Adolescent Teaching: Mathematics 7-12 & Students with Disabilities, B.S.Ed
Program Description
Medaille College’s B.S.Ed. degree program in Adolescent Education with dual-certification in Mathematics 7–12 and Students with Disabilities is committed to the academic and professional preparation of highly qualified teachers through rigorous, integrated coursework in the liberal arts and professional studies. The program emphasizes active, experiential learning both inside and outside the classroom through frequent field observation and practice over four years.
The Program is committed to fostering reflective practitioners with demonstrated proficiency in academic content, pedagogy, learning theory, and student development. Its graduates will be well prepared to function effectively in an inclusive classroom, to meet successfully the learning and developmental needs of diverse student constituencies, and to function as capable professionals in a variety of secondary school environments. The program is dedicated to producing teachers who will exhibit intellectual rigor and compassion in the learning environment and who will balance their high expectations for students with appropriate degrees of support and assistance to assure adolescents’ intellectual and personal growth.
The Adolescent Education program at Medaille College will offer simultaneous certification in both general and Students with Disabilities. Through this dual-certification process, students will be better able to serve the needs of all individuals across a wide range of learning styles and needs in middle and high school settings through knowledge of differentiated instruction, curricular adaptation, classroom management, the development of positive and supportive classroom environments, and the provision of individualized educational support. Students will also be prepared to collaborate in inclusive settings with developing effective partnerships between classrooms and families.
Program graduates will demonstrate the knowledge, skills, professional attitude, character, and commitment to future students and the teaching profession congruent with New York State and national standards for initial certification and long-term professional success.
Program Goals
- 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 prepare teachers who are skilled in collaboration and team work both with professional colleagues and families.
- To provide majors with an understanding of the foundations or educational practice and the philosophical, historical, social, psychological and pedagogical principles that guide instructional decisions.
- To foster graduates who participate in professional growth opportunities as life-long learners and who are potential leaders in community and educational settings.
- To produce graduates able to effectively teach in inclusive and culturally diverse classrooms and to promote learning and healthy development for all adolescents, including those with disabilities and special abilities by planning for remediation, enrichment and adaptation of materials.
- 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 150 hours of clinical experience. These foundational and intermediate clinical experiences will include meaningful engagement with adolescent in Grades 7-12 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 semester of the corresponding course.
All students in initial certification programs are required to successfully complete a minimum of two culminating clinical student teaching placements. Undergraduate students must have satisfactorily completed all pre-requisites and have a minimum 2.5 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 482 Refocus for Sucess and repeat the student teaching experience.
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.
Department of Education Undergraduate Dismissal Policy
All BSED majors must meet the NYSED mandated 2.5 CUM GPA at the conclusion of their sophomore year (completion of 60 credits). Students who do not meet this requirement will be dismissed from the Education major.
Students will also be dismissed from the program when referred to the Department of Education Professional Disposition Committee during any two semesters prior to their senior year (completion of 90 credits).
In both cases, students wishing to appeal dismissal and seek reinstatement must do so in writing within 30 days following the end of the semester. This written appeal should be directed to the DOE Chair. Student’s appeal will be carefully reviewed by the Chair based upon available evidence. Their decision regarding reinstatement is final.
In addition, 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.”
Degree earned: B.S.Ed.
Total number of credits: 128
Certificate/licenses titles and types: Mathematics 7-12 (initial), Students with Disabilities Generalist 7-12 (initial)
Credit Distribution
B.S.Ed. Adolescent Education /Students with Disabilities
Students must receive a grade of C or above for all pedagogical and concentration courses. Otherwise, the course must be repeated.
As a requirement for graduation, all students receiving a Bachelor of Science in Education degree must attain a minimum 2.5 cumulative average to graduate.
