Nyack College School of Education Undergraduate Handbook Table of Contents

Introduction and Welcome ............................................................................................................................................ 1Accreditation and Certification ................................................................................................................................. 1School of Education Mission Statement and Logo .......................................................................................... 2Conceptual Framework of the School of Education.......................................................................................... 2Underlying Philosophy of the School of Education ........................................................................................... 3Aim and Goals of the School of Education .......................................................................................................... 5Nyack College Standards for the Teacher Candidate .................................................................................... 6Faculty and Staff of the School of Education .................................................................................................... 8Pursuing a Teacher Education Program ...............................................................................................................10 Declaring Majors, Minors and Specializations......................................................................................10 School of Education Program Admission Requirements........................................................................11 Retention in a Teacher Education Program...........................................................................................11 Adolescent Education Programs ............................................................................................................12 Childhood Education & Early Childhood Education Programs............................................................25 Music Education Program .....................................................................................................................41 Teaching English to Speakers of Other Languages (TESOL) Program.................................................51Other Information .........................................................................................................................................................57 Transfer Student Admission Guidelines .................................................................................................57 Admission to Certification-Only Program .............................................................................................57

Assessment of Teacher Candidates .....................................................................................................................58 Academic Requirements .........................................................................................................................58 Testing Requirements .............................................................................................................................59

Field Experiences.........................................................................................................................................................60 30 Hours of Independent Field Experience............................................................................................60 First Year Field Experience (EDU 191L) ..............................................................................................60 Second Year Field Experience (EDU 291L and 292L) ..........................................................................61 Third Year Field Experience (ED_ 391L, ED_ 392L, and EDM 491L for Music Ed) ...........................61 School Contact Lists...............................................................................................................................62

Student Teaching Program.......................................................................................................................................64 Admission to Student Teaching ..............................................................................................................64

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Student Teaching Placements.................................................................................................................65 Student Teaching Abroad .......................................................................................................................65 Requests for Student Teaching Placements Outside Local Area............................................................66 Evaluation of Student Teaching..............................................................................................................67 Policies...................................................................................................................................................67 Liability Protection ................................................................................................................................68

Teacher Education Resources................................................................................................................................69Preparing for a Professional Teaching Career....................................................................................................71 Diagram of the Process..........................................................................................................................71 Counting the Cost...................................................................................................................................71 Certification ...........................................................................................................................................72 Obtaining a Teaching Position...............................................................................................................73 Finding a Master’s Program..................................................................................................................74

Alumni ...............................................................................................................................................................................74Appendix I: Forms ........................................................................................................................................................75Appendix II: APA Writing Style Guide Modified for the School of Education...................................76

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Introduction and Welcome

Nyack College is committed to training Christian professionals seeking to integrate their faith into their teaching careers, whether in the public or private school setting. As you begin your initial teacher preparation program here, we hope you will catch the love of learning and strive throughout your professional career to become a “lifelong learner.” The members of the School of Education welcome you into this program, and will endeavor to guide and direct you in your chosen career path. We challenge you to continue to prayerfully seek God’s guidance in all of your choices. This handbook is designed to inform you of the policies and procedures of the School of Education for each year of your program. We trust you will become familiar with these policies and procedures in order to plan your program wisely. If you have any questions, please see your advisor. Welcome and God Bless You! Accreditation and Certification

Nyack College is chartered by the Board of Regents of the University of the State of New York. It is accredited by Middle States Association of Colleges and Secondary Schools. The Early Childhood Education, Early Childhood-Childhood Education, Childhood Education, Adolescent Education, TESOL, Music Education, and Master’s in Education curricula are approved programs under the provisions and regulations of the Commissioner of Education and the Division of Teacher Education and Certification of the Department of Higher Education of the State of New York. The teacher education programs of Nyack College have also been accredited by the Association of Christian Schools International (ACSI) for the preparation of teachers for a ministry in Christian school education. Teacher candidates, upon successful completion of these programs of study, will also be awarded an ACSI teaching certificate. The School of Education is nationally accredited by the National Association for the Accreditation of Teacher Education (NCATE). The Adolescent English, Adolescent Mathematics, Childhood Education, Teaching English to Speakers of Other Languages, and Music Education programs have been nationally recognized by their respective professional organizations; the other programs are in the process of review by their respective professional organizations.

