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Canadian Teacher Educationnext

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Canadian Teachers Education Information Session

Register for June 11, 2017 Session »


Medaille College's MSED Elementary and Adolescent Education programs meet the new Ontario College of Teachers requirements which go into effect September 2015 (i.e., 4 semesters, 80 days student teaching, focus on students’ mental health and well-being, parent engagement and communication, special education, diversity and technology in teaching).

The Master of Science in Education program at Medaille College has been welcoming Canadian teacher education students into our programs for more than 25 years. Highly respected on both sides of the border, Medaille's personalized education program will give you the preparation you need to become a highly skilled teacher.

If you were considering a traditional Canadian teachers' college, studying at Medaille enables you to become familiar with the U.S. educational system and obtain a graduate degree.  In our Canadian teacher education Master’s degree program in New York, you can take advantage of either our Master of Science in Education: Elementary program or our Master of Science in Education: Adolescent program.

Both will prepare you to qualify to apply for certification in New York State and the Province of Ontario, Canada.

Canadian Teacher Education Master's Degree Highlights

  • Receive a 20 percent tuition discount. All Canadian students qualify for this tuition reduction.
  • Choose from two flexible scheduling plans: Two-days a week or every other weekend.
  • Enjoy academic and professional support from Medaille faculty and staff who work closely with students to provide the educational and career encouragement for success
  • Work with experienced faculty field supervisors who provide mentorship and understand “the reality of being in the classroom”
  • Become technologically savvy at integrating new technologies into the classroom
  • Be eligible for certification in both NYS and Ontario
  • Immerse yourself in two 8-week student teaching placements to maximize classroom experience and school integration
  • Start your program in May, September or January.

 

Duration: The Master of Science in Education: Elementary Education is a 42-credit program that meets the new Ontario College of Teachers requirements that includes 80 days of teaching (consistent with the OCT requirement).

The Master of Science in Education: Adolescent Education is a 33-credit program that meets the new Ontario College of Teachers requirements that includes 80 days of teaching (consistent with the OCT requirement).

If you have any questions regarding the Canadian Teachers’ Program contact the Graduate Admissions Team at adultgradadmissions@medaille.edu or (800) 292-1582. 

Program Descriptions

Elementary Education Adolescent Education

Elementary Education

Our Master of Science: Elementary Education program is designed for individuals who hold a baccalaureate degree in an area other than education. This program emphasizes critical thinking in the classroom and prepares participants to work with students from varying backgrounds. The program arms you with the tools and knowledge you need to be successful in the field of education.

This program has been offered to Ontario students for over 25 years and graduates of the program feel prepared to teach on day one.

Students completing this program will earn a master's degree in education as well as fulfill requirements for certification to teach in Ontario and New York State at the Elementary level, grades 1-6. Elementary Education (Grades 1-6) corresponds to Primary/Junior (K-6) in Ontario.

Elementary Education Program Requirements

 

Step 1: Liberal Arts and Sciences Requirements

  • A baccalaureate degree with a concentration of 30 semester hours of college level credit in one of the liberal arts and sciences
  • 3 credit hours in each of the following (examples are included):
    • Scientific Processes: Biology, zoology, anatomy, physiology, physics, chemistry, geology, physical, geography
    • Communication: Speech, writing
    • Artistic Expression: art history, art appreciation, music history, music appreciation, dance appreciation, theatre appreciation, theatre history, film appreciation.
    • Information Retrieval: Any course involving research and/or computer technology
    • History & Social Science: Sociology, cultural studies, history, psychology, anthropology, political science, economics, cultural geography, woman studies, criminal justice
    • Humanities: Composition, literature, creative writing, linguistics, public speaking, philosophy, ethics, history of religion

At least three credits of language other than English or 2 years of high school language

  • 6 credit hours in each of the following
    • Written Analysis & Expression: Composition, writing, English, literature
    • Mathematic Processes: Algebra, geometry, trigonometry, calculus, math for elementary education

 

Step 2: Education Coursework

Elementary Education Courses 36 credits

 

Step 3: Student Teaching (6 credits)

One 8-week placement in grades 1-3.

One 8-week placement in grades 4-6.

Students have the option of student teaching in Ontario or New York State school boards. 

 

Step 4: Certification Examinations

Before getting certified to teach, there are several New York State Teacher Certification Examinations that are required:

Content Specialty Test (CST):

  • Covers content in the subject or subjects that the corresponding certificate authorizes the holder to teach. Elementary Education students take the Multi-Subject test since they will teach across content areas. 
  • Format typically consists of multiple choice questions and essay.

