TEACHER EDUCATION PROGRAMS
SCIENCE TEACHER
CANDIDATE HANDBOOK
Department of Secondary Education and Youth Services
Division of Education
Powdermaker Hall 150
(718) 997-5150
(718) 997-5152 (fax)
Website: www.qc.edu/SEYS
Table of Contents
Topic |
Page |
INTRODUCTION TO THIS HANDBOOK |
2 |
|
|
PROGRAM PHILOSOPHY |
2-3 |
|
|
PROGRAM GOALS |
3-4 |
Relationship of the Program to the Education Unit’s
Conceptual Framework |
4 |
DEGREES |
5-9 |
5 |
|
Program
Description |
5 |
Admission
Requirements |
5 |
Program
of Study |
6 |
Table
1: Secondary Science Education Minor |
6 |
7-8 |
|
Program
Description |
7 |
Admission
Requirements |
7 |
Program
of Study |
7 |
Table
2: Pre-requisites for Study in Secondary Science Education |
7 |
(3)
Master of Science in Secondary Science Teacher Education |
8-9 |
Program
Description |
8 |
Admission
Requirements |
8 |
Program
of Study |
8 |
Table
3: Graduate Studies in Secondary Education |
8-9 |
Graduate
Studies in Science |
9 |
PROGRAM POLICIES |
9-11 |
Academic
Standards and Professional Disposition |
9-10 |
Transfer
Credits |
10 |
Pre-service/Student
Teaching Requirements |
10 |
10-11 |
|
Cooperating
School Field Sites |
11 |
Research
Requirements |
11 |
Appendix A: Sample of the Major and Minor Undergraduate
Concentration Form |
12 |
Appendix B: Post ‐Baccalaureate Program
Program of Study Form |
13 |
Appendix
C: Bulletin For Secondary
Education Student Teaching |
14-15 |
Appendix
D: |
16 |
Appendix
E: Certification Seminars at QC |
17 |
Appendix F: MS Sci Ed Secondary Science Teacher
Ed Program Program of Study Form |
18 |
Rev 11/09
INTRODUCTION
Dear Prospective
Candidate:
Welcome to the Secondary Science Teacher Education
Program (SSTEP) at
Detailed information
about teaching and learning resources, faculty, student community, financial aid, academic programs, regulations and
recreational facilities can be found in the Queens College
Undergraduate and Graduate Bulletins, which can be obtained from the following addresses or at www.qc.edu :
Undergraduate Bulletin Jefferson Hall 117 |
Graduate Bulletin Office of Graduate Studies and Research Jefferson Hall 105 |
The SSTEP is
interested in working with you and helping you achieve your academic goals.
You are therefore
encouraged to contact us with your questions, concerns and needs. We will be
glad to assist you.
Dr. June K. Miller and Dr. Brian Murfin
Co-Program Directors for Science Education
Department of Secondary Education and Youth Services (SEYS)
Queens College, CUNY
Powdermaker Hall 150H
Flushing, New York 11367
Tel: 718-997-5156 & 718-997-5066
Fax: 718-997-5152
www.qc.edu/seys
PROGRAM PHILOSOPHY
The Secondary Science Teacher Education Program (SSTEP)
subscribes to the belief that all students have the
capacity to learn and should have the opportunity to do so regardless of their race, ethnicity, gender, religion, nationality,
disability or sexual orientation. Furthermore, it is our belief that one of the best ways to teach and learn
science is for teachers and students to engage in scientific
inquiry and activities that have meaning and relevance to their lives. Scientific inquiry and activities enable students to
construct their own scientific knowledge, acquire science
process skills and dispositions. In addition, they provide opportunities for students to engage in reflective dialogue to validate
what they have learned. We believe that the pursuit of
scientific knowledge does not take place in a vacuum, but within a dynamic historical, social, cultural, economic and political
context. Accordingly, science teachers must not
only be armed with science content and pedagogical knowledge, but a deep understanding
of the contexts in which science is practiced.
Recent reforms in science education at the state and
national level such as the introduction of State and National Science Education
Standards, advancements in science and technology, breakthroughs in cognitive research and development of
innovative technology-based science curricula have clear
implications for science teacher education. One major implication is that science teachers can not rely solely on dated textbooks
or lecture and laboratory methods to teach science. They
must be well educated in modern science and science education pedagogy and prepared to incorporate a wide variety of
student-centered strategies to reach diverse populations
of students in the 21st century.
