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Curriculum
and Instruction
The Department of Curriculum
and Instruction offers the:
Candidates for Elementary
and Secondary Education degree programs must satisfy all School
and Departmental requirements as outlined in the C.W. Post Graduate
Bulletin prior to being admitted into the program.
M.S.Ed.
in Elementary "N-6"
If you are interested in a career teaching at the elementary school
level, the M.S.Ed. programs in Elementary "N-6" offers
you a broad-based background in the field with the opportunity to
specialize in Early Childhood.
Two Core Curriculum segments
are available, one (Core A) for the student with no undergraduate
preparation in education or who does not have recent (within the
preceding five years) and/or has an inadequate background in educational
foundations; the other (Core B) for the student who has significant
background in education, as determined through faculty advisement
and student evaluation. Typically, students in the Core B group
already possess provisional teacher certification.
Thirty-nine credits of
courses for Core A students include: Psychological Foundations of
Education, Social Foundations of American Education, Analysis of
Behavior Seminar, Teaching Social Studies in the Elementary School
Grades, Teaching Mathematics in the Elementary School Grades, Teaching
Science in Nursery, Kindergarten, and Elementary School Grades,
Methods and Materials of Early Childhood Education, Developmental
Reading: Methods and Material, Remedial Reading Techniques for the
Elementary School Teacher, Curriculum Development for Teachers,
Measurement and Evaluation for the Classroom Teacher or Introduction
to Educational Research, and Supervised Student Teaching and Seminar
in the Elementary School. This is followed by a thesis or comprehensive
examination.
Fifteen credits of requirements
for Core B students include: Analysis of Behavior Seminar, Psychology
of Teaching, Contemporary Trends in American Education or Cultural
Diversity or Contemporary Philosophies of Education, Curriculum
Development for Teachers, Measurement and Evaluation for the Classroom
Teacher or Introduction to Educational Research. Twenty-one credits
of electives and a thesis or comprehensive examination are also
required.
The M.S.Ed. in Elementary
"N-6" - with Specialization in Early Childhood requires
the completion of the 15-credit (Core B) curriculum, 12 credits
in Early Childhood Education courses and 9 elective credits followed
by a thesis or comprehensive examination.
Go to M.S.Ed.
in Elementary Education Web site
M.S.
in Art Education
Many creative people choose to share their talent and passion for
art by teaching. The M.S. in Art Education develops your artistic
style through studio classes and workshops, and familiarizes you
with the techniques of teaching art to K-12 students. Sharpen your
design and drawing skills through the use of traditional and electronic
media while exploring the philosophy of art education; the psychological
and social foundations of
education and the evaluation and measures of educational research.
Two specially-designed
plans of study are available, one for students who have provisional
teacher certification from New York State and are seeking permanent
certification, the other for those without provisional or permanent
certification.
Go to M.S.
in Art Education Web site
M.S.
in Music Education
Share your passion for music with others by pursuing a career in
Music Education. The M.S. in Music Education offers the creative
environment needed to develop your own musical talent combined with
the rigorous educational curriculum required to become a teacher
of music for Birth to Grade 12. Two plans of study are offered:
one for students who have provisional certification from New York
State and are seeking permanent certification, the other for those
without provisional or permanent certification. The first requires
18 credits in Education courses; 9 credits in Music Education courses,
including Classroom, Instrumental and Vocal Teaching Methodology;
and 9 credits in History/Literature, Theory/ Composition, Applied
Music, or other Music courses. The latter requires 24 credits in
Education; 12 credits in Music Education and 6 credits in History/Literature,
Theory/ Composition, Applied Music, or other Music courses.
Go to M.S.
in Music Education Web site
M.A.
in Teaching English to Speakers of Other Languages
The M.A. in Teaching English to Speakers of Other Languages prepares
you for the challenge of teaching English to those whose first language
is foreign. Candidates who are interested in pursuing this degree
must demonstrate language proficiency in English through a written
and oral examination administered as part of the NYSTCE in addition
to having knowledge of a foreign language and/or culture equivalent
to that of a one-year college program. The program provides the
necessary communications skills needed to teach English as a second
language in addition to sensitizing teachers to the special needs
of children in multilingual/multicultural school districts. It also
provides advanced training for experienced TESOL teachers and for
supervisors and administrators who want to gain a greater understanding
of and appreciation for the programs they supervise.
