Coordinate Early Childhood Education Major

College of Education - Department of Education

 

Programs Leading to Educator Licensure

At Framingham State University, students will meet the requirements for the Initial license as an Early Childhood Teacher (Pre-K - 2) or Elementary Teacher (1 - 6) through completion of a coordinate major in education. Secondary Education students minoring in Education may obtain an Initial license in the following fields: studio art, biology, chemistry, English, French, history, mathematics, Spanish, and world languages. Students may obtain middle school level licensure in earth science (5 - 8) or in the secondary subjects listed above with the completion of additional requirements. Students may also obtain the Teacher of Health/Family and Consumer Sciences Initial license (all levels), and Teacher of Visual Art (Pre-K - 8) by special arrangement with the Art and Music Department. Since 1998, students seeking initial licensure at any level have been required to obtain a satisfactory score on the Massachusetts Test for Educator Licensure (MTEL), formerly named the Massachusetts Educator Certification Test.

Program Information

Framingham State University, the first public institution in America to offer teacher preparation, continues to be in the forefront in teacher education, most recently in the area of teaching with technology. Teacher preparation students use wireless laptop computers and digital cameras in their technology-enhanced courses and student teaching. The teacher preparation programs listed above include a series of pre-practicum courses that enable students to address subject matter defined in the Massachusetts Curriculum Frameworks while preparing for the student teaching experience. The success rate of our students on the Massachusetts Test for Educator Licensure is rooted in a strong liberal arts and sciences curriculum, supported by excellent education courses and academic support services that include test preparation workshops.

All programs of teacher preparation at the University are approved by the Commonwealth of Massachusetts.

 

Program in Early Childhood Education

Students who plan to become early childhood teachers (pre-K through grade 2)  fulfill the following components to meet the 32 course-credit requirement for graduation, arranged to allow completion in four years:

  1. Complete general education course-credits as specific to the Primary Major.
  2. Complete the requirements for the Primary Major - which can be either a Traditional Liberal Arts & Sciences major or the twelve (12) courses in required in a Liberal Studies/Interdisciplinary Studies, with a specialization in language arts, social sciences, natural sciences and mathematics, or geography and earth science (see below).
  3. Complete the Eight (8) education courses (10 course-credits) in Coordinate Major in Early Childhood Education.

In addition to requirements in these three areas, all candidates for educational licensure shall be required to pass the Massachusetts Test for Educator Licensure (MTEL), which will assess communication and literacy skills; subject matter knowledge; and foundations of reading. The Massachusetts Test for Educator Licensure is administered in the months of September, November, February, May, and July. The University will comply with state-mandated licensure requirements, which are subject to change.

 

General Education Requirement

All students at the University must satisfy a general education requirement consisting of courses that fulfill the Domain General Education model. The courses listed below, with subjects related to the Massachusetts Curriculum Frameworks, are recommended (not required) for students in the Coordinate Major in Early Childhood Education.

COMMON CORE:

  • ENGL 110 Expository Writing
  • MATH 110 College Mathematics I

DOMAIN I-A:

  • INTD 160 Image, Sound & Structure: An Approach to Art and Music                      

DOMAIN I-B:

  • ENGL 262 American Writers II

DOMAIN I-C:

  • _____ ____ Any Elementary or Intermediate Language Course

DOMAIN II-A:

  • MATH 120 College Mathematics II*               

DOMAIN II-B (2 courses required):

  • BIOL 101 Biological Concepts
  • PHSC 109 Introduction to Physical Science**

DOMAIN III-A:

  • DOMAIN III-B:
  • PSYC 200 Psychology of Development

DOMAIN III-C (courses required):

  • EDUC 222 Sheltered English Immersion
  • GEOG 110 World Regional Geography

*NOTE: MATH 120 College Mathematics II is the required mathematics course for all Elementary Coordinate Majors. It is the recommended mathematics course for Early Childhood Coordinate Majors MATH 120 College Mathematics II satisfies Domain II Subdomain A.

**NOTE: Students choosing the Natural Science specialization must substitute PHYS 201 Introductory Physics for PHSC 109 Introduction to Physical Science to fulfill one of the two course requirements for General Education Domain II, Subdomain B.

 

Teacher Licensure Study of the Constitutions Requirement

All students pursing teacher licensure must take one course that includes study of both United States and Massachusetts constitutions, to be chosen from among the following courses.