The SSTEP educates science teacher candidates who will be
able to design learning environments that
will promote active, student-centered learning. Our program provides opportunities for science teacher candidates to acquire
knowledge and skills in the application of technology in the
science classroom. Teacher candidates in the SSTEP learn how to employ tools of research to aid all aspects of science
teaching, learning and assessment. In addition our program provides
opportunities and experiences that will enable science teacher candidates to analyze, interpret and apply proven science education
practices and research findings in their classrooms to
benefit students with different learning abilities and backgrounds. The
principle of life-long learning and reflective practice is the thread
that runs throughout our science teacher
education program.
PROGRAM GOALS
The goals of SSTEP at
1. Understand how students learn science at the middle
childhood and adolescence levels and are able to apply
this knowledge to actual classroom practice.
2.
Understand how
factors such as race, ethnicity, gender, language status, disability and other background factors affect students’ learning of science
at the middle childhood and adolescence levels and the
strategies for addressing them in the science classroom.
3.
Demonstrate knowledge of classroom
management principles and are able to select classroom
management strategies that will nurture students’ love for science learning, cooperation, respect for each others opinions and
ideas and responsibility for their own learning.
4. Are able to plan and implement lessons that are
inquiry-based or project-based, student- centered,
collaborative and address the needs of diverse students.
5.
Demonstrate understanding
of the theory of science assessment and are able to design, administer, analyze and interpret different types of
authentic assessments to enhance science teaching and
learning.
6.
Demonstrate
knowledge of curriculum development, implementation and evaluation and apply this knowledge in decision-making regarding the
selection and/or participation in innovative science
programs at the middle childhood and adolescence levels.
7. Are able to interpret State and national science
education standards and incorporate them in well-designed
science lessons.
8. Are able to select and use scientific tools, materials
and technology to enhance science teaching and
learning at the middle childhood and adolescence levels.
9.
Are able to identify
and use resources outside the classroom such as museums, professional scientific organizations, scientific research
laboratories, city and state parks, local scientists, parents and other places of scientific interest.
10.
Able to use a variety
of computer-based technologies to access, process, analyze and create products that will enhance science learning at the middle
childhood and adolescence levels.
11.
Demonstrate
understanding of school-home relationships and involve parent/guardians in student’s science learning at the middle childhood and
adolescence levels.
12.
Become lifelong
science learners who to take advantage of various resources and opportunities to further their professional growth.
Relationship of the Program to the Education Unit’s
Conceptual Framework
This program is aligned with the Core Values of
the Education Unit of “promoting Equity, Excellence, and Ethics
in urban schools and communities.” More specifically, the Education Unit is committed to preparing teachers and educational
professionals who:
· Build inclusive communities that nurture and challenge all learners (Equity)
·
Demonstrate
professionalism, scholarship, efficacy, and evidence-based and reflective
practice (Excellence);
and
·
Value
diversity, democracy, and social justice (Ethics).
Through the exploration of science as well as through the
exploration of exemplary practices in curriculum design,
adaptation, and instruction, this program also embeds the Standards for Reading Professionals established jointly by the
National Council for the Accreditation of Teacher Education
(NCATE) and the National Science Teachers Association.
DEGREES
The following
science teacher education programs are offered by the SSTEP at Queens College: (1) Baccalaureate degree - major in a
traditional science with a minor in secondary science
teacher education leading to initial certification in the following fields:
Biology, Chemistry, Earth Science (Geology) and
Physics; (2) Post-Baccalaureate Advanced Certificate in secondary
science teacher education leading to initial certification in the following fields: Biology, Chemistry, Earth
Science (Geology) and Physics; and (3) Master of Science in Secondary Science Teacher Education.
Since
education is a professional program subject to requirements from the NY State
Department of Education as well as the accrediting agency, The National Council
on Accreditation for Teacher Education (NCATE) there are frequent changes to
the teacher education programs in SEYS. Programs are updated more
frequently than the college bulletin and handbook, therefore up-to-date program
information available in the SEYS Department will over-ride information that
may differ from that in college bulletin and or handbook.
