Education
Chair: Mary Lee Griffin
Coordinator: Vicki L. Bartolini, Mary Lee Griffin (Elementary Education), Scott Gelber (Secondary Education)
Department home page: http://www.wheatoncollege.edu/Acad/Education/
The offerings of the Education Department serve those interested in the liberal study of education as well as those preparing for a career in teaching. While no major is offered, courses in education include opportunities for teaching and for meeting licensure requirements for public school teaching at the early childhood (Pre-K - 2), elementary (1 - 6) and secondary (8 - 12) levels in Massachusetts.
Minor
Students who are planning to seek licensure with a minor in education and student teaching in their senior year should consult with the appropriate coordinator as soon as possible in their Wheaton career. Early, careful advising enables students to plan their four-year schedules to meet all Massachusetts licensure requirements. All education courses required for licensure involve field study and training in area schools. Students considering teaching in independent schools or charter schools may not need to be licensed, although licensure is sometimes required by employers.
Current information about the performance of Wheaton graduates on the Massachusetts Tests for Educator Licensure (MTEL) is available for the Class of 2000 and the Class of 2003.
Criteria for Admission to Minor Programs
Upon entry into Educ 240, Educ 250 or Educ 260, a student may apply to enroll in the Education Department's minor concentration. This process involves three steps: first, the student meets with the appropriate Education Department coordinator for planning and assessment; second, the Minor Concentration Form must be approved by the coordinator and the student's major advisor; and third, the student submits the form to the college registrar.
Criteria for Retention and Admission to the Practicum and for Licensure
All students seeking licensure must take and pass the Communication and Literacy sections of the Massachusetts Tests for Educator Licensure (MTEL) BEFORE the fall of the Senior Year as a condition for entry into senior level curriculum courses and the Practicum. Additionally, the subject matter tests for elementary (MTEL General Curriculum) and early childhood (MTEL Early Childhood) licensure minors must be passed prior to student teaching. The MTEL Foundations of Reading Test (elementary and early childhood licenses), and the specific subject matter for Secondary subjects, must be taken before completion of student teaching and graduation. Normally, to gain admission to the practicum, students must maintain a GPA of B- and receive a B- or better in education curriculum courses. Students must also be in good social standing in the college in order to participate in the practicum (or any education courses with fieldwork components). Students must demonstrate satisfactory completion of fieldwork experiences and show promise of fulfilling the Massachusetts Licensure Standards. Completion of the practicum does not guarantee licensure. To achieve Massachusetts licensure, students must demonstrate basic competency in the Massachusetts Department of Education Professional Teaching Standards and pass all relevant sections of the Massachusetts Tests for Educator Licensure (MTEL). Students then apply to the state to be licensed.
Requirements for licensure
Described below are the specific requirements for Massachusetts teacher licensure at the early childhood, elementary and secondary levels, as well as departmental requirements for the general minor. All students seeking licensure must take and pass the Communication and Literacy sections of the Massachusetts Tests for Educator Licensure (MTEL) BEFORE the fall of the Senior Year as a condition for entry into senior level curriculum courses and the Practicum. Additionally, the subject matter tests for elementary (MTEL General Curriculum) and early childhood (MTEL Early Childhood) licensure minors must be passed prior to student teaching. The MTEL Foundations of Reading Test (elementary and early childhood licenses), and the specific subject matter for Secondary subjects, must be taken before completion of student teaching and graduation.
Students seeking licensure in either program must also undertake at least one January, spring or summer internship in an educational setting prior to student teaching. This internship should be at least 40 hours in duration and should be undertaken through the auspices of the Filene Center. A record of this internship will go in the student's Education Department file.
Finally, students must have achieved a B- cumulative GPA, at least a B- in the curriculum courses, maintained overall "good social standing" within the college, and obtained permission from the department in order to gain admission to the student-teaching practicum.
Early Childhood Education: Teachers of Students With or Without Disabilities (Pre-K - 2)
To qualify for licensure, a student must complete the major concentration and a minor program in early childhood education with appropriate course work. He or she must also pass the following three Massachusetts Tests for Educator Licensure: MTEL Communication and Literacy, MTEL Foundations of Reading and MTEL Early Childhood Subject Test.
Major requirements for early childhood education
A Wheaton student will complete a major concentration (usually equivalent to at least 36 semester hours of credit) in a liberal arts field relevant to early childhood education. Please consult the departmental coordinators to determine appropriate subjects for the major.
