Cambridge College

Early Childhood

Handbook

Table of Contents

Page

Mission Statement and Core Values……………………………………………………2

National Goals and Initiatives ………………………………………………………….3

Purpose………………………………………………………………………………….4

Philosophy………………………………………………………………………………4-5

General Guidelines and Beliefs…………………………………………………………5-6

Academic Content Guidelines…………………………………………………………..6-7

Rational and Objectives………………………………………………………………….8

Goals…………………………………………………………………………………..…9

Program Outcomes……………………………………………………………………….9

Program Admission………………………………………………………………………10-12

Matriculation Policy……………………………………………………………………..11

Initial Licensure Information…………………………………………………………….12

Non-Licensure Information………………………………………………………………12

Completion Criteria………………………………………………………………………13

Program Components…………………………………………………………………….14

Practicum Information……………………………………………………………………15

Appendix I:

Subject Matter Knowledge for Teachers………………………………………………..16

Appendix II:

Professional Standards for Teachers…………………………………………………….17-19

Appendix III:

Course Descriptions……………………………………………………….....................20-26

Appendix IV:

Program of Study…………………………………………………………………………28

Appendix V:

SEI Endorsement………………………………………………………………………….29

Bibliography………………………………………………………………………………..31

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MISSION STATEMENT

The Cambridge College Graduate School of Education’s mission is to provide educators in public and private schools and colleges with the knowledge, skills and values necessary to enable their students to excel academically and socially. Its distinct programs offer educators a blend of theory and practice as well as experienced faculty who model what they teach. Educators are prepared to become agents of change in their schools, and the local and global communities.

The School’s Core Values include• Innovation in Curriculum and Teaching Strategies• Diversity• Academic Excellence• Social Justice• Honesty and Integrity• Building Community

“Just as curriculum for young children is more than a list of skills to be mastered,

professional preparation for early childhood teachers is more than a list of competencies to be assessed or a list of courses to complete.” (National Association for the Education

of Young Children, 2012, p. 13)

It is vital to the future of education that individuals be identified, encouraged and prepared to become qualified educators. Limited resources, changing educational definitions and government criterion and regulations, as well as the ever expanding need for teacher involvement in and out of the classroom are but a few of the challenges facing educators today.

Early childhood education students participate in the Cambridge College Model of Teaching and Learning as they develop professional knowledge, skills and dispositions as a community of learners. They work together to interpret readings, observations, field experiences and group projects. Students learn to make connections between prior learning, life experiences and new learning and transfer that skill to the elementary classroom. Cambridge College students learn to self-assess and are active in promoting themselves as students and professionals. Through our program, students strengthen written and verbal communication skills and identify and use professional resources to enhance teaching and learning. (National Association for the Education of Young Children, 2012, p. 13)

Students in the Cambridge College Early Childhood Education program benefit from instructors who are experts in the field, model the NAEYC Standards, design an environment of caring learners, provides an environment that enhances the growth and learning of each student, implements a course curriculum aligned with specific outcomes, assesses student growth in meeting outcomes, and builds positive relationships with students. (National Association for the Education of Young Children, 2012, p. 13)

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Cambridge College believes that teachers must possess superior competencies and clinical skills, an understanding of learning and developmental theory, and the understanding of the appropriate role of technologies in learning, teaching and organization. As a result, the Master of Education with Initial Licensure in Early Childhood (PreK-2 With and Without Disabilities) program is designed to prepare teachers and leaders with the essential and critical skills and understandings of diverse curriculum design and development.

National Goals and Initiatives

The United States Department of Education Strategic Plan for 2011-2014 includes this Early Learning Goal “Improve the health, social-emotional, and cognitive outcomes for all children from birth to third grade, so that all children, particularly those with high needs, are on track to graduate from high school, college and career ready.” The sub goal includes improving the quality and effectiveness of the early learning workforce so that early childhood educators have the skills and abilities necessary to improve young children’s health, social-emotional, and cognitive outcomes. (United States Department of Education, 2011, p. 12)

What Does Research Say About Early Childhood Education?“Understanding and applying research findings from early education to classroom practice is an important step in achieving effective child outcomes. Program administrators, educators, and researchers can find clear examples of educational research findings that inform classroom practice. Basic theoretical principles of child development and learning form the foundation for quality early childhood programs.”(S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman, 1992)

The first national goal focuses directly on the early childhood years: "by the year 2000, all children in America will start school ready to learn."(Bredekamp) Most educators believe that from the time of birth, all children are ready to learn and parents are the first teachers. According to Schulman, what we do or don't do as individuals, educators, and collectively as society can impede a child's success in learning.(2001) Therefore, it is incumbent on teachers to have a knowledge base of what are some of the developmental practices and best practices needed to have each child reach his/her potential.

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PURPOSE

The purpose of the early childhood education program is to develop individuals who are capable and committed to taking action in creating a learning environment that works for every student and recognizes the diversity of all. An integral and essential focus is to instill in our students the skills to ensure and promote effective educational opportunities and safe and healthy learning environments for all students regardless of race, ethnicity, national origin, age, sex, sexual orientation, gender identity, disability, language, and socioeconomic status. (United States Department of Education Strategic Plan 2011-2014, p. 39)

The program has been carefully designed for highly committed educators who desire an intense, personally transforming, and team based teacher/leader program. The program, like all Cambridge College programs, is cohort based. The cohort, meeting together in Professional Seminar, serves as a professional development and support group for its members. The Professional Seminar leader’s role is to serve as both facilitator to the group process and mentor in the field of academics.