 

Educating All Students (EAS):

  • Evaluates prospective teacher’s readiness to work with diverse student populations, English Language Learners, and students with special needs
  • Covers prospective teacher’s understanding of home-school relationships and teacher responsibilities

Academic Literacy Skills Test (ALST)

  • Covers prospective teacher’s ability to read closely, reason logically, write clearly, and critique and form arguments

Education Teacher Performance Assessment (edTPA)

  • An authentic assessment performed during the student teaching experience, the edTPA asks for evidence of a prospective teacher’s ability to plan lessons, instruct students, and use assessment data to inform instruction

 

Suggested resources to help you prepare

 

Adolescent Education

Medaille College's Master of Science in Education: Adolescent Education (Intermediate/Senior) is committed to the academic and professional preparation of highly qualified teachers through rigorous, integrated coursework. This program is designed for those individuals who have earned a bachelor's degree with a major in English, French, social studies (history), mathematics, biology or chemistry and now wish to become teachers in that subject area at the 7-12 grade level.

Program graduates will demonstrate the knowledge, skills, professional attitude, character, and commitment to the teaching profession congruent with New York State and the Province of Ontario standards for initial certification and long-term professional success.

The Master of Science of Education: Adolescent Education degree leads to certification in the following areas:

  • Biology, grades 7-12, designed to lead to initial certification in Biology 7-12;
  • Chemistry, grades 7-12, designed to lead to initial certification in Chemistry 7-12;
  • English, grades 7-12, designed to lead to initial certification in English 7-12;
  • French, grades 7-12, designed to lead to initial certification in French 7-12;
  • Mathematics, grades 7-12, designed to lead to initial certification in Mathematics 7-12;
  • Social Studies, grades 7-12, designed to lead to initial certification in Social Studies 7-12;

 

The program is committed to fostering reflective practitioners with demonstrated proficiency in academic content, pedagogy, learning theory, and student development. The faculty is dedicated to producing high school teachers who will exhibit intellectual rigor and compassion in the learning environment. By completing the program, students can be recommended for a New York State and/or a Province of Ontario teaching certificate.

Adolescent Education Program Requirements

Students in the Adolescent Education program will receive one teachable subject and qualify to teach in that subject within the Province of Ontario. The Ontario College of Teachers requires that all adolescent education students upgrade for a second teachable subject within six years. This can be completed by taking Additional Qualification courses approved by the OCT after you obtain your certificate of qualification.

 

Step 1: Liberal Arts and Sciences Requirements

  • A baccalaureate degree with a concentration of 30 semester hours in one of the following: English, French, Social Studies (History), Mathematics, Biology, or Chemistry.
  • 3 credit hours in each of the following (examples are included):
    • Artistic Expression: art history, art appreciation, music history, music appreciation, dance appreciation, theatre appreciation, theatre history, film appreciation.
    • Communication: Speech, writing
    • Written Analysis & Expression: Composition, writing, English, literature
    • Information Retrieval: Any course involving research
    • History & Social Science: Sociology, cultural studies, history, psychology, anthropology, political science, economics, cultural geography, woman studies, criminal justice
    • Humanities: Composition, literature, creative writing, linguistics, public speaking, philosophy, ethics, history of religion
    • Scientific Processes: Biology, zoology, anatomy, physiology, physics, chemistry, geology, physical geography
    • Mathematic Processes: Algebra, calculus
  • At least three credits of language other than English or 2 years of high school language

3 credit hours is equivalent to one half credit course in Ontario

 

Step 2: Education Coursework

Adolescent Education Courses 27 credits *

*A comprehensive examination must be written and passed as part of the program completion requirement.

 

Step 3: Student Teaching (6 credits)

One 8-week placement in grades 7-9.

One 8-week placement in grades 10-12.

Students have the option of student teaching in Ontario or New York State school boards.

 

Step 4: Certification Examinations

Before getting certified to teach, there are several New York State Teacher Certification Examinations that are required:

Educating All Students (EAS)

  • Evaluates prospective teacher’s readiness to work with diverse student populations, English Language Learners, and students with special needs
  • Covers prospective teacher’s understanding of home-school relationships and teacher responsibilities

 

Academic Literacy Skills Test (ALST)

  • Covers prospective teacher’s ability to read closely, reason logically, write clearly, and critique and form arguments

 

Education Teacher Performance Assessment (edTPA)

  • An authentic assessment performed during the student teaching experience, the edTPA asks for evidence of a prospective teacher’s ability to plan lessons, instruct students, and use assessment data to inform instruction.