Print a minor planning worksheet
Minor requirements in early childhood education
A student must complete the prepracticum and the practicum. The prepracticum consists of courses and experiences specifically designed to meet the licensure standards. The practicum involves full-time student teaching and practice in the role of a classroom teacher at cooperating schools. The following prepracticum courses are required: two of the three courses Educ 240, Educ 250 and Educ 260; Educ 251; Educ 375; Educ 385 and Educ 390. All of these, as well as required arts, sciences and humanities distribution course work, must be completed before the two practicum courses, Educ 396 and Educ 395. Also required are Eng 286, Math 133, Psy 203 and one of the following: first aid, lifesaving or CPR training. Field work training: A student must complete a minimum of 20 hours of classroom observation, tutoring and teacher assisting in each of two prepracticum courses. Licensure regulations are determined by the state of Massachusetts; thus, students must stay abreast of possible changes.
Practicum requirements
During the senior year, a student will complete a semester-long, two-and-one-half-credit student teaching practicum plus a one-credit seminar in teaching methods. While student teaching, Wheaton students will intern at the cooperating schools for the entire school day and will follow the public school calendar. Students may take only one additional Wheaton credit during the semester and this must be fulfilled after the regular school hours. A student must notify the department chair of any incomplete grade from the previous semester. An incomplete may disqualify the student from admission to the practicum. One hundred hours of practicum must be completed at the Pre-K through kindergarten level and 200 hours at the 1 - 2 level. One setting must be an inclusion classroom.
Arts, sciences and humanities distribution course work in the field of early childhood education
A student must also take approximately nine courses equivalent to 36 semester hours of credit in the following areas: psychological foundations, children's literature, the sciences, mathematics and the social sciences. These requirements are normally met by careful selection of liberal arts courses that fulfill Wheaton's general distribution requirements. Consult the departmental coordinators for a list of courses that are especially recommended. Specifically, students are also required to take Math 133 to fulfill their mathematics requirement, unless a waiver is granted by the Mathematics Department. Licensure regulations are determined by the state of Massachusetts; thus, students must stay abreast of possible changes.
Elementary Education (Grades 1 - 6)
To qualify for licensure, a student must complete the major concentration and a minor program in elementary education and take appropriate course work in the interdisciplinary field of elementary education. He or she must also pass the following three Massachusetts Tests for Educator Licensure: MTEL Communication and Literacy, MTEL Foundations of Reading and MTEL General Curriculum Test.
Major requirements for Elementary Education
A Wheaton student will complete a major concentration (usually equivalent to at least 36 semester hours of credit) in a liberal arts subject-matter field relevant to elementary education. Please consult the departmental coordinators to determine appropriate subjects for the major.
Print a minor planning worksheet
Minor requirements in Elementary Education
A student must complete the prepracticum and the practicum. The prepracticum consists of courses and experiences specifically designed to meet the licensure standards. The practicum involves full-time student teaching and practice in the role of a classroom teacher at cooperating schools. The following prepracticum courses are required: two of the three courses Educ 240, Educ 250 and Educ 260; Educ 251; Educ 385 and Educ 390. All of these, as well as required arts, sciences and humanities distribution course work, must be completed before the two practicum courses, Educ 396 and Educ 395. Also required are Math 133 and Math 141, Psy 203 and one of the following: first aid, lifesaving or CPR training. Field work training: A student must complete a minimum of 20 hours of classroom observation, tutoring and teacher assisting in each of two prepracticum courses. Licensure regulations are determined by the state of Massachusetts; thus, students must stay abreast of possible changes.
Practicum requirements
During the senior year, a student will complete a semester-long, two-and-one-half-credit student teaching practicum plus a one-credit seminar in reflective teaching practices. While student teaching, Wheaton students will be at the cooperating school for the entire school day and will follow the public school calendar. They may take only one additional Wheaton credit during the semester and this must be fulfilled after the regular school hours. A student must notify the department chair of any incomplete grade from the previous semester. An incomplete may disqualify the student from admission to the practicum.
Arts, sciences and humanities distribution course work in the field of elementary education
A student must also take approximately nine semester courses equivalent to 36 semester hours of credit in the following areas: literature, the sciences, mathematics and the social sciences. These requirements are normally met by careful selection of liberal arts courses that fulfill Wheaton's general distribution requirements. Consult the Education Department faculty for a list of courses that are especially recommended. Specifically, students are also required to take Math 133 and Math 141 to fulfill their mathematics requirement, unless a waiver is granted by the Mathematics Department. Licensure regulations are determined by the state of Massachusetts; thus, students must stay abreast of possible changes.
Secondary education (grades 8 - 12) (Modern foreign languages: 5 - 12)
Students may prepare for Massachusetts teacher licensure in a secondary school in one of the following major concentrations: English, history, mathematics, biology and three modern foreign languages: French, German and Hispanic Studies. To qualify for licensure, a student must complete appropriate courses in the major and fulfill the course requirements leading to a minor in secondary education. He or she must also pass the appropriate sections of the Massachusetts Tests for Educator Licensure.
