《elementary teacher preparation program report coversheet》由会员分享，可在线阅读，更多相关《elementary teacher preparation program report coversheet（107页珍藏版）》请在金锄头文库上搜索。
1、ACEIMA in Childhood EducationELEMENTARY TEACHER PREPARATIONPROGRAM REPORT COVERSHEETFor review by theASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONALSubmitted by: Hunter College of the City University of New York School of Education Department of Curriculum and TeachingAddress:695 Park Ave., Room 1
2、023 WestNew York, NY 10021Date: September 15, 2002Chief compiler: Nancy de la Cruz-Arroyo, Coordinator of Programs inChildhood Education Phone (212) 772-4638Fax (212) 772-5334Email: ndelacruhunter.cuny.eduProgram name: Childhood Education ProgramDegree level: M. A._Check levels of specialty professi
3、onal association programs offered:Initial_X_Advanced_Date of on-site visit_Spring 2004_List all attachments included with this elementary program report:Teacher Candidate Work Sample: PortfolioTeacher Candidate Work Sample: Thematic UnitTeacher Candidate Work Sample: ExaminationTransition PlanGRADUA
4、TE CHILDHOOD EDUCATION CONTEXT STATEMENTSection 1:Basic Factual InformationHunter College School of Education has traditionally served a diverse student population. The faculty and the public schools we serve also reflect that diversity. The Graduate Childhood Education Program in Elementary Educati
5、on, which focuses on preparing teachers for New York City Schools, is designed for students who do not have New York State teacher certification in childhood education. The number of credits required to complete this Masters degree program is determined by the students educational background. Studen
6、ts who have not previously completed any pedagogical courses equivalent to those in the program must complete 45-47 credits. Students may be exempted from up to 12 credits based on prior equivalent course work. Thus, the minimum number of credits for the degree is 33.The graduate program in Childhoo
7、d Education is designed to develop or extend the competence of the classroom teacher, and to establish a base for research skills in education. This program offers opportunities for greater mastery of academic disciplines, development of professional theory and practice, study of concerns confrontin
8、g the professional in the field, and the building of competence for research. The program is registered with the New York State Education Department and leads to New York State certification. The Childhood Education Program includes three components: Course work, student teaching or practicum, and a
9、 culminating activity. Criteria for continued matriculation include both the maintenance of academic standards and the demonstration of professional standards of behavior in classrooms and in fieldwork settings. The Program prepares the teacher candidate for a variety of roles in schools. A commitme
10、nt to public urban education is evidenced in classroom activities and field placements that reflect the ethnic and cultural richness and diversity of New York City.Program DataThe newly registered program admitted students in Fall 2001. Enrollment has averaged approximately 350 candidates for each o
11、f the last three years. The attrition rate for the Childhood Education Program is systematically low. Retention rates remain high with most of students completing the program with in a five-year period. The Childhood Education teacher candidate must take portions of the New York State Teacher Certif
12、ication Examination during the program. Scores on the Professional Knowledge/Pedagogy portion (ATS-W) for Hunter College for the program year 1999-2000 indicates that of the 267 teacher candidates tested 257 or 96% passed. Scores on the ATS-W for 2000-2001 indicate that of the 307 teacher candidates
13、 tested 301 or 98% passed. Scores on the Liberal Arts and Sciences Test (LAST) for 1999-2000 indicate that of the 276 who took the exam 256 or 93% passed. The test measures general knowledge in the Liberal Arts. Scores on the LAST for 2000-2001 indicate that of the 316 who took the exam 304 or 96% p
14、assed. A significant number of graduate teacher candidates upon completion of their degree are hired by the school district that has an on-going collaboration with Hunter College.Section 2:Relevant Policies and PracticesThe conceptual framework of Hunter College speaks about preparing skilled, carin
15、g and knowledgeable educators for teaching in urban educational settings. Four aspects of the work done at Hunter drive this mission. They are: respect for learners, social justice, knowledge and skills and professionalism. The Hunter College School of Educations graduate program in Childhood Education, grades 1-6, reflects its unique circumstances as a public urban institution, while advancing both the Schools Mission and Conceptual Framework, and modeling NCATE standards of excellence in teacher preparation programs