| Code | Title | Hours |
|---|---|---|
| General Education Core | ||
| Writing Courses | ||
| ENG 110 | College Writing | 3 |
| or ENG 112 | College Writing for Multilingual Students | |
| ENG/HON 200 | Advanced College Writing | 3 |
| or ENG 202 | Advanced College Writing for Multilingual Students | |
| Critical Dialogues Course | ||
| INT 110 | Introduction to Dialogues in Critical Thinking 1 | 3 |
| American Dialogues Course | ||
| Select one course of the following: | 3 | |
| Photographers, Writers, and the American Scene | ||
| Social Issues in Policing a Multicultural Community | ||
| Justice and Democracy in America | ||
| African-American History | ||
| Cultural Interaction in Colonial North America | ||
| Enduring American Dialogues | ||
| Creative and Reflective Dialogues Course | ||
| Select one course of the following: | 3 | |
| Contemporary Photography as Cultural Landscape | ||
| Beginning Drawing | ||
| Basic Photography: Criticizing Photography | ||
| Introduction to Creative Writing | ||
| Creative Nonfiction Writing | ||
| Creative Expression | ||
| Introduction to Theatre and Performance | ||
| Global Dialogues Course | ||
| Select one course of the following: | 3 | |
| British Literature I: Middle Ages to the 18th Century | ||
| British Literature II: Late 18th Century to The Present | ||
| Themes and Topics in World Literature & Culture | ||
| Major Global Literary Figures | ||
| Baccalaureate Capstone I | ||
| Medieval World | ||
| The History of Ireland | ||
| History of the Israeli-Palestinian Conflict | ||
| The Arts in Society | ||
| Psychoanalysis & Politics | ||
| Seminar in Religion and Belief | ||
| Classical Music Studies | ||
| Truth & Justice | ||
| Citizenship Dialogues Course | ||
| Select one course of the following: | 3 | |
| Baccalaureate Capstone II | ||
| Capstone in Citizenship | ||
| Psychology Capstone | ||
| MAT 115 | Pre-Calculus | 3 |
| SPE 130 | Fundamentals of Public Speaking | 3 |
| Education/Dual-License Component | ||
| Course Work | ||
| EDU 207 | Dignity for All Students Act Seminar 2 | 0 |
| EDU 210 | Educational Foundations 3 | 3 |
| EDU 237 | Adolescent Reader and Writer with Fieldwork | 3 |
| EDU 238 | Strategic Literacy Instruction for Diverse Learners: Adolescence | 3 |
| EDU 340 | Child Abuse, School Violence and Other Current Issues in Education 4 | 0 |
| EDU 362 | Adolescent Math w/ Practicum | 3 |
| EDU 368 | Adolescent General Education / Special Education Curriculum Methods | 3 |
| ESP 230 | Introduction to Special Education 5 | 3 |
| ESP 276 | Postve BehvrSupport Approaches | 3 |
| ESP 348 | Educ & Asses. of Adol. w Disab | 3 |
| ESP 358 | Assess Adol. Chld/Exceptionali | 3 |
| Experiential Learning | ||
| EDU 480-S | Student Teach. Senior | 5.5 |
| EDU 480-A | Student Teach. Adolescent | 5.5 |
| EDU 481 | Adolescent Student Teaching Seminar | 1 |
| Mathematics Concentration | ||
| MAT 151 | College Geometry and Trigonometry | 3 |
| MAT 182 | Discrete Mathematics | 3 |
| MAT 251 | Calculus I | 3 |
| MAT 251L | Calculus I Lab | 0 |
| MAT 252 | Calculus II | 3 |
| MAT 252L | Calculus II Lab | 0 |
| MAT 255 | Theory of Numbers | 3 |
| MAT 260 | Linear Algebra | 3 |
| MAT 261 | Calculus III | 3 |
| MAT 261L | Calculus III Lab | 0 |
| MAT 281 | Statistics and Probability I | 3 |
| MAT 342 | Abstract Algebra | 3 |
| MAT 361 | Differential Equations | 3 |
| MAT 361L | Differential Equations Lab | 0 |
| MAT 381L | Statistics & Probability I Lab | 0 |
| MAT 382 | Statistics and Probability II | 3 |
| MAT 445 | Introduction to Probability | 3 |
| Liberal Arts and Sciences Component | ||
| Foreign Language I | 3 | |
| Foreign Language II | 3 | |
| HIS 140 | Early United States History | 3 |
| PSY 100 | Introduction to Psychology | 3 |
| PHY 200 | Principles of Physics I | 4 |
| PHY 200L | Principles of Physics Lab I | 0 |
| PHY 201 | Principles of Physics II | 4 |
| PHY 201L | Principals of Physics II Lab | 0 |
| PSY 240 | Adolescence | 3 |
| Computer Information Systems Component | ||
| CIS 175 | Technology Applications in Education | 3 |
| Total Hours | 128 | |
- 1
Required of first-year students; all other students may substitute a 300/400 level Liberal Arts and Sciences elective
- 2
Co-register with EDU 210 Educational Foundations
- 3
Co-register with EDU 207 Dignity for All Students Act Seminar
- 4
Requires co-registration with ESP 230 Introduction to Special Education
- 5
Co-register with EDU 340 Child Abuse, School Violence and Other Current Issues in Education
- 6
Provides for full English major (6 Credits)
Electives must be chosen in consultation with Department Chair or designee.