 

Content Specialty Test (CST):

  • Covers content in the subject that the corresponding certificate authorizes the holder to teach (French, Mathematics, Biology, Social Studies/History, Chemistry, or English/Language Arts).
  • Format typically consists of multiple choice questions and essay.

Suggested resources to help you prepare

New York State Teacher Certification Exams (free outlines of what is covered for each test).

NYSTCE: Complete Prep for the CST (Kaplan Publishing Group)

How to Prepare for the CST (Barron's Publishing Group)

New York State Education Department

Full-length practice exams can be purchased at nystce.nesinc.com.

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How to Apply

  1. Online Application
    1. Complete the FREE online application
  2. Official Transcripts – Mail
    1. Forward official transcripts from all colleges/ universities attended
  3. Official high school transcripts (Canadian applicants only)
  4. One Letter of Recommendation - Email or Mail
    1. Send one letter of recommendation, which should demonstrate your academic ability, leadership skills, aptitude for graduate study, and relatable traits for working with children.
  5. Resume - Email or Mail
    1. Include all professional and volunteer experiences.
  6. Graduate Testing Requirements – Mail
    ​All applicants are required to take ONE of the following exams. Score reports should be sent to the Graduate Admissions Office.
    1. Miller Analogies Test (MAT) 
    2. Graduate Record Exams (GRE) 
    3. Academic Literacy Skills Test (ALST) 
 
Additional Requirements
  • Applicants with a GPA lower than a 3.0 may be required to attend an interview with faculty on campus
  • All non-US/Canadian transcripts should be accompanied by certified translations. Certified translations can be attained through one of the following agencies: www.wes.org (World Education Services) or www.ece.org (Educational Credential Evaluators).
  • Applicants whose native language is not English must demonstrate the ability to read, write, and understand English by taking a language proficiency exam. Score reports should be sent to the Graduate Admissions Office. Learn more about the TOEFL at www.ets.org/toefl.

Mailing Address

Medaille College

Graduate Admissions

18 Agassiz Circle

Buffalo, NY 14214

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Foreign Student Information

Federal Immigration and Naturalization laws require that any student studying in the United States whose citizenship is not U.S. must have foreign student status. This applies to students commuting to school from Canada and those taking residence in the United States. To obtain a student visa, a student must meet the following criteria:

  • Be accepted at Medaille College for full-time study.
  • Provide financial documentation of ability to pay tuition and fees and living expenses in the U.S. (if applicable). This documentation must come in the form of a letter from a bank (not a statement) and must have the dollar figure in it. Please contact the Admissions office for the total cost of tuition for your program. If you are living in the United States, you must show cost of tuition and living expenses.
  • Pay the $200 fee to SEVIS when processing the I-20

 

Remember, the account must be in U.S. funds, so take the exchange rate into account.

This money can be from another source (relative). If that is the case, a letter must accompany the bank letter to the effect that the money is available for your education. This can be in the bank letter or in a separate letter from the individual.

As soon as your financial documentation is received, your I-20 will be produced by Medaille College and mailed to you. It is in effect 30 days before the first day of school. You may not start school without foreign student status. The border will prohibit you from crossing into the United States.

If you are a landed immigrant in Canada but do not hold Canadian citizenship, you must apply for a visa at the U.S. Embassy/Consulate. Please contact Admissions immediately to receive information on this process and be advised that it may take several months to obtain an appointment with the Embassy.

 

 

 

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OSAP/Financial Aid

The college has developed an OSAP Checklist for Canadian Students.

Program Information Form

If you are a Canadian citizen you can apply for financial assistance through OSAP (Ontario Student Assistance Program). Students should first complete an electronic online application available at the OSAP website

Please submit the OSAP Program Information Form to the Office of Student Teaching and Certification. Students must indicate if they are planning to attend classes on Mondays/Tuesdays or Saturdays/Sundays when submitting the form.

To have Program Information Forms completed, contact the Office of Student Teaching and Certification. Program Information forms can be scanned and e-mailed to susan.m.lowrey@medaille.edu, faxed to (716) 932-2634 or mailed to:

Medaille College
Canadian Education Office
18 Agassiz Circle
Buffalo, NY 14214

 

For questions or additional information please contact Susan Lowrey in the Office of Student Teaching and Certification at susan.m.lowrey@medaille.edu or call 800-292-1582.