The program is designed to prepare graduates to become highly motivated educators who are practitioners of educational innovation, and meet the subject matter knowledge and professional regulations for licensure in Early Childhood (PreK-2 With and Without Disabilities

PHILOSOPHY

The education of students today calls for the creation of a unified education system, with major changes in organization, instructional practices, pre-service and in-service personnel preparation. This preparation focuses on strategies and methods that enhance the strengths of all students including but not limited to English Language Learners and special students. According to Linda Darling Hammond, a good teacher education program, first of all, is coherent. That is, it has an idea about what good teaching is and then it organizes all of its course work, all of the clinical experiences, around that vision. It's not just a random assortment of courses and experiences for people. (Thoughts on Teacher Preparation, 2001) Our courses are connected to practice as well as to theory and we believe that good teaching practices provide effective learning strategies for all children. Today's economy requires and demands employees who---It is important that our students can work in collaboration with a diverse population, a team member, and who can work independently requiring minimal supervision, as well as creative self-starters.

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Our educational system mandates that teachers provide diverse student learners an equal opportunity to have their educational needs met by a highly qualified educator. A major goal, and one that is being recognized increasingly, is the continued preparation and educating of all teachers to work with students with special needs, English Language Learners, and students from diverse socioeconomic and cultural backgrounds. This need requires us to routinely revisit and revise our syllabi to ensure that we plan to routinely consult the knowledge base about how children learn, the most efficient way to teach English Language Learners, how to maximize children's potentials, and how best to transfer what we know from learning theories and technology. Good research, whether we call it best knowledge or best practice, can unleash a vast, dormant potential for making every teacher more effective and efficient and making every student's life richer and more interesting. Thus, the job of preparing educators to be effective with their students also requires preparing them for assisting in the restructuring of their schools in the 21st century as collaborative decision-making that ensures the academic needs of their diverse students.

GENERAL GUIDELINES AND BELIEFS

The following guidelines/beliefs are the foundation of this program and are reinforced in all coursework, and modeled by Cambridge College Elementary Education faculty:

1. The basis for educational success is a belief in one's self, that he/she is capable of learning, being caring and competent while mastering his/her environment, and that the process of learning is engaging, exciting, and productive.

2. All students can learn, have a unique learning style and learn at different rates. Often these rates may differ according to content and the teacher’s approach. Educators need to be open to the new technologies, theories, and strategies that support student learning.

3. All teachers can learn. Each teacher has a unique learning style that is congruent with some students but may not be with all students. All teachers can develop the flexibility to teach all of their students.

4. Most students and teachers can improve their learning potential and increase their learning speed.

5. Today's successful teachers are open to collaborate and work effectively in teams made up of all members of the faculty and staff. Collaboration and collegiality are integral parts of a successful learning community. Teachers benefit when they work together to improve their students’ experiences.

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6. Today's successful teachers prepare students to succeed in the 21st century with an understanding of the diverse world in which they live, and the tools they need to be successful.

We know that education of teachers must be based on assumptions about the future of society, and what skills, attitudes, and dispositions will be needed for success in that society. The Cambridge College faculty calls for change. Changes in curricular, instructional, and organizational practices that are introduced in the training of future educators (e.g., cooperative group learning; student-directed learning; active participation; multi-sensory presentations; a focus on social skills and communication competencies) will better prepare them to help their students succeed in the future -- a future that is already here.

ACADEMIC CONTENT GUIDELINES

These beliefs and guidelines are informed by solid research amassed over the last twenty years. They must continue to include and improve upon the following categories:

Brain research. People learn and retain information only when knowledge has relevance and meaning for them.

Basic skills and higher order thinking skills. Students learn best when basic skills are taught in a realistic and engaging context that makes the skills meaningful. Low-performing students stand to gain the most from approaches that incorporate basic skills into complex, higher-order thinking tasks and problems.

Writing. Writing is an integral part of every person’s development. It is important that writing is central to learning and is valued not only in Language Arts classes but in all curriculum areas. The writing process provides the opportunity for learning through thinking, creating and communication. When students are given ample opportunity to write with guided instruction, they develop ownership of their ideas and are then better equipped to think at higher levels and record that thinking on paper independently.

Reading. Reading is an immensely complex cognitive process which encompasses word identification strategies such as: context, sight vocabulary, phonics and structural analysis and even more importantly, engagement with text leading to the ultimate goal of comprehension. Ongoing skill development, in conjunction with schema, promotes fluency that allows the reader to comprehend connected text. Our goal, as educators, is to expose students to different genre, model what good readers think and do and match books to the levels and interests of students to foster a life-long interest in the printed word.