Go to M.A.
in Teaching English to Speakers of Other Languages Web site
M.S.
in Bilingual Education (Elementary)
As teaching and learning environments becomes more culturally diverse,
the demand for bilingual educators will increase. To meet this critical
need, C.W. Post's School of Education, in conjunction with the Department
of Foreign Languages offers concentrations in bilingual/bicultural
education (Spanish-English) for students who hold provisional teacher
certification.
The M.S. in Bilingual
Education (Elementary) provides the skills you'll need to work with
Spanish-speaking children in public school classrooms. The program
focuses on the teaching of subject matter areas (language arts,
reading, science and mathematics) using a bilingual approach.
Students interested in
applying for this program must demonstrate language proficiency
in English and Spanish through a written and oral examination administered
as part of the NYSTCE and have provisional certification at the
elementary level.
Thirty-three credits
of required coursework includes: Analysis of Behavior Seminar, Measurement
and Evaluation for the Classroom Teacher or Introduction to Educational
Research, Methods and Materials in Teaching English to Speakers
of Other Languages or Dialects, Advanced Methods and Evaluations
in ESL Applied to the Classroom, Bilingual Education and ESL: Theory
and Practice, Methods and Materials in Teaching Language Arts and
Reading in Bilingual Education, Methods and Materials in Teaching
Mathematics and Science in Bilingual Education, Civilization and
Culture of Spanish America or Puerto Rico: The People and Its Culture,
Sociolinguistics, Psycholinguistics, Applied Linguistics. Eighteen
credits including student teaching and up to six elective credits
are also required, as is a thesis or comprehensive examination.
Go to M.S.
in Bilingual Education (Elementary) Web site
M.S.
in Bilingual Education (Secondary)
The M.S. in Bilingual Education (Secondary) prepares you to work
with Spanish-speaking children in public schools on the secondary
level. Curriculum is identical to the M.S. in Bilingual Education
(Elementary), (see above) with the exception of student teaching,
which is done on the
secondary level.
Go to M.S.
in Bilingual Education (Secondary) Web site
Adolescence
Education (Grades 7 to 12)
Adolescence Education programs include:
- Biology (7-12)
- Earth Science (7-12)
- English (7-12)
- Mathematics (7-12)
- Social Studies (7-12)
- Spanish (7-12)
Two Core Curriculum segments
are available, one (Core A) for the student with no undergraduate
preparation in education or who does not have recent (within the
preceding five years) and/or has inadequate background in educational
foundations, the other (Core B) for the student who has significant
background in education, (as determined through faculty advisement
and student evaluation) and holds provisional certification.
Core A students must
complete 24 credits of required courses including: Psychological
Foundations of Education, Social Foundations of American Education,
Analysis of Behavior Seminar, General Methods of Teaching, one 3-credit
course in Advanced Teaching Methods for the Secondary School in
the specific area of study, Evaluation and Measurement for the Classroom
Teacher or Introduction to Educational Research and Student Teaching
& Seminar - Secondary. This is followed by an 18-credit academic
field concentration and a thesis or comprehensive examination.
Core B students must
complete 18 credits of required courses including: Analysis of Behavior
Seminar, Psychology of Teaching, Contemporary Issues in American
Education or Cultural Diversity or Contemporary Philosophies of
Education, Measurement and Evaluations for the Classroom Teacher
or Introduction to Educational Research and Curriculum Development
for Teachers. Eighteen credits in an Academic Field Concentration
are followed by a thesis or comprehensive examination.
Go to M.S.
in Education Web site
Special
Education & Literacy
Becoming a
teacher of special education can be a particularly rewarding and
challenging career path. The Teacher of Special Education (M.S.Ed.)
program is designed to prepare students in three areas of specialization:
teaching mentally handicapped students, teaching emotionally disturbed
students, and teaching the learning disabled. These three areas
of specialization are incorporated under one comprehensive certificate
commonly referred to as an "umbrella certificate" N-12.