(1) Baccalaureate
Certificate Programs
Program Description
The undergraduate secondary science education program at
Under special
circumstances, non-science majors who have undergraduate degrees in other subject areas may apply to the undergraduate secondary
science education program. Contact the Director
of the Secondary Science Education Program for information.
Admission Requirements
To be accepted to the B.A. Minor in Secondary Science
Education leading to Initial Certification, a
candidate must apply and be admitted to Queens College. For details about admission requirements and procedure please refer to the
Queens College Undergraduate Bulletin or call
718-997-5614 or visit www.qc.edu
Note: Applicants with undergraduate science degrees should apply to the
Advanced Certificate Program for Initial Certification.
Note: All candidates intending
to student teach in the fall and spring semesters must complete a Student
Teaching Clearance Form during the spring semester prior to the Initial
Clinical Experience and be approved.
Program of Study
The preparation of undergraduate secondary science
education candidates is divided into four phases: (1)
preparation in the science content, (2) preparation in education, (3) field experience, and (4) preparation for New York State
Teacher Examination. The preparation in science content is based on New York State
Teacher Certification requirements,
Table 1: Secondary Science Education Minor
Course Number |
Title |
Credits |
Fieldwork |
SEYS
201 |
Historical, Social and Philosophical Foundations in Education |
3 |
25
hours |
SEYS
221 |
Development and Learning in Education |
3 |
25
hours |
SEYS
340 |
Language, Literacy and Culture in Education |
3 |
25
hours |
SEYS
350 |
Cognition, Technology and Instruction for Diverse Learners |
3 |
25
hours |
SEYS
362 |
Teaching Science in Middle & High Schools. |
3 |
25
hours |
SEYS
372.2 |
High School or Middle School InitialClinExp (***
Fall ONLY ***) |
2 |
100
hours |
SEYS
372.4 SEYS
382 |
Student
Teaching in Science for High School Curriculum and Assessment in Science (*** Spring ONLY ***) |
4 3 |
See
Pages |
The field experience provides candidates with the
opportunity to apply what they have learned in
their science and education courses in the classroom under the supervision of
an experienced science educator. Candidates are required
to spend a minimum of 150 hours of field experience in a middle and high school prior to pre-service
teaching experience. Upon completion of all major
and minor requirements, candidates take three State Teacher Certification
Examinations, the Liberal Arts and Science Test (LAST), the Assessment of
Teaching Skills Written Test (
In order to be
recommended for Initial New York State Teacher Certification, candidates must also take 4 seminars given through Continuing Education.
(See Appendices D, E, page 16-17)
(2)
Post-Baccalaureate Advanced Certificate Program
Program Description
The Post-Baccalaureate Advanced Certificate Program is
designed for graduate students with strong science preparation who have little
or no professional courses in education. It consists of pre-Masters graduate education courses that culminate in
a semester of student teaching at the middle and high
school levels. Upon satisfactory completion of the Program, graduates will earn a NYS Initial Certificate license to teach science
in grades 7-12.
Admission Requirements
To be admitted to the Post-Baccalaureate
Program in Secondary Science Education candidates must meet
the following criteria: 1
'Hold an
undergraduate degree in science with a minimum GPA of 3.0 or course work (21 + credits in a science discipline) 'Submit a statement
of purpose or essay -- stating why they want to pursue graduate studies in secondary science education at 'Submit 2 letters
of recommendation. |
1 See an advisor for an evaluation of
courses if undergraduate major is other than biology, chemistry, geology or
physics.
Program of Study
Candidates admitted to the Post-Baccalaureate Program in
Secondary Science Education take 21 credits in secondary education: SEYS
536, 700, 552, 562, 572.2, 572.4 and 582 (see Table 2). In addition, candidates must file a Program of Study Form, which
must be up-dated each academic year
of matriculation (see Appendix B, page 13).