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Mathematics. Mathematics is the study of the integration of quantity and space. Quantity (numbers) emerges from spatial investigations. Every mathematics idea involves three components: linguistic (vocabulary, syntax, and translation); conceptual (models and schemes); and procedural. Too often, our emphasis has been on procedural aspects of mathematics (operations on "naked" numbers). The mastery of a mathematics concept by a child is dependent on its gradual development through a complex process: from imitative to communication of what the child has learned about that concept. Each individual construct his or her meaning (schema) about a mathematics concept. Our job is providing symbolic materials through an "appropriate" questioning process. Questioning (the use of mathematical language) is the key. As questions instigate language production, language instigates models, models instigate thinking, thinking instigates understanding, and understanding produces competence, skills, knowledge, and mastery.

Leadership. Research shows that leadership is essential to substantive and enduring progress. Teachers need to acquire leadership skills that help them to implement what they have learned, what they believe, to become problem-solvers and clear goal-setters.

Instructional materials. Instructional materials are the medium through which teachers present and students construct essential concepts and schemes. They are also the means by which students access information and demonstrate their comprehension and understanding. The traditional artifacts of learning and teaching -- textbooks, worksheets, paper and pencils -- offer a narrow range of access and expression, particularly for our diverse students. The more varied and rich the materials and activities, the more avenues for expression and opportunities to capture evidence of the student's learning and mastery will improve teachers’ ability to reach students with diverse learning styles. Instructional technology – “Smart Boards”, calculators, laptop computers, digital devices etc., are the technological tools of today. Materials can be adapted, modified or created to ensure that access to the curriculum is more comprehensible, concrete, tangible, contextually based, simplified, and matched to the student's learning style, strengths and aptitudes.

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RATIONALE AND OBJECTIVES

The Graduate School of Education at Cambridge College offers an Early Childhood Teacher Preparation Program that has been developed to meet the new guidelines for teacher licensure as established by the Administrator of Educator Preparation in Higher Education and passed by the Board of Education on November 28, 2000. This leads to an Initial license.

The Early Childhood Program at Cambridge College is designed to educate teachers who are dedicated to serving children in grades 1-6. Students are prepared to work as teachers, providing direct services to children within a classroom setting.

These programs are designed to be flexible in meeting the needs of students on a part-time or full-time basis. All courses are offered in the late afternoons, evenings or weekends to accommodate students working in the field and/or career changers who are working during the day. Cambridge College operates on a trimester system. Students may enter the program in any trimester.

This program responds to the tremendous changes that public schools are presently undergoing as a result of pressures high stakes testing. The primary focus of public schools is to nurture students who are knowledgeable about their society and function in the world as informed citizens. Professional development in schools has stressed the importance of a collaborative operational approach among administrators, teachers, support staff; parents, and community leaders in the running of their schools. These programs use best teaching practices that include team leadership, with emphasis on participative strategies that are researched-based, consensus seeking problem solving. These strategies demand proactive and collaborative leadership from our students.

This program uses a great deal of what we have learned from our teacher education programs at Cambridge College. For example, if we want our teachers to use collaborative and cooperative learning in their classrooms, then our students should experience these during their preparation and education at Cambridge College. Professors of Education at Cambridge College model strategies for problem solving methods needed for teachers to meet the diverse needs of children in public school classrooms.

They use materials and instructional technology in their teaching. They use conflict resolution strategies, and develop personal responsibility in their

classroom management techniques. They use techniques leading to a constructivist approach to concept formation. They look at updated research and best practices in the field/profession.

It is our belief that if our future Early Childhood Education teachers have ample opportunities for practicing complex roles and skills in their education programs at the College, they will feel competent, comfortable and prepared to use these skills in their classrooms and their schools. This program is guided by these experiences and by these assumptions.

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Today, there is an emphasis on math, science, technology, special needs and English Language Learners as “high need areas”. And, with the national cry for the retooling of education preparation programs, these areas of study are of great interest to this institution. Cambridge College has trained numerous educators since its inception and many of these teachers are now in important leadership and teaching positions and have reported to us that the model of education that we have used in their education is a very viable one for their classrooms.

Goals

Cambridge College has designed the Elementary Education program with the following goals in mind:

1. Develop and foster in each participant a contemporary base of knowledge about Early Childhood Education- including personal characteristics, job roles and tasks, developmentally appropriate practice and professional beliefs.

2. Develop and foster in each participant a set of skills, experiences, and expertise to provide a foundation for success in their classrooms.

Program Outcomes

The College's education program strives for certain outcomes for its students.

1. Each person must be able to realize his or her potential as a learner, as a teacher, as a mentor, and as a leader.

2. Each person is able to discover his or her preferred mode of learning, strengths, and potential.

3. Each person is exposed to teaching and learning environments that make it possible for him or her to make sense out of his/her previous experiences and then build on them to move further by acquiring skills, knowledge, and attitudes to ultimately become a lifelong learner.

4. Each person leaves the program with the feeling and conviction that not only has s/he acquired skills in content relating to teaching and learning, to manage and lead his/her school, to provide opportunities for growth for others who work with him/her but also has been affirmed as an individual and as a professional. S/he will be able to effectively function as an educational leader for his/her community of learners: children, teachers, administrators, parents from diverse backgrounds and diverse needs. S/he will be able to create learning environments where the learners in turn realize their potentials.

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5. Each individual leaves the program with the feeling and conviction that s/he has developed a network of relationships with his/her fellow learners, other educational leaders, and with the faculty both in and out of the College.