Print a minor planning worksheet
Major and minor requirements in secondary education
Massachusetts licensure standards require demonstration of subject-matter competence as well as teaching competence during the student teaching practicum. Each participating academic department has therefore developed a specific set of course requirements and other experiences in the major that fulfill the subject-matter standards. Before students undertake a secondary education program, they must consult with their major advisor and the secondary education program coordinator. At that time, the student and department advisor will plan a major program that meets the subject-matter requirements of the Massachusetts licensure standards, as well as the minor program to fulfill the student's minor concentration requirements in secondary school education.
A student must take the following prepracticum courses: two of the three courses Educ 240, Educ 250, and Educ 260; Educ 251, Educ 270 and Educ 391. All of these must be completed before the practicum courses, Educ 396 and Educ 395.
Field work training
A student must complete a minimum of 75 hours of pre-practicum and internship experience in school settings, including field placements for education courses and a minimum 40-hour internship, which is typically planned with the Filene Center during January or May.
Practicum requirements
During the senior year, a student will complete a semester-long, two-and-one-half-credit student teaching practicum plus a one-credit seminar in teaching methods. While student teaching, the Wheaton student will intern at the cooperating school for the entire school day and follow the public school calendar. The student may take only one additional Wheaton credit during this semester and this (full-credit or half-credit) course must meet after the close of school. Students must notify the department chair of any incomplete grade from the previous semester and this may prevent admission to the practicum.
General Minor in Education
Print a minor planning worksheet
Upon application, a student may be admitted to a general minor in education. Normally this does not include preparation to teach, but rather provides an opportunity to study specific issues and related topics in education. Five courses are required, three of which must be education courses. The remaining two courses need not be within the department so long as they are appropriately related to the subject of study. One 300-level course is required. Permission of the Education Department faculty is necessary.
Courses
Foundations of education
Students fulfill the foundations of education requirement by taking two out of the following three courses:
240. Multiple Perspectives on Literacy
This course explores the roles of teacher and learner through the lens of students' literacy development. Classroom contexts and the intersection of home, community and school form the foundation of this field-based course. Through a shifting focus on theory and practice, students conceptualize and reconceptualize the roles of teacher and learner.
(Mary Lee Griffin)
Connections:
Conx 20070 Language and Literacy
250. Schooling in America
A survey of the American school, emphasizing historical and sociological perspectives. Readings will focus on the history, goals and structure of American schools, as well as current issues such as the standards movement and recent innovations such as multicultural education.
(Scott Gelber)
Connections:
Conx 20053 Schooling in Modern Society
260. Teaching and Learning
This course has its focus at the crossroads where theory and educational practice intersect. Through readings, discussions and field experiences, students will examine their beliefs as well as myths and metaphors related to teaching and learning. Weekly field work is required.
(Vicki L. Bartolini)
Perspectives on the learner
225. Global Education for Intercultural Competence
This course is intended to introduce students to the fundamental concepts associated with intercultural competence. It is also intended to make them more aware of the skills, attitudes and knowledge necessary for global citizenship as they embark on a cross-cultural immersion experience. Its central premise is that our past, present and future raise questions that can only be understood when we look beyond our borders. As such, success in negotiating this increasingly complex, interdependent and interconnected world requires that we understand these issues and the forces that shape them.
Students will be introduced to theories of globalization and cross-cultural communication. They will also explore how the values they hold complement or diverge from the global processes at work and in the end, have a more developed sense of their obligations as global citizens.
251. Special Education, Pre-K - 12
This course surveys the history of special education in the United States, including national and state special education laws and procedures for identifying and servicing children with special needs. Current special education models and strategies for working with children with special needs in the regular classroom will be examined. Field observation is required (9 hours).
(Marge Werner)
270. Issues of Adolescent Development
Multiple perspectives on the physical, cognitive and psychosocial transitions related to adolescent development. Topics include current versions of developmental theory; specific issues related to early, middle and late adolescence; the adolescent peer culture; sexualities and sex education; multicultural issues in adolescence; and changing male/female roles. Field experience is required (20 hours).
This course is cross-listed with Psy 270.
(Peony Fhagen-Smith)
Connections:
Conx 23006 Sexuality
275. Learning in the Social Sciences
This course examines the literacy skills needed for social studies reading and writing. Through a dual focus on pedagogy and social studies content, the course explores theoretical perspectives, methods and materials brought to bear on the study of history, geography, economics, and civics and government in the elementary classroom. Massachusetts Curriculum Framework for History and Social Science outlines academic content and skills essential to the study of human experience past and present.
(Mary Lee Griffin, Claire L. Mallette)
299. Selected Topics
A course for interested students on aspects of the American educational system, the content and topics of which are determined according to the interests of the students and instructor. This course is offered at the discretion of the department.
375. Issues in Early Care and Education
This course examines complex issues determining and affecting the quality of early care and education for young children. Current research related to notions of childhood as well as national and international policies will be discussed. Students choose among several options for off-site visits, according to interests, transportation and scheduling availability.