Table 2: Pre-requisites Study in Secondary Science
Education
Course Number |
Title |
Credits |
Fieldwork |
SEYS
536 |
Educational Foundations |
3 |
30
hours |
SEYS 700 |
Language, Literacy and Culture in Education |
3 |
30
hours |
SEYS
552 |
Educational Psychology |
3 |
30
hours |
SEYS 700) |
|
|
school |
SEYS
562 |
Seminar in the Teaching of Science in Middle and High Schools
(Fall ONLY ) |
3 |
30
hours |
SEYS
572.2 |
Middle School or High School InitialClinExp |
2 |
100
hours |
|
(Fall ONLY ) |
|
|
SEYS
572 |
Student Teaching in Science for High School |
4 |
See
Pages |
(Co-requisite 582) |
and/ or Middle School ( Spring ONLY) |
|
14-15 |
|
And |
|
|
SEYS
582 |
Standards-Based Curriculum and Assessment in Teaching Science (Spring ONLY ) |
3 |
|
Please note that candidates must also take and pass all
the required New York State Teacher Certification
Examinations (LAST,
Note:
All candidates intending to student teach in the fall and spring
semesters must complete a Student Teaching Clearance Form during the spring
semester prior to the Initial Clinical Experience and be approved.
(3) Master of Science in Secondary Science Teacher
Education
Program Description
The M.S. in Secondary Science Education is designed for
teachers who have an Initial New York State Teaching
Certificate in science. The M.S. degree consists of 30 graduate credits divided
equally between advanced professional education
courses and graduate courses in the traditional sciences.
Admission Requirements
To be admitted to the M.S. in Secondary
Science Education Program candidates must meet the following criteria:
'Hold an undergraduate degree in science or science
education with a minimum GPA of 3.0. 'Have a NYS
Initial Certificate to teach secondary science. 'Submit a statement
of purpose or essay 'Submit 2 letters
of recommendation |
Program of Study
Candidates admitted to the M.S. in Secondary Science
Education Program take 15 credits of SEYS 701 + level
graduate education courses and 15 credits of graduate science courses in traditional science areas. In addition, candidates must
file a Program of Study Form, which must
be up-dated each academic year of matriculation (see Appendix F, page 18).
Table 3: Graduate Studies in Secondary Education
Course Number |
Title |
Credits |
Select one from: |
Educational Foundations |
3 |
SEYS 701 SEYS 702 SEYS 703 SEYS 704 SEYS 705 SEYS 706 SEYS 707
SEYS 720 |
A History of Ideas in Education The History of Education in the Philosophies
of Education The
Philosophy of Teaching School
and Society Introduction
to Comparative Education Major
issues in Education The Education of Immigrant’s Children in the United
States |
|
Select one from: |
Educational Psychology |
3 |
SEYS 710 SEYS 717 SEYS 718 SEYS 719 SEYS 738 SEYS 768 |
The Psychology of Adolescents Learning Theory in Education Classroom Management Understanding Group Behavior and Cultural Differences in Schools The Teaching Process Measurement and
Evaluation in Education. |
|
Select one from: |
Curriculum & Methods Courses in Science Education |
3 |
SEYS
753 SEYS 754 SEYS 767.3 |
Computer
Applications in Science Education Curriculum Innovations in Science Education
Workshop: Enhancing Enquiry in Science
Instruction |
|
SEYS
777 |
Educational Research |
3 |
Research in Science Education [I] (*** Fall ONLY ***) Research in Science Education [II] (*** Spring ONLY ***) |
Graduate Studies in Science
This refers to graduate course work in Biology,
Chemistry, Earth Science (Geology) and/or Physics undertaken
by a candidate to fulfill his/her science content requirement. Candidates in the M.S. in Secondary Science Education must satisfy science
content requirements that are determined with the
science advisor. Science content requirement refers to
graduate science course work that a candidate
undertakes in his/her field of certification. However, with written
permission from his/her science advisor, a candidate may take graduate
science coursework outside their certification area. Where possible content requirement course work should
aim to address understanding of the unifying
concepts and processes in science, scientific method and inquiry, science and its relationships to society,
science and technology, and the history of science.
A total of fifteen (15) graduate credits must be taken to satisfy the content requirement.
To remain in the masters program, candidates are
required to maintain a minimum GPA of 3.0. To obtain a Permanent/Professional
New York State Teacher Certification, candidates must
successfully complete their degree and fulfill all
PROGRAM POLICIES
All science teacher candidates are governed by the Queens
College Academic Policies and Rules stated in the Undergraduate Bulletin and
Graduate Bulletin. In addition, the following policies and rules apply.
