Academic Catalog

Adolescent Education, M.S.Ed.

Program Description

The MSED Adolescent Education (grades 7-12) program provides a 33-credit course of study consisting of methodologies, educational philosophy, literacy, and research. Designed for those who hold a baccalaureate degree in a concentration area (Biology, Chemistry, Math, Social Studies, English, or French), this program emphasizes critical thinking in the classroom and prepares participants to work with students from varying backgrounds. Graduates will demonstrate the knowledge, skills, professional attitude, character, and commitment to the teaching profession congruent with New York State standards.

New York requires that all MSED Adolescent students have a 30-credit concentration from an undergraduate degree in one of the offered certification areas (Biology, Chemistry, Math, Social Studies, English, or French) as well as the following credits from a regionally accredited college:

  • 3 semester hours of university-level credit in each of the following general education areas:
    • math;
    • written analytical expression;
    • communication;
    • information retrieval;
    • concepts in history and social sciences;
    • scientific processes
  • 3 semester hours of a language other than English

Program Objectives

  • To provide students with individual supervision and assessment during their course work and field experience to assure that each teacher candidate has the opportunity to develop appropriate professional skills.
  • To individualize and adequately differentiate instruction so as to address the academic and emotional/behavioral needs of each learner thereby creating a classroom of values, validates and nurtures each child.
  • To offer a contemporary curriculum that provides majors with the knowledge of subject matter, teaching techniques and principles of classroom management.
  • To prepare specialized content matter experts who are also strongly grounded in the liberal arts and professional studies.
  • To provide students with an understanding of the foundations of educational practice and the philosophical, historical, social, psychology and pedagogical principles that guide instructional decisions.
  • To prepare teachers who are skilled in collaboration and team work both with professional colleagues and families.
  • To foster graduates who participate in professional growth opportunities as life-long learners and who are potential leaders in community and educational settings.
  • To develop positive and supportive classroom environments in which all students will be valued and successful.
  • To prepare graduates who can effectively integrate theory and practice, engage in critical reading and questioning or current theory and research, and be problem solvers.
  • To prepare teachers who understand, practice and model the highest standards of professional behavior and responsibility in their interactions with students, parents and other caregivers, school colleagues and the community.
  • To produce teachers who will provide informed and thoughtful advocacy for adolescents.

Professional Dispositions

The Department of Education at Medaille College prepares students to enter the world of teaching birth through grade twelve. We believe that a major component of professional teacher education (both in Medaille College classrooms and in P-12 schools) includes preparing students to fulfill professional habits of conduct. As part of the learning and preparation processes, students must understand and engage in professional behaviors that adhere to both policy and guiding principles required in private and public schools and community agencies. The development of values such as commitment, responsible behavior, professional communication/collaboration, confidentiality, and integrity/honesty are essential for sustained employment within the professional workforce. Prospective educators are expected to view and assume these professional dispositions as a crucial component of their academic training.

The Professional Dispositions aligned with Medaille College and the Department of Education provide a framework for these professional behaviors. Instructors and staff will demonstrate and work with our students to assure that they understand and are able to demonstrate the dispositions in every class and learning experience. When interacting with administrators, professors, teachers, peers and students (while on all Medaille campuses and during field experiences), teacher candidates must exhibit their professional commitment to becoming an excellent teacher through engagement, words and actions. A full list of expected behaviors is located in program handbooks.

Students will sign an acknowledgement of these professional dispositions upon entrance to their program.

Clinical Experiences

Candidates are required to complete a minimum of 100 hours of clinical experience before student teaching. These foundational and intermediate clinical experiences will include meaningful engagement with grade 7-12 students to allow candidates to demonstrate the practices that support student learning and development in the field of education. Hours must be satisfactorily completed by the end of the second of two fieldwork courses. All students in initial certification programs are required to successfully complete a minimum of two culminating clinical student teaching placements. Graduate students must have satisfactorily completed all pre-requisites and have a minimum 3.0 GPA to participate in student teaching.