ADMISSION TO THE PROGRAM

Entrance Interview:

The objectives of the entrance interview are:

1. To select candidates who possess strong oral and written communication skills.2. To select candidates who are enthusiastic and sincere in their desire to become certified in an

area of Early Childhood Education.3. To select students who exhibit a serious and sincere sense of purpose as they embark on their

graduate program.

The Entrance Interview consists of two parts:

A. An oral interview of the prospective student by representatives from the College's Admissions Department

B. A written response to a pertinent question relating to the field of Elementary Education.

The Entrance Interview is used to assess the level of the perspective student's oral and written communication skills. Communication skills will be assessed according to the following criteria: organization and clarity of thought, the ability to communicate ideas, and the proper use of English grammar. The Entrance Interview is also used to select Cambridge College students who are enthusiastic and sincere in their intent to become a licensed educator. A successful candidate will exhibit seriousness of purpose.

REQUIREMENTS FOR ADMISSION: 1. Candidates must possess a Bachelor's degree in arts, sciences or interdisciplinary major from an accredited college.

2. Completed Application form.

3. Three sealed letters of recommendations.

4. Official transcripts in English from each College or University attended.

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5. An essay describing educational goals and expectations.

6. A copy of the Communication and Literacy MTEL with a passing score.

7. TOEFL passing score for international students.

8. Maximum number of transferable credits (see Admissions Handbook) into the1. program is 12 graduate credit hours. All transferable course work must have a minimum

grade point average (GPA) of B (3.0) or better. All requests for credit transfer must be submitted before matriculation along with passing the Communication and Literacy MTEL.

2. 9. All transcripts will be reviewed by the Program Chairs/Coordinators to verify regulatory compliance.

10. At the beginning of the student’s first semester, each candidate seeking admission must attend an orientation session conducted by the Dean of Student Services, College Administrators and Program Coordinators.

Special Circumstances:

Candidates who earned the equivalent of a bachelor’s degree in a country outside the U.S. must have transcripts evaluated for U.S. Bachelor’s Degree equivalency by the Center for Educational Documentation (617-983-5232).

Matriculation Policy

Approved Licensure Program Matriculation Policy: Based on Passing of MTEL/ State Literacy and Communications Teacher Competency Test and Maintaining Satisfactory Academic Progress  

Students who wish to enroll in one of the Cambridge College graduate education programs, leading to State Licensure must register as non-licensed students until they have passed the MA Communication and Literacy MTEL and/or its equivalent as mandated by their State Board of Education.  Students who enter the college with a successful “pass score” in the above test, may register in the Licensure version of their desired program of study.  It is highly recommended that an individual who enters a non-licensure program of study, take and successfully pass the above tests within the first semester of their enrollment.  Cambridge College will provide students who demonstrate difficulty in passing this test with workshop classes focusing on the skills necessary to achieve a passing score.  These workshops are offered to students at an additional nominal fee.

Students enrolled in Licensure Programs will have their Grade Point Average (G.P.A.) posted at the end of each semester.  Students in programs leading to State Licensure must maintain an overall G.P.A. of 3.0 or better.  Should a student’s GPA drop below 3.0, they will receive an

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academic warning and will be placed on academic probation.  Students will not be allowed to graduate from their licensure program with a GPA of less than 3.0.

EARLY CHILDHOOD EDUCATION INITIAL LICENSURE PROGRAM

The Cambridge College Masters of Education Program with a concentration in Early Childhood Education is designed for adult students who hold an undergraduate degree in arts or sciences. A student with an interdisciplinary major must show evidence of courses meeting the requirements for licensure (603 CMR 7.06 -07). Education majors, as well as other undergraduate majors with some experience and knowledge of child development and learning theories will also be accepted into the program. For students lacking such experience or knowledge, prerequisite course are required and must be completed before embarking the program. The Chair of the program along with the Dean of the School of Education will review and advise all students on the required academic criteria for successful completion of the Master of Education

Non-Licensure

Cambridge College offers a non-licensure program that allows a student to earn a master’s degree with a concentration in early childhood education that is aligned with the licensure model without the Practicum and Practicum Seminar. Since they graduate with a degree in an approved education program, they would be eligible to return at a later date to complete the Practicum and Practicum Seminar upon passing the MTELs.

COMPLETION CRITERIA

Success as an Early Childhood Educator is based on the development of a wide range of skills and academic courses in order for the student teacher to adequately participate in the challenges that he/she will face in the changing face of instruction. Each student will graduate complete a written reflection of their classes as it relates to their impending student teaching experience. Prior to the student practicum, he or she will complete:

An Independent Learning Project (research component) selected by the student in an area in their concentration that is mutually agreed upon by the student and the Professional Seminar leader. The Independent Learning Project (ILP) must be completed by the student prior to Practicum.

Seventy-five pre-practicum hours are assignments imbedded in classes which require the student to participate in pertinent and constructive fieldwork. These must be completed prior to the practicum.

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The Practicum is a rigorous application of all of the focused operational concepts of all the required courses. The Practicum may be taken only after the students have completed all course work, completed the ILP and have taken and passed all the required MTEL (Massachusetts Test for Educator License): Communication and Literacy, Early Childhood Test, Foundations of Reading. This will allow for maximum exposure to the necessary knowledge and skills to be successful in the classroom.