Thirty credits of core
requirements include: Introduction to the Study of Exceptional Children,
The Education of the Mentally Handicapped, Curriculum and Prescriptive
Development for the Handicapped, Teaching the Learning Disabled
Child, Teaching Disturbed and Conduct-Problem Children, Classroom
Management for Students with Special Needs, Measurement and Evaluation
in Diagnosis of the Handicapped, Diagnosis and Correction of Learning
Disabilities Related to Reading Problems (required for those enrolled
in student teaching) or Psychology and Education of Autistic Children
or Mainstreaming, and Educational Research. In addition, practicums
are required.
Six credits of electives
are followed by a choice of culminating options, including a thesis,
a comprehensive examination or a research project.
Go to Special
Education & Literacy Web site
M.S.ED.
in Reading Teacher
The M.S.Ed. in Reading Teacher leads to New York State certification
for reading teachers for grades "N-12". The program has
two primary purposes: to prepare individuals to work in school and/or
clinical settings as reading specialists and to help teachers meet
the requirements for New York State Reading Teacher "N-12"
permanent certification.
The curriculum prepares
you to teach reading and written communication; select, evaluate,
group and schedule students for developmental, corrective and/or
remedial instruction; organize and equip a reading/learning environment;
provide teacher training in developmental and corrective reading;
select, evaluate and use varied print and non-print materials related
to instruction; make recommendations for assessment and improvement
of all aspects of a district-wide reading program; and provide for
parental advisement and education.
Core requirements include:
Developmental Reading: Methods and Materials, Reading and Children's
Literature, Diagnosis of Reading Disabilities, Correction of Reading
Disabilities, Diagnosis and Correction of Learning Disabilities
Related to Reading Problems, Reading in the Content Areas, Teaching
Reading and Written Communication in the Schools, Educational Research,
Reading Clinic and Practicum and Introduction to the Study of Exceptional
Children.
Six elective credits
are followed by a choice of three culminating options: a thesis,
a comprehensive examination or a research project.
Go to M.S.
in Reading Teacher Web site
Counseling
and Development
The Department of Counseling and Development offers the following
graduate programs:
M.S.
in School Counseling
School counseling can be a highly fulfilling career option for professionals
who are interested in working with students to clarify their goals,
overcome behavioral and social obstacles and enhance the learning
experience.
The M.S. in School Counseling
provides the practical skills and sensitivity needed to become an
effective counseling professional in a school setting. The Core
Curriculum offers a broad overview of the field and its relation
to behavioral and socio-cultural factors. Core courses include:
Introduction to Professional Counseling, Behavior Dynamics Over
the Life Span, Diversity and Socio-Cultural Issues in Counseling,
Theories of Counseling, Counseling Practicum, Counseling Internship,
Group Approaches: Theories and Practice and Research Methods in
Counseling.
School Counseling speciality
course requirements include: Fieldwork/Orientation to Professional
Counseling, Developmental Counseling with Children, Educational
Tests & Measurements, Career Education, Counseling Internship
II, Counseling for the College Admission and Selection Process and
Group Counseling Lab. The course of study culminates in successful
completion of a thesis or a comprehensive examination.
Upon successful completion
of the M. S. Degree and with tow years of experience as a school
counselor, graduates can receive permanent certification as a School
Counselor Since New York State revises certification requirements
for school counselors from time to time, prospective students should
be sure to obtain current information concerning regulations governing
certificates by contacting the Director of Clinical Education and
Professional Certifications in C.W. Post's School of Education.
Go to Department
of Counseling and Development Web site
M.S.
in College Student Development
The M.S. in College Student Development is designed for those interested
in pursuing a career in college student affairs. The program prepares
students for a wide range of positions on a college campus. Those
already working in the field will gain the necessary academic credentials
needed for career advancement or change.
The course of study requires
you to participate in a curriculum that is a combination of prescribed
course work and electives. In addition to completion of required
coursework and a thesis or comprehensive examination, you'll be
required to complete an internship of 600 hours.