For detailed student teaching information, go to http://www.medaille.edu/student-teaching Students who receive an unsatisfactory grade (U) for one student teaching placement must enroll and satisfactorily complete the one-credit course EDU 582 Refocus for Success and repeat the student teaching experience.

Students who receive a second unsatisfactory grade (U) in student teaching are automatically dismissed from the MSED program without the possibility of re-admittance.

Note: All education teacher candidates must be able to, with or without accommodation, complete all New York State mandated course, field experience, and student teaching requirements.

Comprehensive Examination

Students in the MSED Adolescent Program must complete a comprehensive examination upon completion of their coursework. Each exam consists of approximately fifty percent pedagogical questions from Medaille course content and fifty percent discipline-specific questions from the student's content area. A minimum score of 75 is required for passing. If a student scores lower than a 75, he or she can schedule two opportunities to re-take the exam. The examination will be set by the Program Director during the last semester of coursework.

Degree earned: M.S.Ed.
Total number of credits: 33
Certification: Grades 7-12 in concentration area (Biology, Chemistry, Math, Social Studies, English, or French)

Required Courses

Students must perform to an acceptable standard in all courses. Failure to do so will result in the student taking and/or retaking the course(s) designated to improve weak areas. Furthermore, New York State Department of Education (NYSED) outline that students must receive a grade of B- or above for all courses indicated below as meeting content core or pedagogical core requirements, otherwise, the course must be repeated.

As a requirement for graduation, all students receiving a Master of Science in Education degree must attain a minimum 3.0 cumulative grade point average.

Note: This program leads to initial certification in either Biology 7-12, Chemistry 7-12, English 7-12, French 7-12, Mathematics 7-12, or Social Studies 7-12.

ECI 535Culturally Responsive Pedagogy: Fostering Culturally Inclusive Classrooms (Pedagogical Core) 13
EDU 507Dignity For All Students Act Seminar 20
EDU 513Fieldwork I: Grades 7-12 (Field Experience)0
EDU 514Fieldwork II: Grades 7-12 (Field Experience)0
ECI 610Transitions From Education's Roots To The Present (Pedagogical Core)3
EDU 600Curriculum Planning In Adolescent Education (Pedagogical Core)3
Methods Courses
Select one course of the following:3
Methods In Adolescence Education - English (Content Core Course)
Methods In Adolescence Education - French (Content Core Course)
Methods In Adolescence Education - Mathematics (Content Core Course)
Methods In Adolescence Education - Biology (Content Core Course)
Methods In Adolescence Education - Chemistry (Content Core Course)
Adolescent Methods Of Social Studies/History (Content Core Course)
EDU 667Pre-Student Teaching Experiences (Pedagogical Core)3
EDU 670Literacy In The Content Areas (Pedagogical Core)3
EDU 671Information Technology and Data Analysis (Pedagogical Core)3
EDU 677Adolescent Student Teaching (Field Experience)6
ESP 600Foundations of Special Education (Pedagogical Core)3
EDU 506Child Abuse Awareness/Save Seminar 20
EDU 570Strategic Literacy Instruction For The Diverse Learner: Adolescence (Pedagogical Core)3
Total Hours33
1

Must co-register with EDU 507 Dignity For All Students Act Seminar

2

Must co-register with ECI 535 Culturally Responsive Pedagogy: Fostering Culturally Inclusive Classrooms

New York State Teacher Certification/Ontario (OCT) Certification

Students seeking certification in New York must successfully complete the New York State Teacher Certification Exams (NYSTCE) as a prerequisite for certification. Students seeking certification in Ontario through the Ontario College of Teachers (OCT) must achieve New York State certification prior to presenting to OCT for certification.

Note: OCT requires 60 credits before permanent certification will be considered. Without electives, the Medaille MSED Adolescent program is 33 credits.

Department of Education Graduate Dismissal Policy

A teacher candidate may be immediately suspended or dismissed from Medaille College’s Department of Education for a crime or act indicating lack of “good moral character,” such as

  • physical or sexual abuse of a student or minor;
  • sale, possession, or use of illegal drugs;
  • any crime committed either on any school property or while in the performance of teaching duties; or
  • other acts which bring into question the teacher candidate’s “good moral character.”