Beginning July 1, 2014, to qualify for an Initial License as a PreK-12 teacher or a core academic subject, you must also qualify for a new SEI (Sheltered English Instruction) Endorsement. (Core academic subjects are elementary, early childhood, reading, mathematics, science, and special education.)

Each student will develop an electronic Exit Performance Portfolio on Taskstream which shows evidence of his or her knowledge and skills in teaching students in Elementary Education and attaining mastery in the Professional Standards for Teachers and Subject Matter Knowledge. (See Appendix)

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PROGRAM COMPONENTSMaster of Education in Early Childhood PreK-2

With and without disabilities

Core Curriculum

Elementary Professional Seminars 6 credit sECE691N Professional Seminar IECE692N Professional Seminar IIECE693N Professional Seminar III

ECE800 Independent Learning Project 3 credits

Practicum and Practicum Seminar 5 credits

Elementary Education 1-6 required courses 28 credits

Number Courses Credits Pre-Practicum

ECE600 Development of Young Children 3 credits 10 hoursELE 500

Phonemic Awareness(prerequisite) for ELE5210 credits

ELE521 Teaching Reading and Writing in the Early Childhood and Elementary Curriculum (prerequisite ELE500)

3 credits 15 hours

ESP512 Inclusion and Behavior Management 3 credits 10 hoursESP592 Adapting Materials for Students w/Disabilities in Gen Ed

Classrooms1 credit

ESP594 Collaboration & Consultation Techniques 2 creditsELE653 Teaching Science & Technology in early Childhood and

Elementary Curriculum3 credits 10 hours

ELE656 Teaching Social Science, History & Multicultural Education in Early Childhood and Elementary Curriculum

3 credits 10 hours

ELE594 Integrating Physical Education into the Early Childhood and Elementary Curriculum

1 credit

ELE620 Integration of Children’s Literature in Early Childhood and Elementary Curriculum

3 credits 10 hours

MAT618 Math Essentials 3 credits 10hoursMAT623 Numeric and Geometric Structures 3 credits 10 hours

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Practicum

All courses, ILP, and MTEL requirements including the SEI Endorsement must be completed before the start of the practicum.(As of July 2014)

If you are currently the teacher of record, you may use that site for your practicum with the permission of the building principal or administration. If you are a paraprofessional, you must be able to act in the role of a teacher for the entire practicum. All required hours must be logged on the timesheet and turned in at the end of the practicum and included in the Exit Portfolio on Taskstream.

Suggestions for Course Completion

Professional Seminar 1 is taken in the first semester.

Your Professional Seminar leader is your advisor for the entire program.

Communication and Literacy MTEL should be taken in the first semester or prior to

entrance into the program. There are two pars to the test and may be taken together or

separately. Students find they are more successful if they take the components

separately.

Eight (8) credits per semester are considered a full class load during the school year.

The list of courses from the catalogue for the program is listed on the next page. On the

right hand column you will find the semester in which they are offered. Please plan

accordingly.

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Appendix I

7.06: Subject Matter Knowledge Requirements for Teachers

(5) Early Childhood: Teacher of Students With and Without Disabilities (Levels: PreK-2) (a) The following topics will be addressed on the Foundations of Reading test:

1. Reading theory, research, and practice. a. Knowledge of the significant theories, approaches, practices, and

programs for developing reading skills and reading comprehension.b. Phonemic awareness and phonics: principles, knowledge, and

instructional practices.c. Diagnosis and assessment of reading skills using standardized,

criterion-referenced, and informal assessment instruments.2. Development of a listening, speaking and reading vocabulary.3. Theories on the relationships between beginning writing and reading.4. Theories of first and second language acquisition and development.

(b) The following topics will be addressed on a test of other subject matter knowledge:

1. English language arts a. Children's literature: genres, literary elements, literary techniques,

vocabulary demands.b. Approaches and practices for developing skill in using writing

tools.c. Writing process and formal elements of writing.

2. Basic principles and concepts related to PreK-2 grade mathematics in number sense and numeration, patterns and functions, geometry and measurement, and data analysis.

3. Basic principles and concepts of the physical and life sciences appropriate to the PreK-2 grades.

4. Basic principles and concepts of history, geography, government, and economics appropriate to the PreK-2 grades.

5. Basic theories of cognitive, social, physical, language, and emotional development in children and adolescents, including learning through play, as they apply to children with and without disabilities.

6. Preparation, implementation, and evaluation of Individualized Education Programs (IEPs).

(c) Topics in basic principles and concepts of the arts, health, and physical education appropriate to the PreK-2 grades shall be included in an approved program but will not be addressed on a written test of subject matter knowledge.

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APPENDIX II

7.08: Professional Standards for Teachers

(1) Application. The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of all teachers. These Standards are used by teacher preparation providers in preparing their candidates, by the Department in reviewing programs seeking state approval, and by the Department as the basis of performance assessments of candidates. Candidates shall demonstrate that they meet the Professional Standards by passing a Performance Assessment for Initial License:

(a) In the practicum or practicum equivalent phase of preparation for the Initial License; or (b) As part of the Performance Assessment Program. The Department will issue guidelines for each type of performance assessment to reflect differences in growth in professional knowledge and skills.

