The MST Adolescence Education Program for teaching English is designed to meet the teacher certification regulations of the New York State Education Department, the Council for Accreditation of Educator Preparation (CAEP) standards, the standards of the National Council of Teachers of English (NCTE), as well as Advisory Board recommendations and alumni feedback. This program is nationally recognized by the National Council of Teachers of English (NCTE). The program leads to initial/professional certification in Adolescence English Education (Grades 7-12) with a 5-6 extension. 

Program Student Learning Outcomes:

Adolescence Education: English M.S.T. candidates will be able to:

• demonstrate strong knowledge and application of ELA instructional planning by creating a multi-genre/multi-modal summative unit assessment that aligns with their unit standards, objectives, and essential question(s).
• demonstrate responsibility of ELA teachers by providing at least one example of instructional feedback from a mentor teacher and/or supervisor, along with a reflection of how they used the feedback to help inform their practice.
• demonstrate knowledge and application of learners and learning in ELA by identifying learner needs and the resources and strategies needed to successfully implement instruction through the use of current theory and pedagogy.
• implement instruction that uses a variety of resources and technologies and incorporates theories, research, and knowledge of students to support and engage all learners in meeting learning goals.

Additional Degree Information

All degree candidates are required to successfully complete a Culminating Experience in the School of Education and Professional Studies designed to synthesize their academic experiences. In this program, GRED 671 - Developing a Professional Teaching Portfolio  will fulfill the Culminating Experience requirement.

Candidates will be required to complete all New York State teaching requirements to earn initial certification. This will include completion of PHTH 530 - School Health CA 2 SAVE DASA  (3 credits) and achieving passing scores on the New York State Teacher Certification Exams. These are subject to change.

Student progress is carefully monitored throughout the program based on demonstration of appropriate knowledge, skills and dispositions. Students are provided with information on program expectations in their first semester. Students not making satisfactory progress will be counseled by their adviser and may be dropped from the program.