum GPA of 3.0) of the bachelor’s degree at an accredited institution;
- Submission of GRE score.
- Interview: applicants may be required to have a personal interview with a representative from the Department of Teacher Education.
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