(2) Standards for All Teachers Except Library and Speech, Language, and Hearing Disorders Teachers (a) Plans Curriculum and Instruction.

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge.

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.

5. Plans lessons with clear objectives and relevant measurable outcomes.6. Draws on resources from colleagues, families, and the community to

enhance learning.7. Incorporates appropriate technology and media in lesson planning.8. Uses information in Individualized Education Programs (IEPs) to plan

strategies for integrating students with disabilities into general education classrooms.

9. Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

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(b) Delivers Effective Instruction.

1. Communicates high standards and expectations when beginning the lesson: a. Makes learning objectives clear to students.b. Communicates clearly in writing and speaking, and through the use

of appropriately designed visual and contextual aids.c. Uses engaging ways to begin a new unit of study or lesson.d. Builds on students' prior knowledge and experience.

2. Communicates high standards and expectations when carrying out the lesson:

a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

b. Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

c. Demonstrates an adequate knowledge of and approach to the academic content of lessons.

d. Employs a variety of reading and writing strategies for addressing learning objectives.

e. Uses questioning to stimulate thinking and encourages all students to respond.

f. Uses instructional technology appropriately.g. Uses effective strategies and techniques for making content

accessible to English language learners.h. Demonstrates knowledge of the difference between social and

academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

3. Communicates high standards and expectations when extending and completing the lesson:

a. Assigns homework or practice that furthers student learning and checks it.

b. Provides regular and frequent feedback to students on their progress.

c. Provides many and varied opportunities for students to achieve competence.

4. Communicates high standards and expectations when evaluating student learning:

a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

b. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

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(c) Manages Classroom Climate and Operation.

1. Creates an environment that is conducive to learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.

2. Creates a physical environment appropriate to a range of learning activities.3. Maintains appropriate standards of behavior, mutual respect, and safety.4. Manages classroom routines and procedures without loss of significant

instructional time.

(d) Promotes Equity.

1. Encourages all students to believe that effort is a key to achievement.2. Works to promote achievement by all students without exception.3. Assesses the significance of student differences in home experiences,

background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

(e) Meets Professional Responsibilities.

1. Understands his or her legal and moral responsibilities.2. Conveys knowledge of and enthusiasm for his/her academic discipline to

students.3. Maintains interest in current theory, research, and developments in the

academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

5. Works actively to involve parents in their child's academic activities and performance, and communicates clearly with them.

6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

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COURSE DESCRIPTIONS

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APPENDIX III

Early Childhood

Education (ECE, ELE)

ECE691 Professional Seminar I: Early Childhood - 2 credits

The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader licensed in early childhood education. This seminar builds upon the first seminar. It continues to engage students in developmentally appropriate practices that meet the needs of young students with and without disabilities as well as English Language Learners PreK to grade 2. Students will learninstructional strategies that incorporate various movements, visual, performance and language arts as art of an integrated program. The cohort studies professional standards for early childhood teachers and the requirements for state licensure. Students integrate their learning from classes, research, and observations. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion.The seminar leader approves the finished projects.

ECE692 Professional Seminar II: Early Childhood - 2 credits

The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader licensed in early childhood education. This seminar builds upon the first seminar. It continues to engage students in developmentally appropriate practices that meet the needs of young students with and without disabilities as well as English Language Learners PreK to grade 2. Students will learn instructional strategies that incorporate various movements, visual, performance and language arts as art of an integrated program. The cohort studies professional standards for early childhood teachers and the requirements for state licensure. Students integrate their learning from classes, research, and observations. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion.The seminar leader approves the finished projects.

ECE693 Professional Seminar III: Early Childhood - 2 credits

The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader licensed in early childhood education. This seminar explores ways to create a standards-based, inclusive

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early childhood setting. The seminar explores multicultural education, inclusive teaching, assessment strategies, management techniques and parent-community relationships. There is a continuation of planning teaching strategies for language arts, math, and science and classroom management. The seminar leader is the students’ academic advisor and guides them through their graduate program. The cohort continues to study the professional standards for early childhoodteachers and the requirements for state licensure. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

ECE790 Practicum: Early Childhood (preK-2) 400 hours -3 credits400 hours. Prerequisites: Pre-practicum 75 hours, all initial licensure courses. Pass all teacher tests required by Massachusetts (or your own state) for this license. Practicum Seminar required concurrently:

ECE791.Students must participate in the role and at the level of the license sought, under a cooperating practitioner with the appropriate license, with Cambridge College supervision. The Practicum experience provides student teachers with an opportunity to gain insights intothe profession, refine their teaching skills, and to master the current Professional Standards for Teachers by working with young people in public schools and classrooms. Students work with the guidance and support of an experienced educator and by observing his/her instructionaland classroom management strategies utilize contemporary teaching techniques and differentiate instruction to meet the needs of all learners in action. Students develop instructional strategies and align lesson plans with the Massachusetts Curriculum Frameworks, appropriate curriculum materials, classroom management skills, strategies for creating a learning environment that fosters an appreciation of diversity and interactive learning. Students reflect on their ownprofessional growth and examine theory through actual classroom practice. An Exit Performance Portfolio documents their experiences.