Academic Standards and Professional Disposition
It is extremely important for a candidate admitted to a
program of study in secondary science education to
maintain high academic standards. This means maintaining the required GPA stipulated for the specific program. Professional
disposition is used here in its broadest sense to
mean a candidate’s beliefs, values, behaviors and attitudes towards the
teaching profession.
All SSTEP candidates are expected to demonstrate high
standards in their course work and field experience. In
addition, they must show a positive professional disposition at program entry, during transition and at graduation. Failure to
maintain high standards and demonstrate a
positive professional disposition will result in warning, probation and/or appropriate disciplinary action.
Transfer Credits
See policies and
procedures for transferring credits in the Undergraduate or Graduate Bulletin which ever may apply.
Pre-service/Student Teaching Requirements
Science teacher
candidates must have a minimum GPA of 2.75 in their major to enroll in SEYS 372/382. They
must have completed the following SEYS courses: 201, 221, 340,
350, 362 and 372.2(when applicable) with a minimum GPA of 3.0.
A minimum of 30 credits of the science
major should be completed before 372.4.
Similarly,
no post-baccalaureate candidate will be allowed to enroll in SEYS 572.4 &
582 without satisfactory completion of the
following SEYS courses: 536, 700, 552, 562 & 572.2 (when applicable). In addition,
post-baccalaureate candidates must fulfill content and foreign language requirements if they are to be
recommended for certification. They must earn a minimum grade of B in these
courses to be eligible to register for SEYS 572.4 and 582.
Upon satisfactory completion of all requirements in the
major (science content area) and SEYS course work, science
teacher candidates may enroll in pre-service teaching. Candidates will work
under the mentorship of a cooperating teacher for a minimum of four periods per
day, five days per week throughout the semester. During the
semester, pre-service science teacher candidate will be
observed three to five times by an experienced science education supervisor. Observations will focus on pre-service teachers’
instructional planning and implementation, teaching skills, classroom
management, interaction with students and teachers, overall disposition and professional growth during the
placement period.
The field experience is structured to facilitate
successful completion of targeted professional behaviors. Student teachers are expected to exhibit
responsible, observable and consistent professional behavior to demonstrate
their growing professional skills during the student teaching experience. Evaluation is a
continuous part of the total field experience and is a cooperative process
shared by the student, cooperating teacher, and
supervisor.
At any time during the field experience if there is an
indication of unacceptable performance, the cooperating teacher and/or the
supervisor will meet with the student to discuss concerns and implement strategies for improvement. After a
reasonable interval of time, if the cooperating teacher
and/or supervisor still feels that the student’s performance warrants further review, they may choose to contact the program
director or department chair. The program director or
department chair will work with the supervisor, cooperating teacher, and student to review the following options:
·
Define criteria
that must be met for candidate to remain in student teaching with a time-line
during which the candidate must demonstrate the satisfactory meeting of
stated criteria. ·
Recommend that
candidate withdraw from student teaching with the option of future placement with “Conditions”. ·
Recommend that
candidate withdraw from student teaching. |
Cooperating
School Field Sites
All pre-service teaching placements will be in the
Borough of Queens and
Research Requirements
Candidates in the M.S. in secondary education program
are required to demonstrate knowledge and competency in conducting research in
science education. Upon completion of a minimum of 21
credits, candidates may enroll to take SEYS 777 - Research in Science Education
[I] (offered Fall semester only) to study
basic theories and methods related to conducting educational research. Candidates complete a research project
or thesis in SEYS 778 - Research in Science Education [II] (offered Spring
semester only).
Appendix
A Sample of the Major and Minor
Undergraduate Concentration Form. Pick
up 3 part form at the Office for
Undergraduate Studies in Jefferson Hall.
