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Early Childhood Education

This 39 credit MS in Education with Massachusetts Initial Licensure, Early Childhood Education grades PreK-2 can be completed on a full-time or part-time basis. Most classes are available online with some courses being held on weekends on campus.

The Initial Licensure Program consists of the following:
- 9 required courses (3 credits each): EDU506, SPE510, SPE520, SPE525, SPE545, SPE548, EDU563, EDU565, EDU567
- 1 elective course
- 2 pre-practicum courses (o credits each): EDU553 and EDU557
- 1 Practicum: either EDU571 (fall semester long, with seminar) or EDu573 (yearlong, with seminar)

Curriculum & Schedules

Code Course Name Credit Hours
EDU506 Learning Theory and Designing Instruction for the Inclusive Classroom 3

The design of curriculum and instruction for diverse learners in inclusive classrooms is the focus of this course. Course participants investigate universally designed approaches that draw on learning theories, differentiated instruction, multiple intelligence approaches, and new technologies to respond to the needs of all learners, including students with disabilities and students who are culturally and/or linguistically diverse. Course participants will be introduced to Response to Intervention as well as to evidence‐based practices that provide access to the curriculum for all learners.

EDU553 Pre‐Practicum and Seminar I 0

Pre‐practicum and seminar class meets three times during the spring semester and is designed to get the student ready for the pre‐practicum and seminar II experience.

EDU557 Pre‐Practicum and Seminar II 0

Pre‐practicum hours begin the beginning of the public school year (August/September) and this experience gives the student a consistent, supervised experience in a public school/Chapter 766 school setting. A minimum of 80 hours is required in the appropriate school setting beginning the first week of school August/September and ending the last week in September. Three seminar classes will be offered between August and September.

Prerequisite: EDU 553, passing scores on all MTELs for the license sought that need to be submitted to the program director in early childhood education prior to beginning this course.

EDU563 English Language Arts Content, Applications and Assessment 3

An in–depth examination of English Language Arts Content and Applications using technology as viewed through The Guiding Principles and Learning Standards in the English Language Arts Curriculum Framework PreK‐2, Massachusetts Department of Elementary and Secondary Education. Included is PreK‐2 reading theory, research and practice, knowledge of theories, approaches, phonemic awareness and phonics, diagnosis and assessment of reading skills, practices and programs for developing reading skills and comprehension, relationships between beginning reading and writing, first and second language acquisition and development, children’s literature, genres, literary elements, literary techniques, writing process and formal elements of writing, developing skills in using writing tools and vocabulary. There will be an examination of reading content, methodology and comprehension strategies, as well as an examination of oral language, literature, composition and media as appropriate to deep understanding and excellence in pedagogical practice. Preparation, implementation and evaluation of Individualized Education Programs (IEPs) will also be addressed. Additionally, basic theories of cognitive, social, physical, language and emotional development of children and adolescents; include learning through play, as they apply to children with or without disabilities will be addressed. Includes formal and informal assessment. Technology based course.

EDU565 Science Content, Applications and Assessment 3

An in–depth examination of Science content and applications using technology as viewed through The Guiding Principles and Learning Standards in the Science and Technology/Engineering Framework, Massachusetts Department of Elementary and Secondary Education PreK‐2. Through a theoretical frame of inquiry based investigation, students will examine basic principles and concepts of physical and life science, health and physical education, earth and space science, and technology/engineering for a deep understanding and excellence in pedagogical practice. Preparation, implementation and evaluation of Individualized Education Programs (IEPs) will also be addressed. Additionally, basic theories of cognitive, social, physical, language and emotional development of children and adolescents; include learning through play, as they apply to children with or without disabilities will be addressed. The course will include formal and informal assessment and will be technology based.

EDU567 Social Studies Content, Applications and Assessment 3

This course is an in‐depth examination of social studies content and application using technology as viewed through The Guiding Principles and Learning Standards in the History and Social Science Framework, Massachusetts Department of Elementary and Secondary Education PreK‐2. Included is an examination of themes and concepts that deepen the understanding of facts of history, geography, government, arts and economics to promote excellence in pedagogical practice. Preparation, implementation and evaluation of Individualized Education Programs (IEPs) will also be addressed. Additionally, basic theories of cognitive, social, physical, language and emotional development of children and adolescents; include learning through play, as they apply to children with or without disabilities will be addressed. The course will include formal and informal assessment and will be technology based.

EDU571 Practicum Early Childhood Education (Fall semester long, with Seminar) 9

For students seeking initial licensure in early childhood education (16 weeks)
Students complete a four‐week, full‐time, supervised pre‐practicum immediately followed by a twelve‐week practicum, minimum of 300 hours, in a public PreK‐2 school setting. Students must complete a CORI (Criminal Offense Records Investigation) check and any other requirements as mandated by a school district. A seminar accompanies the pre‐practicum experience. Practicum students are supervised jointly by the school supervising practitioner and university program supervisor. Students must demonstrate competence of the Candidate Assessment of Performance (CAP), based on subject matter knowledge and the professional standards for teachers as defined by the Massachusetts Department of Elementary and Secondary Education.