ECE791 Practicum Seminar: Early Childhood - 2 creditsPracticum required concurrently: ECE790. Exit Performance Portfoliorequired for credit.

The seminar for classroom experience supports students’ growth as they assume the teaching role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of the Massachusetts Curriculum Frameworks and become familiar with the current reforms, changes in state regulations on educator licensure, and teachers’ Code of Ethics. Students present an Exit Portfolio as part of their evidence of thePre-service preparation experience

ECE800 Independent Learning Project: Early Childhood - 3 credits

The Independent Learning Project is a culminating learning experience that helps educators integrate their personal and formal learning with their professional experiences into a meaningful whole. It reflects the general guidelines for early childhood educators and articulates the individual’s educational and administrative philosophy. The project is research- and action-based, on a focused topic chosen by the educator, within the area of licensure. It engages educators in sustained research into educational practice and curriculum development in early childhood education.

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ELE500 Teaching Phonemic Awareness and Phonics -0 creditsPrerequisite for ELE521.

A balanced reading program includes direct and explicit instructional strategies for teaching. A major thrust for instructional strategies for teaching. A major component for instructional strategies is the teaching of phonemic awareness and phonics. This workshop is designed to teach phonics/phonemic awareness which are part of the primary foundation for reading.

ELE521 Teaching Reading & Writing for the Early Childhood & Elementary Curriculum. 3 credits

Prerequisite: ELE500. Pre-practicum: 10 hours of directed field-based training required.

This course emphasizes the development of children’s reading and writing skills in early childhood and the elementary grades and the learning environment that supports the development of such skills. The course reviews and analyzes relationships between theories and current research on emergent literacy, oral language, vocabulary development, comprehension, the reading and writing process, and assessment. Participants review and discuss whole language, balanced literacy, effective teaching strategies, use of research-based literacy programs, literature-based instruction, and use of different assessment tools to inform instruction, standards-based instruction, federal funding, culture, and democracy.

ELE593 Integration of Visual Arts for the Early Childhood & Elementary Curriculum. - 1 credit

This course introduces basic art techniques and inexpensive, easily available materials that are simple to use. Visual arts can engage students with various learning styles and reach students who might not otherwise succeed. Using the arts as teaching tools can sharpen and develop observation, critical thinking, and writing skills. Educators learn how to create works of art and develop lessons that integrate the visual arts into general curricula and enrich the learning andunderstanding of other disciplines, in accord with Learning Standard #10 in the Massachusetts Arts Curriculum Framework. Educators develop an appreciation of art history and learn strategies to incorporate art-historical images into the curriculum.

ELE594 Integrating Physical Ed. in the Early Childhood & Elementary Curriculum. - 1 credit

This course reflects current thinking and practices in physical educationfor the classroom teacher. Emphasis is on the importance of quality physical education programs and to raise awareness of teachers combining their expertise and content to integrate with other disciplines. It is here that we see a widening of achievement and gained knowledge in student performance.

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ELE620 Integration of Children’s Literature in Early Childhood & Elementary Curriculum. - 3 credits

Pre-practicum: 10 hours of directed field-based training required. This course introduces some of the best literature—children’s, young adult, adult and contemporary—and helps children become lifelong learners and readers. Students gain knowledge of the Massachusetts English Language Arts Curriculum Frameworks. Many genres of literature are explored, along with basic literacy elements and techniques including the necessary basics of the English language with emphasison correct grammar, usage and composition. Lesson plans and models for teaching literature are presented.

ESP512 Inclusion and Behavior Management3 creditsPre-practicum: 10 hours of directed field-based training required.

In this course students learn the basic components of an effective inclusionary program. In addition, they understand the etiology of learning problems and strategies to remediate these problems. They learn how to fully include students with disabilities in the regular classroom. Emphasis is on learning behavior management skills that are effective with both regular and special education students.

ESP592 Adapting Material and Instruction for Special Needs Students in Regular Classrooms 1 credit

This course introduces students to adapting materials and modifying curriculum as identified in students’ Individual Education Programs (IEP). Models of inclusion and teaching techniques For students with disabilities in general education classrooms will be explored and developed. Teachers engaged in special educations and general education discuss solutions to difficult problems focusing on academic interventions in subjects such as math, reading and writing skills. In addition, students in the class develop strategies to increase participation of their students in inclusion classrooms by positive learning environment. They will also work together to design reasonable classroom accommodations, realistic alternatives, positive models of classroom management, and adapting assessments. They will demonstrate understanding through class discussion and lesson presentation,

ESP594 Collaboration and Consultation 2 credits

The course explores the concept of school and community working together as partners to support each other in a strong coalition. A school district serves several smaller communities in one, and rarely does a community act as a sing entity. To establish and sustain community and school linkage is critical to an effective partnership. The course explores the core mission of public schools and creates an environment that helps young people learn and achieve at high standards. The community school approach supports young people’s academic, social, and interpersonal goals by creating an effective learning atmosphere. Schools are a microcosm of societal values and community philosophy that daily affects students’ lives. The power structure of a community its formal and informal networks and the people in them that makes things happen is studied.