(Vicki L. Bartolini)
Curriculum and methods
371. Early Childhood Curriculum
This course is designed to develop an understanding of teaching and learning in the early childhood classroom (Pre-K through 3). Planning, instruction and evaluation phases of teaching will be examined with a focus on the curriculum areas of math, science, health, art and movement. Curriculum frameworks, integrated curriculum methods and developmentally appropriate practices will be an integral part of the course. A minimum of 20 hours field work is required, scheduled as a lab. A series of workshops in health, expressive arts, technology and the integrated curriculum will be held throughout the course.
(Vicki L. Bartolini)
Connections:
Conx 23015 Learning to Learn in Math and Science
381. Elementary Curriculum
This course is designed to develop a conceptualization of teaching and the role of the teacher in elementary education (grades 1 - 6). The planning, instruction and evaluation phases of teaching will be examined with a focus on the curriculum areas of math and science. A minimum of 20 hours field work is required, scheduled as a lab. A series of workshops in the expressive arts, health, technology and the integrated curriculum completes the course.
(Vicki L. Bartolini)
Connections:
Conx 23015 Learning to Learn in Math and Science
385. Teaching Math and Science
This course is designed to develop a conceptualization of teaching and the role of the teacher in early childhood and elementary education settings (grades Pre-K - 6). The planning, instruction and evaluation phases of teaching will be examined with a particular focus on the curriculum areas of math and science. A minimum of 20 hours field work is required, scheduled as a lab. A series of workshops in the arts, health, technology and MTEL test preparation complete the course.
Previously "Early Childhood and Elementary Curriculum"
(Vicki L. Bartolini)
Connections:
Conx 23015 Learning to Learn in Math and Science
390. Teaching of Reading and the Language Arts
An introduction to reading, writing and related language activities in early childhood and elementary education with emphasis on the development of an understanding of the reading process. The appropriateness of current curricula, methods and materials will be considered in light of philosophical and practical objectives. A minimum of 20 hours of field work, scheduled as a lab.
(Mary Lee Griffin)
Connections:
Conx 20012 Reading Children
391. Secondary School Curriculum
A study of the secondary school curriculum (grades 8-12) with emphasis on approaches to teaching at the secondary level and the methods and practices used. Discipline-specific training in teaching methods will be provided. Field experience: a minimum of 20 hours of classroom observation and participation in area secondary schools. Open only to seniors who plan to student teach.
(Scott Gelber)
The practicum in teaching
395. Seminar in Teaching Methods
A series of two-hour seminar sessions that use the Massachusetts Professional Standards for Teachers to focus on effective instructional strategies and classroom management techniques. The seminar provides opportunities for reflection, support, sharing and guidance during student teaching. The seminar must be taken concurrently with Educ 396. (one credit)
Section 1. Early Childhood (Vicki L. Bartolini, Mary Lee Griffin)
Section 2. Elementary (Vicki L. Bartolini, Mary Lee Griffin)
Section 3. Secondary (Scott Gelber)
396. Student Teaching Practicum in the Public Schools
A full-time, full-semester student-teaching experience in which students assume increasing professional responsibility for teaching in a local public school. Concurrent enrollment in Educ 395 is required. By permission of the instructor.
Section 1. Early Childhood (Vicki L. Bartolini, Mary Lee Griffin)
Section 2. Elementary (Vicki L. Bartolini, Mary Lee Griffin)
Section 3. Secondary (Scott Gelber)
Peer counseling and tutoring
020. Developmental Issues for College Students
An introduction to student development theories, this course is one component of the residence hall staff selection process. Areas addressed will include leadership styles, values clarification and interpersonal skills.
022. Intellectual and Social Development in the College Years
College transitions highlight intellectual and social development in late adolescence. Change may promote instability or higher functioning. Outcomes may be mediated by a range of support. This course, for preceptors, explores college student development/coping and the efficacy of transitional support systems.
026. Introduction to ESL Tutoring
030. Head Residents Seminar
Designed for head residents, this course will help students develop the skills required for leadership and program planning roles in residence halls. Specific issues such as homophobia, prejudice and racism will be addressed.
220. Introduction to Tutoring Writing
An introduction to the theory, methods and practice of tutoring in the writing of essays and other college assignments. As peer tutors, students will provide assistance to other students through individual tutoring and perhaps workshops. (previously EDUC 025)
(Susan Dearing)
Summer Internship
070. Brighton Internship Program
This course, typically offered in the summer, places Wheaton education minors for two weeks as classroom interns in British primary school classrooms. The two school sites are Woodingdean Primary School and Down's View School, both in Woodingdeen, U.K. This experience allows Wheaton education students to observe and learn about British literacy and numeracy practices as well as the education implication of implementing a national curriculum in these school settings, one a "typical school," the other a school for profound special needs students.
(Mary Lee Griffin)