Confirmation of Enrollment Form and Certificate of Loan/Grant Approval and Eligibility Form

Please submit the Confirmation of Enrollment Form and the Certificate of Loan/Grant Approval and Eligibility Form to the Registrar's Office. Bring to the Registrar's Office or scan and e-mail to alexandra.i.santos@medaille.edu or mail to:

Medaille College
Registrar Office
18 Agassiz Circle
Buffalo, NY 14214

 

If you have questions please contact Alexandra Santos in the Registrar's Office at alexandra.i.santos@medaille.edu or call 800-292-1582

For further assistance or for the status of your application, contact the Ontario Student Assistance Program (OSAP) at (807) 343-7260

 

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Testimonials

After my first week of class there was no doubt in my mind that I had chosen the right profession. The profs are enthusiastic, and the classes are all practical, hands-on learning. You will be introduced to an incredible amount of new ideas and resources, have the opportunity to create and teach lessons, and re-experience learning from a student's point of view. I'm glad that I chose Medaille, and going into my placements, I feel confident and prepared.

-- Angela Andrews, Master of Science in Education

When I was searching for a place to be educated as a teacher I was concerned about the class schedule fitting into my life. Medaille was ideal, as the weekend classes allowed me to continue working at my fulltime position allowing me to continue supporting my family. The curriculum at Medaille requires hard work but is very hands on in relation to current educational practices and allowed for personal contribution.

-- Patrick J. Valeriote, Master of Science in Education

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Frequently Asked Questions

Q:  Will this program allow me to teach in Ontario?

A:  Yes.  Graduates of the program are eligible to apply for New York State and Province of Ontario teaching certification.

 

Q:  Is Elementary Education the same as Primary/Junior?

A:  Yes.  The Master of Science in Education leads to Primary/Junior certification in Ontario.

 

Q:  Is Adolescent Education the same as Intermediate/Senior?

A:  Yes.  The Master of Science in Education leads to Intermediate/Senior certification in Ontario.

 

Q:  Why does the Adolescent Education program only have one teachable?  Don’t I need two teachable subjects to teach in Ontario?

A:  In New York State education programs generally offer one teachable subject.  Graduates can begin teaching their one subject while upgrading to the second subject in Ontario.  Upgrading can be completed by taking Additional Qualification courses through the Ontario College of Teachers.  Students have up to 6 years to complete the second teachable subject and AQ courses are offered in convenient schedule formats including summer and evening hours.  For more information, please visit the OCT website at www.oct.ca

 

Q:  Can I do my student teaching in Canada?

A:  Yes, you can complete your student teaching placement in one of 63 Ontario school boards.  Student teaching is for approximately 16 weeks.  Elementary students complete 8 weeks at the Primary level and 8 weeks at the Junior level.

Adolescent students complete 8 weeks at the Intermediate level and 8 weeks at the Senior level.  For those 16 weeks, you stay in Ontario and will not need to come to the Buffalo campus unless you choose to do so.

 

Q:  What criteria is used to determine admission into the program?

A:  Your admissions decision will be based on your grades from university, letters of recommendation, and work/volunteer experience.  Consideration will be given to a candidate’s maturity, motivation, aptitude for graduate study and commitment to the teaching profession.

 

Q:  I have not taken all the liberal arts and science courses.  Can I still be admitted to the program?

A:  Yes.  To qualify for the elementary program you must have a Bachelor’s degree (3 or 4 year).  To qualify for the adolescent program you must have a Bachelor’s degree AND meet 21 of the 30 hour requirement for your teaching concentration.  Any outstanding requirements can be completed prior to enrollment or while a student is at Medaille.

 

Q:  What courses count towards the liberal arts and science requirement?

A:  Some high school, grade 13, college and university coursework will be reviewed.

 

Q:  What is a semester hour or credit hour?

A:  A semester or credit hour can be explained in terms of full-year and half-year course.

            6 semester/credit hours= 1 full year (full credit)= 78 class hours

            3 semester/credit hours= 1 half year (half credit)= 39 class hours

 

Q:  Do I need to apply for both New York and Ontario teaching certification if I want to teach in Ontario?

A:  Yes, it is a requirement that Canadian students enrolled in a teacher education program in the State of New York apply for and receive a NYS teaching certificate as well as apply to the Ontario College of Teachers for an Ontario teaching certificate.