Prerequisites: pga of 3.0 or better; passing scores on the MTEL for Early Childhood Education; Communication and Literacy, General Curriculum multi‐subject, math subtest and Foundations of Reading; and completion of pre‐practicum EDU 553 Seminar I and EDU 557 Seminar II and the approval of the Education Department Chair or Coordinator of the Graduate Program.

EDU573 Practicum Early Childhood Education (Year-Long with Seminar) 12

For students seeking initial licensure in early childhood education (year‐long experience from September to June) Students complete a year‐long practicum experience from September to May in a public PreK‐2 school setting. Students must complete a CORI (Criminal Offense Records Investigation) check and any other requirement as mandated by a school district. A Seminar accompanies the pre‐practicum experience. Practicum students are supervised jointly by the school supervising practitioner and university program supervisor. Students must demonstrate competence of the Candidate Assessment of Performance (CAP), based on subject matter knowledge and the professional standards for teachers as defined by the Massachusetts Department of Elementary and Secondary Education.
Prerequisites: pga of 3.0 or better; passing scores on the required MTELs for Early Childhood Education; Communication and Literacy, General Curriculum multi‐subject, math subtest and Foundations of Reading; and completion of pre‐practicum EDU 553 Seminar I and EDU 557 Seminar II and the approval of the Education Department Chair or Coordinator of the Graduate Program.

SPE510 Managing Challenging Behaviors 3

Students will apply a process of case study analysis to situations involving students with behavioral challenges in Pre‐K through 12 settings, with a focus preparing teachers to work effectively in inclusionary education and understanding both the federal and state laws in special education. Basic principles and approaches for the effective management of behavior for learners with special needs in multicultural settings will be discussed. Topics include: educational terminology; preventive discipline in classroom environments; preparing, implementing, and evaluating IEPs; design or modification of curriculum and materials; ways to prepare and maintain students in general education; and knowledge of services provided by outside agencies.

SPE520 Learners with Special Needs 3

This course provides an overview of types of disabilities in learners’ preschool through secondary according to federal and state laws in special education. Emphasis is on identification of disabling conditions and techniques used to promote successful inclusion of learners with and without special needs in educational settings. Topics covered include the teaching of Math; the teaching of English language arts; preparing, implementing, and evaluating IEP’s; equipment adaptions, theories of language development; design or modification of curriculum intervention and instructional strategies for diverse learners using the Massachusetts Curriculum Frameworks; theories of child development, instruction on the appropriate use of augmentative and alternative communication and other assistive technologies; ways to prepare and maintain students in general education; educational terminology utilized with students with special needs; source and operation of orthotic devices, medical technologies and prosthetic devices; understanding collaborative partnerships with families; and working with community and outside agency resources. At least 10 hours of instruction covering the teaching of mathematics and at least 10 hours of instruction covering the teaching of English Language Arts are delivered in this course.

SPE525 Multisensory Language and Literacy Strategies 3

Students explore content and teaching strategies used to develop competent readers and writers, based upon guidelines in the Massachusetts Curriculum Frameworks and techniques for developing skills to facilitate placement in the least restrictive environment. Topics include the teaching of reading; expanding literacy across the content areas, language arts instruction, diagnosis and assessment of reading skills using a variety of assessment techniques, educational terminology; theories of language development; design and modification of curriculum and intervention programs for success in reading for all levels. Focus on identifying and developing appropriate multisensory structured language strategies including knowledge of theories, programs and practices, phonemic awareness, phonics, and vocabulary development, use of formal and informal assessments; and ways to prepare and maintain students in general education. At least 10 hours of instruction covering the teaching of reading are delivered in this course.

SPE545 Mathematics Content, Applications and Assessment for PreK-2 3

An in‐depth examination of mathematics content and applications as viewed through The Guiding Principles and Learning Standards in the Mathematics Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Included is an examination of PreK‐2 basic number sense and numeration, patterns and functions, geometry and measurement, data analysis, numbers and operations; functions and algebra; geometry and measurement; and statistics and probability as appropriate to deep understanding and excellence in pedagogical practice. Includes formal and informal assessment.

SPE548 Reading and Language Arts for English Language Learners 3

The course focuses on current theories and their applications related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice, and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. This course is made up of two modules: A) ELLs: Their World and Second Language Acquisition Process in the SEI Classroom and B) Academic Language and Literacy Development in the SEI Classroom. Students are only endorsed for SEI if they complete an initial licensure program at Bay Path University.