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School of Education Mission Statement & Logo

The mission of the School of Education at Nyack College is to prepare and equip teacher candidates spiritually, intellectually, and socially to provide ethical, exemplary, equitable instruction to a diverse student population in a variety of cultures, contexts, and communities.

Conceptual Framework of the School of Education “You are the salt of the earth...” (Matthew 5:13) The conceptual framework of the School of Education reflects a set of beliefs and expectations that guide our professional education program, and is represented by the SALT conceptual framework that focuses on the central aspects of the college goals and this unit’s mission statement. Our conceptual framework is organized around four strands of competence for teacher candidates: understanding the impact of culture—service; acquisition of a knowledge base—academics; a vision for improvement—leadership; and development of pedagogical skills—teaching. At the center of the four strands of the conceptual framework is a deep concern on the part of the faculty for the spiritual, intellectual and professional development of the teacher candidate. The unit’s conceptual model reflects both content and process. Each strand represents an essential component of the professional education model and is further refined through the identification of indicators of competence within each strand. The Service component addresses

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the importance of the individual and group in a variety of cultures, contexts and communities. Academics emphasizes professional teacher preparation in disciplines, theories, and connections. Leadership links the teacher candidates’ shared vision, effective communication skills, and professional development, as they serve communities. Teaching stresses the preparation and equipping of teacher candidates to demonstrate reflective planning, collaborative teaching strategies, and effective assessment practices. Each component of the conceptual framework informs and defines the others. These four components are girded by our underlying philosophy regarding the development and application of the conceptual framework. Matthew 5:13 provides the inspiration for the SALT acronym used in the conceptual framework. Teacher candidates are instructed to be “the salt of the earth.” This summarizes the belief that candidates and professional faculty in the School of Education strive to become, by God’s grace, individuals who reflect the properties of salt. They are to season and enrich the lives of others. They are to become the preservative of hope and encouragement to others. They are to become a healing agent serving others who need help overcoming the difficulties of life. The SALT acronym reflects the Nyack College theme through its emphasis on pursuing truth (academics) and preparing candidates for service (service, leadership and teaching). Underlying Philosophy of the School of Education The unit shares the vision of the college to develop candidates who pursue truth and are prepared for service. The core value of the college to emphasize the integration of faith, learning, and personal transformation is central to the underlying philosophy of the unit. Teacher candidates are prepared using the lens of evangelical Christianity to focus content and pedagogy in order to become capable, caring, reflective professional educators serving communities throughout the world or around the corner. The core values of Nyack College are present in the philosophy and goals of the unit. The college seeks to exalt Jesus Christ and fulfill its mission by being:

• Socially Relevant: Preparing students to serve in ministerial, educational, healing, and community-building professions.

• Academically Excellent: Pursuing academic excellence in the spirit of grace and humility.

• Globally Engaged: Fostering a global perspective within a multi-ethnic and multicultural Christian academic community.

• Intentionally Diverse: Providing educational access and support to motivated students from diverse socioeconomic backgrounds.

• Personally Transforming: Emphasizing the integration of faith, learning, and spiritual transformation.

The professional faculty of the unit believes several fundamental values for educators are derived from a Christian worldview. These values are embedded in the SALT conceptual framework.