 

Q:  Can I teach in the United States with New York State teacher certification?

A:  Yes, with New York State teacher certification you can apply to work in schools in 43 of the U.S. states.  Some students choose to gain work experience in the U.S. before applying for teaching jobs in Ontario.  Many students choose to work in Ontario only.  For information on immigration issues related to working in the United States contact Katie Lengel, Associate Director of Admissions at klengel@medaille.edu

 

Q:  Is OSAP or any other financial aid available?

A:  Medaille provides a 20% tuition reduction for all Canadian Teachers’ Program students.  Additionally, if you are a Canadian citizen you can apply for OSAP (Ontario Student Assistance Program).  To obtain an OSAP application, visit their website at www.osap.gov.on.ca.  You will need to send a Program Information form to Medaille College’s Canadian Education Office.  Please contact Sue Lowrey directly at (800) 292-1582.

 

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Course Descriptions

Elementary Education Course Descriptions

EDU 500 The Core of Education

This course provides study and application of methods and materials appropriate for the understanding and implementation of a variety of "generic" situations as they apply to the various disciplines of teaching in the early childhood/childhood and middle childhood classrooms. New scholarship as well as classic philosophies will be implemented into the pragmatic aspects of the classroom as they apply to these various levels of learning.

EDU 502 Education Methods of Teaching: Math, Science

This course is designed to examine theories of learning and thinking as they interact with the elementary classroom disciplines of science and mathematics. A practical application of these theories will be explored and incorporated for the teaching of these disciplines in the early childhood, childhood and middle childhood classroom setting.

EDU 503 Education Methods of Teaching: The Arts, English, Language Arts and Social Studies

This course is designed to examine theories of learning and thinking as they interact with the elementary classroom disciplines of the arts, language arts and social studies. A practical application of these theories will be explored and incorporated for the teaching of the aforementioned in the early childhood, childhood, and middle childhood classroom.

EDU 504 Early Field Experience/Seminar: Physical Education, Family/Consumer Sciences

This course defines family/consumer sciences as well as physical education in light of daily living and societal expectations. It requires that the learner combine knowledge, attitudes, values, and skills through a complex interplay of mind, materials, and social interactions. Through seminar training, early field/classroom participation and the use of action research, students will reflect upon that which they have learned and transform their knowledge into active and meaningful learning experiences.

EDU 506 Child Abuse/SAVE Seminar

This course, comprised of two online workshops, satisfies New York State’s requirements for Project SAVE legislation as well as Child Abuse Identification and Reporting.

EDU 571 Technology for the Elementary Classroom

This course provides various computer-based technologies that are essential to teaching in elementary education. Teacher candidates will develop understanding, perspective, competence, and leadership in the use of “hands-on” information technology with an emphasis upon integrating technology in the elementary curriculum, including children’s literature. Teacher candidates will engage in both application and developmental aspects of a wide range of technology tools, culturally responsive teaching strategies, and meeting the needs of a diverse student population, including students with special needs. These experiences will prepare teacher candidates to become productive educators and allow them to assist their future students with learning and technology skill development.

EDU 577 Student Teaching/Seminar: Career and Occupational Studies

Student teaching provides teacher candidates with a culminating clinical experience consisting of placements, grades (1-3) and grades (4-6). Teacher candidates will gain experience using the New York State P-12 Common Core Learning Standards, and the New York State Learning Standards in each of the content areas. Throughout the experience, teacher candidates will be mentored and evaluated by an Associate Teacher and College Supervisor.

ECI 510 Research in Education (online)*

This course affords the graduate student an overview of the methods used in education research. Students will study and apply different methods of quantitative and qualitative research. The course will further increase a student's understanding of research methodology and design. The central focus will be on Action Research which will lead to the culminating project within the master's program. At the completion of the course, students will have identified their thematic concerns and will have begun the cycle of action research.

*Student must have access to a computer and internet connection.

ECI 535 Culturally Responsive Pedagogy: Fostering Culturally Inclusive Classrooms

This course will focus on theoretical and practical issues of diversity in the classroom. In alignment with the New State Dignity for All Students Act, students will analyze and discuss issues related to race, ethnicity, class, gender, exceptionalities, sexual orientation, religion, bullying/cyber-bullying and language. Further, students will be challenged to think critically and analytically about their own beliefs, confronting their opinions with realistic findings and theories. Additionally, students will engage in dialogues that connect theory, reflection, thoughts, action, and practice. All material will be reviewed in relation to NYS P-12 Common Core Learning Standards.