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ELE653 Teaching Science & Technology in Early Childhood & Elementary Curriculum3 credits

Pre-Practicum: 15 hours of directed field-based training required. This course provides the knowledge, tools and methods for making early childhood and elementary science an exciting, hands-on learning experience for children. Educators learn how to develop lessons that address student experimentation and design techniques using readily available materials. Safe laboratory practices for the classroom are also addressed. A standards-based approach to science educationis our template for lesson development, covering the major domains in science: life, physical, earth, inquiry-applied and engineering technology; and historical scientific discoveries in each area. Alignment of curriculum is emphasized; national benchmark standards in elementary science are also supported. We examine open-response questions from the Massachusetts State MCAS test at grade five.

ELE656 Teaching Social Science History and Multicultural Early Childhood & Elementary Curriculum 3 creditsPre-practicum: 10 hours of directed field-based training required. This course prepares educators to teach social studies that includes the multicultural contributions of the world. They gain skills and varied methods for teaching basic information in social studies, history and geography. This course examines the development of current curriculum that will influence the teaching of social studies. Students gain a basis for researching issues in social studies and history that givetheir students more universal perspectives. The materials chosen are appropriate to the Massachusetts Curriculum Frameworks in history and social studies. Students will gain the basic information and know the principles for teaching social sciences, history and geography asoutlined in the Massachusetts regulations for educator licensure.

ECE791 Practicum Seminar 2 creditsPracticum required concurrently: required for credit.

The seminar for classroom experience supports students’ growth as they assume the teaching role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of the Massachusetts Curriculum Frameworks and become familiar with the current reforms, changes in state regulations on educator licensure, and teachers’ Code of Ethics. Students present an Electronic Exit Performance Portfolio as part of their evidence of the pre-service preparation experience

ECE800 Independent Learning Project: Elementary Education - 3 credits

The Independent Learning Project is a culminating learning experience that helps educators integrate their personal and formal learning and their professional experiences into a meaningful whole. It reflects the general guidelines for early childhood educators and articulates the individual’s educational and administrative philosophy. The project is research- and action-based,

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on a focused topic chosen by the educator, within the area of licensure. It engages educators in sustained research into educational practice and curriculum development in elementary education.

MAT618 Mathematics Essentials 3 creditsPre-practicum: 10 hours of field-based training required

This course focuses on the essential components of a college level course in algebra, probability and statistics. Major topics include algebraic, linear and non-linear models; functions and graphs; sequences and series; collecting, organizing and displaying data; using appropriate statistical methods and prediction based on data; developing and evaluating inferences; and applying basic concepts of probability theory to everyday situations.

MAT623 Numeric and Geometric Structures 3 creditsPre-practicum: 15 hours of directed field-based training required

This course covers the basic foundation of the mathematics curriculum in terms of its numerical and geometric structures. Major topics include: number sense, numeration, and estimation, mental math, modeling operations using concrete objects, geometry, spatial sense and measurement.

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APPENDIX V

Program of Study

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Appendix V

SEI Endorsement Information

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TO CAMBRIDGE COLLEGE EDUCATOR LICENSURE STUDENTSThere is a New Massachusetts Licensure Requirement! Beginning July 1, 2014, to qualify for an Initial License as a PreK-12 teacher of a core academic subject, you must also qualify for a new SEI (Sheltered English Instruction) Endorsement. (Core academic subjects are elementary, early childhood, reading, mathematics, science, and special education.) Who must qualify for the SEI Endorsement? Every core academic educator with even 1 ELL must have the SEI Endorsement. This includes current teachers of ELLs, AND students who are candidates for licensure. (Note: The administrator who evaluates your performance also needs an SEI Endorsement.)Am I affected? Yes. (This affects all Massachusetts colleges and universities.)

3 Ways to Qualify for the SEI Endorsement!

1. Hold an ESL or ELL license, or approved graduate courses in linguistics, teaching ESL, etc.

2. Complete a state-approved SEI Endorsement Course (in your CC

licensure program, or in a district.3. Pass a new SEI MTEL that is now

being developed for Spring 2014.

What do I need to do? You will pass the SEI Endorsement course at Cambridge College, as part of your program (elementary, early childhood, reading, mathematics, science, & special education).If you are a candidate for ESL licensure…

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…completing the ESL licensure program will make you automatically eligible for the SEI Endorsement. You will apply simultaneously for both the ESL License and the SEI Endorsement.

If you are a candidate for Health, Family, and Consumer Science licensure…

…speak with your faculty advisor. You are not now required to have the SEI Endorsement, but you may wish to seek the endorsement, depending on your teaching situation.

Bibliography

Developmentally appropriate practice in early childhood programs serving children from birth through age 8. (ex. ed.). Washington, DC: NAEYC, S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman, 200 Developmentally appropriate practice in early childhood programs serving children from birth through age 8. (ex. ed.). Washington, DC: NAEYC. 2002

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National Associaltion for the Education of Young children, 2012 p. 13

Massachusetts Department of Elemenatry and Secondary Education, 603 CMR, 7.06

Massachusetts Department of Elemenatry and Secondary Education, 603 CMR, 7.08

Education.gov

United States Department of Education, National Goals and Inititives, 2011, p.12

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