Go to Department
of Counseling and Development Web site
M.S.
in Mental Health Counseling
The M.S. in Mental Health Counseling is a program of study geared
to agency counselors, mental health professionals, human resource
counselors, career counselors, and other non-school counselors in
public or private agencies or outpatient clinics. The program's
comprehensive curriculum stresses integration of individual and
group counseling theories and approaches. Innovative coursework
encourages students to develop greater self-insight, enhancing and
enriching their experience as mental health professionals.
Core course requirements
include: Introduction to Professional Counseling, Behavior Dynamics
Over the Life Span, Diversity and Socio-Cultural Issues in Counseling,
Theories of Counseling, Counseling Pre-Practicum, Counseling Practicum,
Counseling Internship I, Group Approaches: Theories and Practice
and Research Methods in Counseling.
Mental Health Counseling
courses include: Introduction to Community Mental Health Counseling,
Family Counseling, Counseling Internship II, Practicum in Psychological
Testing for Counselors, Career Development, Counseling Internship
III, Group Counseling Lab and three electives followed by a thesis
or comprehensive examination.
Go to Department
of Counseling and Development Web site
Educational
Technology
M.S.
in Computers in Education
T.E.A.M. (Technology, Education, and Multimedia) is a unique two-year
program offered by the Department of Educational Technology culminating
in a Master of Science degree in Computers in Education. Team cohorts
of about 30 students are comprised of select groups of educators
interested in playing key roles in shaping and building learning
communities for the 21st century. T.E.A.M. members must be willing
to think creatively, to entertain non-traditional ideas, and to
become active leaders in formulating a new vision of
learner-based education.
Over the two years of
T.E.A.M., students, faculty and community participants will:
- Identify, synthesize,
and use the vast, rapidly expanding resource base of information,
especially in electronic form accessible via Internet sources.
- Build appropriate
responsibility and techniques for sustainable, lifelong learning.
- Apply informational
technologies for learning either for self or sharing/learning
with others.
- Design and test learner-centered
educational models in an expanded definition of learning communities.
- Learn and use leadership
techniques that foster positive change in self, others, and systems
at every level of responsibility in both traditional and non-traditional
educational settings.
- Build learning communities
and utilize educational partnerships for greater learning.
- Develop and test frontiers
of distance learning and other electronic delivery systems.
- Use a wide range of
learning resources that extend the possibility for learning to
24 hours per day, 365 days per year throughout life.
- Use learning/leading
tools that enhance and speed up group problem solving and productivity.
- Use software and hardware
tools to build learning activities that are replicable and/or
useable by other learners.
T.E.A.M. course topics
include: Telecommunications: The Internet and Beyond, Electronic
Communications and Writing, Electronic Classrooms, Desktop and Electronic
Publishing, Educational Applications of Multimedia, Educational
Research: Shifting the Paradigm, Video in the Classroom, The Redesigned
Curriculum, Designing a Change, Defining External Learning Resources,
and a Personal Technology Project.
Themes threaded throughout
each course include: Leading for Learning Today and for the 21st
Century, Shifting the Paradigm: a Learner Center Curriculum, Developing
Responsibility for Personal Learning, Applying Technologies to Learning
and Living, Increasing Personal Productivity by Shifting Time and
Place, Mining the Community as a Learning Resource, Fostering Interdependence
for Learning Synergy, and Communicating Stories for Learning.
Go to M.S.
in Computers in Education: T.E.A.M. Web site
Educational
Leadership and Administration
The Department of Educational Leadership and Administration offers
three options for professionals interested in pursuing careers in
Educational Administration.
M.S.
in School Administration and Supervision
This 36-credit degree program provides the administrative, legal
and business skills necessary to become a school administrator and
supervisor or a school district administrator. Nine core credits
(six in Administrative Core I and three in Administrative Core II)
include an integrated overview of human relations, leadership, research,
school business, school-community relations and technology as they
relate to the field. Six credits of required course work include:
Curricular Concerns in Public School Administration and Supervisor
in the School Setting. A wide selection of interesting courses are
available to fulfill the 15-credit elective requirement. They include:
School Business Administration, School Personnel Administration,
School Law, Public School Finance, Seminar in Youth Problems, Curricular
Innovation and the Administration of Innovative Programs, School
District Administrator, School Plant Planning, Collective Negotiations
in Education, Special Education Law for School Administrators, Administration
of Educational Programs for Exceptional Children, School Organization,
Programming and Scheduling, Leadership and Administration in Multicultural
School Settings, and a seminar in School Business Office. An Administrative
Internship, which reintroduces the integrated administrative themes
in the core requirements, concludes the program of study.