  • HIST 151 United States History to Reconstruction
  • HIST 152 United States History since Reconstruction
  • POSC 110 Introduction to American Politics
  • POSC 211 Political Theory: Justice, Law, and Order
  • POSC 250 American Legal Systems

 

Traditional Liberal Arts and Science Major

For the Coordinate Major in Early Childhood Education, the Massachusetts Department of Education regulations do not specify curricular guidelines in subject matter for students seeking licensure in early childhood education. Students in this program must choose either a Traditional Major or an Liberal Studies/Interdisciplinary Studies Majors. Please note that some of the majors that may be completed in 32 courses over four years are Psychology, Studio Art, and World Languages; majors not mentioned may require additional coursework.

 

Coordinate Major in Early Childhood Education (UECC) (Pre-K - Grade 2 Licensure)

Over the four years, students will complete one of the following sequences, depending on the level of licensure sought. The initial courses, EDUC 200 Education in American Society with Field Study I and PSYC 200 Psychology of Development, are to be taken during the sophomore or junior year.

Required Education Courses:

  • EDUC 200 Education in American Society with Field Study I
  • EDUC 222 Sheltered English Immersion
  • EDUC 320 The Young Child: Emerging Literacy with Field Study II
  • EDUC 374 Early Childhood Curriculum: Mathematics and Science with Field Study III
  • EDUC 376 Early Childhood Curriculum: Reading, Social Studies, and Special Needs
  • PSYC 200 Psychology of Development

The Professional Semester (four course-credits):

  • EDUC 431 Early Childhood Professional Practicum A (2 course-credits)
  • EDUC 432 Early Childhood Professional Practicum B (2 course-credits)

Declaration of the Coordinate Major in Early Childhood Education after Matriculation

After matriculating at Framingham State University, students who wish to be considered for the Coordinate Major in Early Childhood Education must meet the following requirements:

  1. Cumulative GPA of at least 2.80.
  2. Students must have completed at least eight (8) course-credits, including completion of Domain Gen Ed Common Core English and Mathematics.
  3. A passing score on the Communication and Literacy component (reading and writing) of the Massachusetts Test for Educator Licensure.
  4. Application submitted to the Education Department before October 1st for admission in the spring semester, and before February 15th for admission in the fall semester.

 

Admission into Teacher Education and the Student Teaching Practicum

The Education Department is proud to continue Framingham State University’s long-established tradition of excellence in teacher preparation. The Department’s commitment has been stated as follows:

  1. To encourage students in their continuing adult development toward becoming self-directing, professional persons.
  2. To foster an enthusiasm for scholarly investigation and intellectual pursuit which will be reflected by students in professional field settings.
  3. To assist students in broadening their communication skills in order to enhance both their personal and professional advancement.
  4. To raise students’ social and cultural awareness through a professional program which reflects a philosophy of equal access to educational opportunity for all.
  5. To help students gain an understanding of human behavior, especially that of children and young people, that will aid them in working effectively with a variety of life styles and modes of learning.

These goals are consonant with the Standards established by the Commonwealth of Massachusetts as requisite for approval of programs to prepare candidates for licensure as teachers in this state and for reciprocal licensure through the Interstate Certification Compact. (See Handbook of Office of Professional Experiences for further information on teacher licensure standards.)

In accordance with the requirements for approval or accreditation established by the Commonwealth, the Framingham State University Professional Standards Committee applies specific criteria for the retention of candidates in teacher preparation to determine that they possess academic competencies and personal characteristics appropriate to the requirements of teaching. The Professional Standards Committee uses a number of criteria, both objective and subjective, for permitting students to progress through the teacher education programs.

The requirements for entering EDUC 200 Education in American Society with Field Study I are as follows:

  1. An undergraduate student must be in good academic standing to be placed in a public school for a field experience.
  2. A student on disciplinary or academic probation will not be placed.

The requirements for entering Field Study II, III, and student teaching are as follows:         

  1. A student on disciplinary or academic probation will not be placed.
  2. A student seeking early childhood or elementary licensure must be accepted as a Coordinate Major in the Education Department. A student seeking secondary licensure must declare an education minor in his/her discipline.
  3. Undergraduate and post-baccalaureate teacher licensure students must pass the “Communication and Literacy Skills” component of the Massachusetts Test for Educator Licensure (MTEL) prior to entering curriculum courses with Field Study II (early childhood and elementary) or professional preparation (secondary). This policy took effect in Fall 2001.
  4. Students in early childhood, elementary, and secondary education must have a minimum of 2.80 GPA in all education courses (EDUC) and PSYC 200 Psychology of Development.
  5. Students in early childhood, elementary, and secondary education must maintain a minimum of 2.80 cumulative GPA in all courses taken at Framingham State University.
  6. Prior to beginning the student teaching practicum (early childhood, elementary, or secondary), all students (undergraduate and post-baccalaureate) must demonstrate competency in their subject matter field for licensure by achieving a passing score on the appropriate subject area subtest of the MTEL or an equivalent test. Early Childhood and Elementary Education students must also achieve a passing score on the Foundations of Reading test.
  7. To be recommended by the University for licensure, a student must have achieved an overall GPA of at least 2.80.