ESP 600 Foundations of Special Education (online)*

This course offers an examination of the historical, social, and legal foundations of special education. Emphasis will be placed on issues, trends, and legislation, which affect the provision of services in school, home, and community settings with a focus on inclusion of individuals with disabilities in home and school settings. An overview of the characteristics and instructional needs of individuals with disabilities for children birth through 12, will be provided. Issues related to school, community and family collaborations for children with disabilities will also be examined Provided, is an overview of the characteristics and instructional needs of individuals with all exceptionalities (including Autistic Spectrum Disorders) identified in the present federal educational disability related legislation. The impact of diversity and assistive technology services of persons with special needs in the school will also be addressed. A minimum of 15 participation hours are required.

ECI 610 Transitions from Education's Roots to the Present

This courses provides a bridge from the works of past theorists and practitioners to current ideas and innovative teaching procedures of present day educators. A core of influential thinkers, such as Dewey, Skinner, Rogers, Piaget, and Gardner, etc., will be used.

ECI 693 Seminar: Teacher as Researcher

This directed project requires student cohorts to become involved in the internal workings of an educational institution. In light of action research and using appropriate technology, the student cohorts will not only identify an educational problem or concern within the arena of ecution, but they will also reflect upon and research some of the solutions to that problem. The problem/concern will be identified early in the graduate program and curried to its required completion within this culminating activity as it is research appropriately in lieu of the knowledge gained within the various required/selected courses throughout the graduate program.

EDL 550 Developmental Literacy: Emergence to Fluency

This course will explore the concept of a balanced reading program from the emergent reader to a fluent reader. The students will study the elements of balanced reading which include read alouds, shared reading, guided reading, independent reading, phonemic awareness, word recognition strategies, and comprehension strategies. Students will develop reading experiences for children based on the New York Language Arts Standards. After learning these strategies and developing materials the student will have an opportunity to engage children in literacy experiences.

EDL 650 Assessment and Evaluation of Literacy

This course is designed to investigate current practices and procedures in the evaluation of New York State English Language Arts Standards (reading, writing, listening, and speaking). The course will include instruction in the administration and analysis of running records, assessment of listening and speaking, concepts of print, word recognition, spelling development, phonemic awareness, comprehension, writing development, and modes of responding to literature. Students will also investigate the role of standardized test and testing programs in the assessment of reading and the other language arts areas.

Adolescent Education Course Descriptions

EDU 506 Child Abuse/SAVE Seminar

This course, comprised of two online workshops, satisfies New York State’s requirements for Project SAVE legislation as well as Child Abuse Identification and Reporting.

EDU 601 Methods in Adolescence Education - English
*Student takes course corresponding to certification area

This course is designed to familiarize English teacher candidates with national and state standards for adolescent English learning. This course will provide appropriate instructional strategies, methodologies, and materials necessary for creating a productive teaching and learning environment for all adolescent students, grades 7 - 12. There will be particular emphasis on working with students for whom English is a second language, students with disabilities, and students from diverse backgrounds.

EDU 602 Methods in Adolescence Education - French
*Student takes course corresponding to certification area

This methods course is organized around the federal and state standards for foreign language learning. This course guides teacher candidates to focus on communications, cultures, connections, comparisons, and communities. Teacher candidates will review current theory for second language acquisition, and will apply that theory to classroom practice.The course will present principles of learning, from which teacher candidates can draw to make decisions about instruction. The course emphasizes diverse learners including students for whom English is a second language and culturally diverse learner, and students with different learning styles, and abilities.

EDU 603 Methods in Adolescence Education - Mathematics
*Student takes course corresponding to certification area

This course is designed to provide teacher candidates with instructional strategies, methodologies and materials necessary for creating a productive teaching and learning environment for adolescence education students, grades 7 - 12 in mathematics education. The course will also provide opportunities for candidates to build and deliver lessons and units.

EDU 604 Methods in Adolescence Education - Biology
*Student takes course corresponding to certification area

This is a practical course where students will learn actual activities of biology instruction. Included in these activities will be laboratory work, teacher candidate developed worksheets, teacher candidate directed discussions, teacher candidate developed texts, etc Teacher candidates will also study the nature of scientific understanding and the culture and climate of the classroom. The class will also review strategies to ensure educational equity.