Go to M.S.
in School Administration and Supervision Web site
School
District Administrator - (Professional Diploma)
Completion of this 30-credit professional diploma leads to eligibility
for New York State permanent certification as a School District
Administrator (SDA) and provisional certification as a School Administrator
and Supervisor (SAS). The nine-credit administrative core mirrors
the curriculum previously described for the M.S. in School Administration
and Supervision. Required course work includes six credits in School
District Administration: Problems and Issues and Curricular Concerns
in Public School Administration or Supervisor in the School Setting.
Nine credits of electives are required in addition to a six-credit
Administrative Internship. As with the M.S. in School Administration
and Supervision, this internship re-introduces themes in the core
requirements
segment of study.
Go to School
District Administrator - (Professional Diploma) Web site
School
District Administration with a Specialization in School Business
Administration - (Advanced Certificate)
This 30-credit advanced certificate program requires completion
of a 24-credit core including Administrative Core I and II. Courses
are similar to the School District Administrator-Advanced Certificate
and the M.S. in School Administration and Supervision. They include
courses in School Business Administration, Public School Finance,
School District Administration and an Administrative Internship.
In addition, candidates are required to complete six credits of
electives. Students completing the program will be awarded an advanced
certificate in School District Administration.
Go to School
District Administration with a Specialization in School Business
Administration - (Advanced Certificate) Web site
Communication
Sciences and Disorders
M.A.
in Speech-Language Pathology
The Communication Sciences and Disorders Department offers an M.A.
in Speech-Language Pathology, which is accredited by the American
Speech-Language-Hearing Association (ASHA). It provides advanced
training in speech-language pathology, which meets ASHA certification
requirements, New York State requirements for licensure in speech-language
pathology, and New York State Teacher of Children with Speech and
Hearing Disorders certification requirements.
Each prospective student's
academic background and training will be evaluated to determine
if he or she must complete any prerequisite courses. Prerequisite
work will not count toward the 57-credit master's degree requirements.
For admission to the program, an undergraduate degree in communication
sciences and disorders is preferred, but a background in other areas
will be considered. However, prerequisite work must be completed
in order to matriculate in the master's program.
Required courses include:
Neuroanatomy of the Speech/Language and Hearing Mechanisms, Speech
Science, Practicum in Diagnostic Evaluation of Communication Disorders,
Introduction to Clinical Practice in Speech-Language Pathology,
Practicum in Audiology, Clinical Practice in Speech/Language Pathology
I, Clinical Practicum II, Clinical Practice in Speech-Language Pathology
III, Clinical Practice in Speech-Language Pathology IV, Practicum
in a School Setting, Diagnostic Procedures in Speech-Language Pathology,
Swallowing Disorders in Children and Adults for the Speech-Language
Pathologist, Voice Disorders, Stuttering, Aphasia and Related Disorders,
Phonological and Articulation Disorders in Children, Language Disorders
in Children and Adolescents, Neuromotor Communication Disorders
in Adults*, Aural Rehabilitation and Research Problems in Speech-Language
Pathology.
Twelve credits of electives
include: Language Characteristics in People with Mental Retardation
and/or Autism, Craniofacial Disorders: Cleft Palate, Microcomputer
Applications in Speech-Language Pathology, and Communication Intervention
for Infants and Toddlers, *Methods and Materials, *Pass: Practical
Applications for School Speech-Language Pathologists.
Students may choose from
one of two culminating options: a thesis seminar or a comprehensive
examination.
*One of these courses
is required and one may be used as an elective.
Go to M.A.
in Speech-Language Pathology Web site
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