All students engaging in an experience requiring participation in the schools are required to be certified free from tuberculosis. This may be verified by proof of negative results of an intradermal tuberculin test. This information must be filed in the Office of Professional Experiences, Dwight 302.

The general procedures are as follows:

  1. Each student who is planning to teach shall, after satisfying general admission requirements of the University, be admitted to his or her respective program.
  2. Students make their first formal application for field experience in applying for EDUC 200 Education in American Society with Field Study I, generally taken during the second semester of the sophomore year or the beginning of the junior year. Transfer students take field study as early as possible in their program. This is the first in a series of developmental professional experiences which continues through the student teaching practicum.
  3. Students make a second formal application for field experience as follows:

Program Field Placements:

Written prior application is necessary to obtain a field placement for the following courses:

  • EDUC 200 Education in American Society with Field Study I
  • EDUC 320 The Young Child: Emerging Literacy with Field Study II
  • EDUC 322 The Child and Literacy with Field Study II
  • EDUC 341 Elementary Curriculum: Mathematics with Field Study III
  • EDUC 374 Early Childhood Curriculum: Mathematics and Science with Field Study III
  • EDUC 431 Early Childhood Professional Practicum A
  • EDUC 432 Early Childhood Professional Practicum B
  • EDUC 437 Elementary Professional Practicum A
  • EDUC 438 Elementary Professional Practicum B
  1. Students make a final formal application for the student teaching practicum. This application will assist the Professional Standards Committee in evaluating the candidate’s suitability to pursue a career in teaching. References may be required along with other pertinent information from University faculty and administration. Applicants for the student teaching practicum who believe that they may not meet the criteria for retention in the program noted above are urged to consult with the Office of Professional Experiences well before the due dates for filing an application.
  2. The Professional Standards Committee shall assist the Office of Professional Experiences in evaluating students and shall function as an appeal board for students when necessary.

Students are required to make application for all professional field experiences in the Office of Professional Experiences (DH302) prior to February 15th for the fall semester and October 1st for the spring semester.

 

Policy on Repeating Professional Experiences

Each course required in an Education program must be completed with a grade of C+ (2.30) or higher. When a grade of C, C-, D+, D, D-, F, W, , or U is received in a required course or professional education experience in any education program, the course or experience must be repeated in order to remain in the coordinate education major or secondary education minor program. In addition, when a course with a field study is repeated, the field study component must also be repeated. Failure to achieve a grade of at least C+ (2.30) on the second attempt in any of the courses contributing to the Education GPA will prevent advancing in a coordinate education major or secondary minor. All courses whose grades contribute to the Education GPA, regardless of originating department, must meet the required cumulative 2.80 minimum.

 

Professional Experiences in Education: Field Study, Student Teaching Practicum

The professional education program at Framingham State University consists of a planned series of developmental experiences, the amount of participation and responsibility increasing as the student progresses through the program. These experiences are designed to provide a transition from theoretical knowledge to professional application, culminating in assignment to student teaching. All students in secondary education will take two consecutive quarters of student teaching practicum and seminar that will include twelve weeks of student teaching for five days each week. All undergraduate Coordinate Majors in Early Childhood Education are assigned to a student teaching practicum. This is a full-time experience and the student takes no other courses during the period of student teaching practicum.

The University assumes the responsibility for selecting cooperating teachers and schools and for assigning student teachers to those teachers and schools. While every effort is made to place student teachers in conveniently located centers, students must be prepared to assume responsibility for their own transportation.

Students are advised to check prerequisites in order to follow the correct sequence of professional experiences and courses that lead to student teaching. Students who do not follow the sequence may find themselves in difficulty because they have not taken a prerequisite course.

 

Teacher Education Centers

Framingham State University utilizes on-campus and off-campus teacher education centers to provide students with a variety of professional experiences. Student teaching and field study assignments for early childhood, elementary, middle and high school students are made in standard public school settings that utilize the Massachusetts Curriculum Frameworks.

 

 

Effective as of the 2017-2018 Undergraduate Catalog