EDU 605 Methods in Adolescence Education - Chemistry
*Student takes course corresponding to certification area

This is a practical course where students will learn actual activities of chemistry instruction. Included in these activities will be laboratory work, teacher candidate developed worksheets, teacher candidate directed discussions, teacher candidate developed tests, etc. Teacher candidates will also study the nature of scientific understanding and the culture and climate of the classroom activities. The class will also review strategies to ensure educational equity.

EDU 606 Methods in Adolescence Education - Social Studies
*Student takes course corresponding to certification area

This course provides students with a foundation in current educational theory and practice for teaching the social studies curriculum to middle and high school level students. Students will analyze the information and expectations of the New York State Education Department and accumulate a repertoire of materials, methods, and inclusive strategies to teach and assess standards based social studies for all learners across a range of learning styles. Students will design unit and lesson plans and assessments that align with the New York State Standards for Learning and the New York State Core Curriculum that utilize the Medaille College Unit and Lesson Plan formats. This course will provide appropriate instructional strategies, methodologies, and materials necessary for creating a productive teaching and learning environment for all adolescent students, grades 7 - 12.

EDU 570 Strategic Literacy Instruction for the Diverse Learner: Adolescence

This course will focus on ways to effectively differentiate literacy instruction for the adolescent learner.  Students will learn a wide-range of research-based literacy instructional approaches and methods to support academic development using data analysis and Response to Intervention. Students will study English Language Learners, cultural diversity, and learning/behavior disabilities, and will examine the curricular implications and interventions for the development of literacy skills.  The use of the New York State P-12 Common Core Learning Standards and new literacies will be integrated into the course.

EDU 600 Curriculum Planning in Adolescent Education

Emphasis in this course is on curricular design and instructional planning to address the special developmental and educational needs of students in secondary school. Attention is given to the common elements of curricular design and implementation and to appropriate planning techniques for meeting the needs of a diverse population of students at differing levels of social, emotional, intellectual, and physical ability. Curriculum and lesson planning are examined on the state, district, school and classroom levels. In addition, various strategies for interdisciplinary planning and instruction are explored.

EDU 667 Pre-Student Teaching Experience

This course provides students with an opportunity to participate in a minimum of 100 hours of volunteer and/or paid teaching experiences in settings such as the classroom, YMCA, church group, tutoring, summer camp, etc. Students will be encouraged to work in settings that involve observation, tutoring, small group reinforcement, and entire class activities. Approximately 50 hours of experiences are to occur in grades 7, 8, and 9, and also in grades 10, 11, and 12. Experiences are to be in a student's academic certification area (e.g. English, mathematics, etc.) and/or related fields.

EDU 670 Literacy in the Content Areas

This course is designed to assist the prospective secondary school teacher (adolescence education) to integrate effective methodology to enhance students reading and writing skills, in general, and in the specific content areas. Emphasis is on vocabulary, comprehension, study skills, and flexible rate. Particular emphasis will be given to students for whom English is a second language and students with different learning styles, abilities, and learning problems.

EDU 671 Information Technology and Data Analysis

This course provides various computer-based technologies that are essential to teaching in adolescent education. Teacher candidates will develop understanding, perspective, competence, and leadership in the use of “hands-on” information technology with an emphasis upon integrating technology throughout the curriculum. Teacher candidates will engage in both application and developmental aspects of a wide range of technology tools, culturally responsive teaching strategies, and meeting the needs of a diverse student population, including students with special needs. In addition, data analysis as it relates to classroom assessment, instruction, and technology will be discussed, analyzed, and applied. These experiences will prepare teacher candidates to become productive educators and allow them to assist their future students with learning and technology skill development. Lessons will be aligned with the NYS P-12 Common Core Learning Standards.

EDU 677 Student Teaching in Adolescence Education

This course provides students with on-site classroom experiences. The student teacher will be assigned two classroom situations grades 7, 8, or 9 and grades 10, 11, or 12. Each placement will be full-time, five days a week for approximately eight (8) weeks each and in the appropriate academic field: English, French, mathematics, biology or chemistry.

ECI 610 Transitions from Education's Roots to the Present

This course studies the various foundations of education. It provides a bridge from the works of past theorists and practitioners to current ideas and innovative teaching procedures of present day educators. The works of core influential thinkers, such as Socrates, Locke, Dewey, Skinner, Rogers, Piaget, Freire, Giroux, Hooks, McLaren, and Gardner will be used.