Appendix B
DEPARTMENT
OF SECONDARY EDUCATION
POWDERMAKER
POST-BACCALAUREATE
PROGRAM IN SECONDARY SCIENCE TEACHER EDUCATION *
PROGRAM OF STUDY
Name:__________________________________________________ID:
________________________________________
Address_____________________________________________
Town__________________________Zip____________
Telephone:(______________________________________________Email:________________________________________
Degree(s)
Completed:_______________________________________________________________________________
Certification
Area:________________________________________
Graduate Studies in Education (21 Credits)
Semester |
Course |
Course Title |
Credits |
Grade |
|
|
536 |
Educational Foundations |
|
|
|
|
700 |
Language, Literacy and Culture in Education |
|
|
|
|
552 |
Educational Psychology |
|
|
|
Fall
__ |
562 |
Seminar in the Teaching of Science in Middle and High
Schools |
|
|
|
Fall
__ |
572.2 |
Middle School or High School Practicum |
|
|
|
Spg
__ |
572.4 |
Student Teaching in Science for High School and/ or Middle School |
|
|
|
Spg
__ |
582 |
Standards-Based Curriculum and Assessment in Teaching Science |
|
|
|
|
|
Total Credits: |
|
GPA: |
|
|
Date Taken |
Pass/Fail |
|
||
LAST (Liberal Arts & Sciences) |
|
|
|||
ATSW-W (Assessment of Teaching Skills - Secondary) |
|
|
|||
CST (Content Specialty - in subject area) |
|
|
|||
Child Abuse *
(Also Available On-Line) |
|
|
|||
School Violence
* (Also Available On-Line) |
|
||||
Substance Abuse |
|
||||
School Safety |
|
||||
*
NB: Must also have completed 30 cr. hr. in Science Content Specialty plus at
least 6 cr. hr. of additional science.
Student Signature:_______________________________________ Date:__________________________________
Advisor:_______________________________________ Title:__________________________________
Signature:_____________________________________ Date:___________________________________
BULLETIN FOR SECONDARY EDUCATION STUDENT TEACHING
I.
Background
Information
Permission for student teaching
is given to those students who have been approved by their Major Department for
scholarship in
subject matter and by the Education Department for work in the professional
sequence, and who have a satisfactory medical and tuberculin test.
Since the Teacher Education Program at
II.
College
Regulations
Students are required to spend a minimum of 4 hours
(approximately 5 to 6 periods) a day in an assigned school every school day for a minimum of
15 weeks. (See “Minimum Hours Required” for detailed definition of “hours.”)
In NYC schools students
must teach both a 9th grade class and an upper grade class. [Exception:
If a particular Science
is not offered on both grade levels (i.e. Chemistry may not be offered in MS or
9th grade) then Science students can teach two classes on one grade level.]
Students assigned and accepted
by Long Island Districts may follow this same (9th/upper
grade) model OR may follow
the typical Long Island District model of Y2 semester in a middle school and Y2
semester in the high school (still 5-6 periods a day).
Holidays/Absences: The student teacher has the same
responsibilities for reporting and attending as does any employed teacher. With regard to
holidays, students are to follow the calendar of the public school where they
are assigned. The
only excused absences are for illness and when this occurs, the student is
required to notify both the cooperating teacher and college supervisor. All absences must be made
up prior to the final transition week of the experience.
Minimum Hours Required: The student's total preparation must include at least
160 hours of supervised instructional experience (80 hrs. on each grade
level). Please note that for the purposes of State Certification, school clock hours may not be calculated by
school periods, unless those periods extend for 1 hour. Accordingly, since most secondary schools maintain periods
ranging from 37-45 minutes, every 3 periods for which you are in attendance and actively participating in an
approved activity, will be considered as 2.5 hours toward the required hours.
III.
Experiences
in the Classroom
Each student is to be assigned a
teacher, designated as the "Cooperating Teacher," who will take
responsibility for the
student teacher's day-to-day supervision. The student will teach two classes
each day, observe the Cooperating Teacher teaching another class, and spend time
conferencing, planning and other activities related to teaching. This supervised instructional
experience is to include such activities as:
1)
Actual classroom
teaching with follow-up conferences
2)
Working with
groups of students under the teacher’s direction
3) Working with extracurricular
programs
4) Working with homeroom activities
IV.
Supervision
Supervision of student teacher
is the mutual responsibility of the Cooperating Teacher and the College
Supervisor. The
College Supervisor will do a minimum of three formal observations, observing
each student in both the 9th grade class (or middle school)
and in the upper grade (10th, 11th, or 12th
grade) class. The College Supervisor will confer
with the Cooperating Teacher to discuss the student’s progress and will be
available for additional conferences if
special problems develop.