New York State Teacher Certification (NYSTCE)
Students seeking certification in New York must successfully complete the New York State Teacher Certification Exams (NYSTCE) as a prerequisite for certification.
Suggested Sequence
| First Year | ||
|---|---|---|
| First Semester | Hours | |
| INT 110 | Introduction to Dialogues in Critical Thinking | 3 |
| ENG 110 | College Writing | 3 |
| ESP 230/EDU 340 | Introduction to Special Education | 3 |
| MAT 115 | Pre-Calculus | 3 |
| PSY 100 | Introduction to Psychology | 3 |
| Hours | 15 | |
| Second Semester | ||
| American Dialogues | 3 | |
| ENG 200 | Advanced College Writing | 3 |
| MAT 151 | College Geometry and Trigonometry | 3 |
| SPE 130 | Fundamentals of Public Speaking | 3 |
| MAT 182 | Discrete Mathematics | 3 |
| CIS 175 | Technology Applications in Education | 3 |
| Hours | 18 | |
| Second Year | ||
| First Semester | ||
| EDU 237 | Adolescent Reader and Writer with Fieldwork | 3 |
| ESP 276 | Postve BehvrSupport Approaches | 3 |
| EDU 210/207 | Educational Foundations | 3 |
| MAT 255 | Theory of Numbers | 3 |
| MAT 251 | Calculus I | 3 |
| MAT 251L | Calculus I Lab | 0 |
| Foreign Language I | 3 | |
| Hours | 18 | |
| Second Semester | ||
| Creative Dialogues | 3 | |
| EDU 238 | Strategic Literacy Instruction for Diverse Learners: Adolescence | 3 |
| HIS 140 | Early United States History | 3 |
| MAT 252 | Calculus II | 3 |
| MAT 252L | Calculus II Lab | 0 |
| MAT 260 | Linear Algebra | 3 |
| Foreign Language II | 3 | |
| Hours | 18 | |
| Third Year | ||
| First Semester | ||
| Global Dialogues | 3 | |
| ESP 348 | Educ & Asses. of Adol. w Disab | 3 |
| MAT 261 | Calculus III | 3 |
| MAT 261L | Calculus III Lab | 0 |
| MAT 342 | Abstract Algebra | 3 |
| PHY 200 | Principles of Physics I | 4 |
| PHY 200L | Principles of Physics Lab I | 0 |
| Hours | 16 | |
| Second Semester | ||
| Citizenship Dialogue | 3 | |
| MAT 281 | Statistics and Probability I | 3 |
| MAT 381L | Statistics & Probability I Lab | 0 |
| MAT 361 | Differential Equations | 3 |
| MAT 361L | Differential Equations Lab | 0 |
| PHY 201 | Principles of Physics II | 4 |
| PHY 201L | Principals of Physics II Lab | 0 |
| ESP 358 | Assess Adol. Chld/Exceptionali | 3 |
| Hours | 16 | |
| Fourth Year | ||
| First Semester | ||
| EDU 362 | Adolescent Math w/ Practicum | 3 |
| MAT 445 | Introduction to Probability | 3 |
| EDU 368 | Adolescent General Education / Special Education Curriculum Methods | 3 |
| MAT 382 | Statistics and Probability II | 3 |
| MAT 382L | Stats. & Probability II Lab | 0 |
| PSY 240 | Adolescence | 3 |
| Hours | 15 | |
| Second Semester | ||
| EDU 480-S | Student Teach. Senior | 5.5 |
| EDU 480-A | Student Teach. Adolescent | 5.5 |
| EDU 481 | Adolescent Student Teaching Seminar | 1 |
| Hours | 12 | |
| Total Hours | 128 | |
Please Note: The above shows the ideal suggested sequencing and scheduling of courses and credits by semester. It is based on eight semesters for a traditionally-structured baccalaureate degree. Degree program requirements and the scheduling of courses are subject to change, based on writing/math placements and course availability. This chart should be utilized a guide and is not a written contract. Students will be notified of changes that may affect their academic progress.