ECI 535 Culturally Responsive Pedagogy: Fostering Culturally Inclusive Classrooms

This course will focus on theoretical and practical issues of diversity in the classroom. In alignment with the New State Dignity for All Students Act, students will analyze and discuss issues related to race, ethnicity, class, gender, exceptionalities, sexual orientation, religion, bullying/cyber-bullying and language. Further, students will be challenged to think critically and analytically about their own beliefs, confronting their opinions with realistic findings and theories. Additionally, students will engage in dialogues that connect theory, reflection, thoughts, action, and practice. All material will be reviewed in relation to NYS P-12 Common Core Learning Standards.

ESP 600 The Foundations of Special Education

Historical, social, and legal foundations of special education are examined in this course. An overview of the characteristics and instructional needs of individuals with disabilities for children birth through 12 will be provided (including Autistic Spectrum Disorders) as identified in the present federal educational disability related legislation. Issues related to school, community and family collaborations for children with disabilities will also be examined. Emphasis will be placed on trends and legislation which affect the provision of services in school, home, and community settings with a focus on inclusion of individuals with disabilities in home and school settings.  Students will also study the use of assistive technology in schools. A minimum of 15 participation hours are required.

 

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Course Schedules

Students are admitted three times per year: May, September and January. Students can choose to attend classes on weekdays or weekends, allowing them to maintain their life back in Ontario. The elementary program is designed to be completed in 16 months depending on the scheduling format the student chooses. The adolescent/secondary program is designed to be completed in 16months, depending on the scheduling format chosen by the student. Each format - weekday or weekend - requires attendance in class 2 days per week.

Fall 2015

Regular Semester Sessions:

Monday/Tuesday Classes:

 Monday, September 14 - Tuesday, December 15, 2015

SMTWRFS

Class times:
8:30 a.m. – 11:30 a.m. and 12:30 p.m. – 3:30 p.m.

No classes on October 12 and October 13

 

Saturday / Sunday Class Times:

8:15 a.m. – 1:40 p.m. and 2:40 p.m. – 8:05 p.m. Saturdays and

8:15 a.m. – 1:40 p.m. Sundays

SMTWRFS

Class Dates:
September 12, 13, 26, 27
October 3, 4, 17, 18
October 31/November 1
November 14, 15
December 5, 6

SNOW DATES: December 12, 13

 

Spring 2016

Regular Semester Sessions:

Monday/Tuesday Classes:

Monday, January 25 - Tuesday, May 10, 2016

Class times:

8:20 a.m. - 11:20 p.m. and 12:30 p.m. - 3:30 p.m.

No classes on February 15 and 16, March 7 and 8, March 28 and 29

 

Saturday/Sunday Class Times:

Saturdays: 8:15 a.m. - 1:40 p.m. and 2:40 p.m. - 8:05 p.m.

Sundays: 8:15 a.m. - 1:40 p.m.

Class Dates:

January 23, 24

February 6, 7, 20, 21

March 5, 6, 19, 20

April 2, 3, 16, 17

SNOW DATES: April 30, May 1

 

Summer 2016

Regular Semester Sessions:

Monday/Tuesday Classes:

Monday, June 6 - Tuesday, August 16, 2016

Class times:

8:00 a.m. - 12:15 p.m. and 1:15 p.m. - 5:30 p.m.

No classes July 4 and 5, August 1 and August 2

 

Saturday/Sunday Class Times:

Saturdays: 8:15 a.m. - 1:40 p.m. and 2:40 p.m. - 8:05 p.m.

Sundays: 8:15 a.m. - 1:40 p.m.

Class Dates:

June 4, 5, 11, 12, 25, 26

July 9, 10, 23, 24

August 6, 7, 13, 14

 

Fall 2016

Regular Semester Sessions:

Monday/Tuesday Classes:

Monday, September 12 - Tuesday, December 13, 2016

Class times:

8:20 a.m. - 11:20 a.m. and 12:30 p.m. - 3:30 p.m.

No classes on October 10 and October 11

 

Saturday/Sunday Class Times:

Saturdays: 8:15 a.m. - 1:40 p.m. and 2:40 p.m. - 8:05 p.m.

Sundays: 8:15 a.m. - 1:40 p.m.

Class Dates:

September 10, 11, 24, 25

October 1, 2, 22, 23

November 5, 6, 19, 20

December 3, 4

SNOW DATES: December 10, 11

 

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