V.
Role of
Cooperating Teacher
A Cooperating Teacher is a
reflective practitioner who can provide day-to-day mentoring to a student
teacher helping
him/her to put theory into practice and to reflect upon their performance. The
College Supervisor supports that role by helping the student gain insight into teaching concerns of
a broader nature than those of a particular school. The College Supervisor’s and Cooperating
Teacher’s comments and evaluations may, therefore, emphasize differing phases of preparation
for teaching.
VI. Evaluation
The SEYS Department,
Consistent with this
accreditation process, the Cooperating Teacher and the College Supervisor
complete evaluation forms
as a record of the student's progress during the semester. These forms will
serve both as statistical support for accreditation and as a worksheet from which the final
evaluation is made. Although every College Supervisor is responsible for consultation with
the Cooperating Teacher in arriving at final evaluation for the student
teacher, college
regulations stipulate the College Supervisor is responsible for making the
final determination.
VII. Tuition Waiver
The Cooperating Teacher with
major responsibility for supervising a student teacher will be issued a waiver
of tuition for one
3-credit course at any CUNY school. The tuition waiver may be used within the
subsequent three academic sessions (including the Summer session) and only by
the person to whom it is issued (CUNY policy).
If a student is assigned to two
distinct Cooperating Teachers on two different grade levels, each Cooperating Teacher is entitled to a waiver.
If the student is assigned to the same Cooperating Teacher at two different
grade levels, that
Cooperating Teacher is entitled to a waiver for each grade level supervised (effective
September 2006).
Appendix D
Notice from the Office of Teacher
Certification
Teacher Certification Office – Delany Hall – Room G10
(718) 997-5547/45Fax (718) 997-5467
Completion of Education Program – Bachelor’s,
Post-Bachelor’s, Master’s
Completion of (4) Seminars for First certification
Child Abuse (Also online at www.childabuseworkshop.com)
School
Violence (Also online at www.violenceworkshop.com)
Substance
Abuse
S chool
Safety
All Seminars provided by Continuing
Education.
Register at
Kiely Hall – Room 111 (718) 997-5704
Copies will be
collected in your last semester
Check requirements with us if you already have a NYS
Teaching Certificate
LAST (Liberal Arts &
Sciences)
Register at www.nystce.nesinc.com (Framework/Sample
questions on website) Test Prep for LAST,
Fingerprint records must be sent to
Call 518 473-2998 for packet
Monday, Wednesday or Friday
If you were already fingerprinted
by a NYS education dept, you may confirm clearance
of your records by calling 518 473-2998. If you were fingerprinted
by NYCDOE, you may call 718 935-2666/7 to request transfer of records to
Dept
of Education websites – insideschools.org or www.schoolspring.com
The following seminars are available as 3 hours seminars given on one day each at
Alcohol and Drug Abuse Child Abuse
) School Violence
School Safety
In addition, Test Prep mini- courses
are also available at
Contact this office for further information.
Other
Information:
Finger Print Packets: (518)473-2998 Open Monday,
Wednesday, and Friday New York State
Teacher Certification Exams: www.nystce.nesinc.com Student Education Department: (518)474-3901
www.nysed.gov or www.highered.nysed.gov/tcert/ For more information, call (718) 997-5704
Please register in KIELY
Appendix F
DEPARTMENT
OF SECONDARY EDUCATION
POWDERMAKER
MASTER
OF SCIENCE IN SECONDARY SCIENCE TEACHER EDUCATION
PROGRAM OF STUDY
Name:__________________________________________________ID:
________________________________________
Address_____________________________________________
Town__________________________Zip____________
Telephone:(______________________________________________Email:________________________________________
Degree(s)
Completed:_______________________________________________________________________________
Certification
Area(s):______________________________________
Fill in Graduate Education Courses you’ve completed (15 Credits max))
Semester |
Course # |
Course Title |
Credits |
Gr Earned |
Fill
in Graduate Science Content courses you’ve completed which satisfy the science
core
requirements (15 Credits max from 500-700 level courses)
Semester |
Course # |
Course Title |
Credits |
Gr Earned |
Candidate’s Signature__________________________________________ Date
Advisor_____________________________________________________ Title
Advisor’s Signature____________________________________________ Date