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Service expresses the belief that teacher candidates are to be focused on others rather than themselves. This belief moves the candidate from a teacher-centered approach to a student-centered model of teaching and learning, one that includes service to family and community. Candidates are called to have servant hearts and to use their knowledge, skills, and dispositions to positively transform their school, community, and world. In this way candidates reflect A. B. Simpson’s founding principles for Nyack College in 1882 that are best expressed by Jesus’ words found in the Gospel of Mark, “If anyone wants to be first, he must be the very last, and the servant of all.” (Mark 9:35). Academics is the pursuit of truth, which begins with a knowledge and understanding of God and leads to spiritual and moral understandings, as well as values the traditional content and pedagogical knowledge. The School of Education teaches candidates that “The fear of the Lord is the beginning of wisdom, and knowledge of the Holy One is understanding.” (Proverbs 9:10) It follows that teacher candidates must meet a stringent core curriculum and content specialization. This produces a candidate not only well rounded in the liberal arts, but also competent in a variety of disciplines. The candidate also possesses an expertise in a selected field of study, understands the theoretical underpinnings that support educational advancement, and sees the connection, or integration, of content, theory and practice. Education courses build on the footings of content (and theory) and interconnect to provide knowledge and understanding of the teaching and learning process. Foundational to the understanding of both content and pedagogy are the moral and ethical perspectives that inform dispositions. Candidates are prepared to use the tools of learning and inquiry to integrate strands of technology, and to assimilate pedagogy and content into practice. Leadership in a servant model is by example. Professional faculty and candidates endeavor to model the behaviors and dispositions born of the values and morals of the Christian life. Candidates are encouraged to follow the injunction of St. Paul: “I urge you to live a life worthy of the calling you have received.” (Ephesians 4:1) These values give vision to leadership based on principles of equity and diversity that transform school and community. Candidates follow a higher calling and become agents of transformation upon graduation. They are expected to be role models personally and professionally, communicating by actions and word the values that drive them to serve others before themselves. As educators, they are expected to have a vision to serve a diverse student population and provide students with opportunities to become successful individuals in a global community.

Teaching is developing the capabilities of the individual. All individuals are valued as God’s special creation and, as a result, are valued for who they are and what they can become. This is modeled after the concern God has for the teaching of each individual as reported by the Psalmist: “I will instruct you and teach you the way you should go.” (Psalm 32:8) Effective teaching is a thoughtful process that assesses and reflects on past performance and informs future practice. The teacher strategically balances the science of pedagogy with the art of addressing the individual need of each student through appropriately differentiated instruction. Teachers establish a collaborative classroom environment, where success of all students is equally important, and a nurturing climate that reflects high expectations, equity, and compassion.

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The SALT conceptual framework clarifies the unit’s values and beliefs, and establishes a standard of excellence for teacher candidates and for ongoing professional program development and improvement. Aim and Goals of the School of Education The purpose of this unit is for its candidates to acquire necessary knowledge, skills, and dispositions to become effective professional educators as described in our mission and philosophy statements. Educators take active responsibility for discerning what and how they teach, as well as the broader goals of education toward which they are striving. They take careful responsibility for the development of the critical and creative abilities of their students. As caring practitioners and social agents reflecting Christian values, teacher candidates are expected to demonstrate a respect for the dignity and worth of the individual and the pluralism of community accompanied by compassion and service. Therefore, it becomes the goals of this unit to:

Service • Equip candidates with a competency in working with diverse student groups by the

use of effective teaching methods. • Instill within the candidates sensitivity to individual and cultural diversity as they

work within a variety of contexts and communities and understand the benefits of partnering to improve education.

• Guide candidates to an understanding of the impact of teaching on the greater community and the world.

Academics

• Enable candidates to articulate and apply appropriate competency-based standards and principles addressing teaching, curriculum, assessment, equity, and technology, and to demonstrate the associated ethical dispositions.

• Empower candidates to articulate, demonstrate, and value the interconnectedness of academic standards, dispositions related to academics, and the broad philosophical connections, resulting in well-rounded academic preparedness for the teaching profession.

• Prepare candidates with research-based understandings and skills to create a bridge among educational theory, research, and practice in response to the educational, social and psychological needs of society.

Leadership

• Develop candidates as transformative leaders as they envision and implement a nurturing, stimulating, inclusive, international environment for students, schools and communities.

• Prepare candidates to effectively communicate with diverse populations in a variety of media and modes, as they voice ethical dispositions regarding issues of justice, access, and equity while employing a filter of a Christian worldview.

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• Engage candidates in professional growth activity so they may respond to educational needs of diverse learners, schools and communities with insight, vision and collaborative effort.

Teaching

• Develop candidates who are able to design, implement, and evaluate appropriateness of instruction and refine practices.

• Prepare candidates willing to work strategically together with professional partners, colleagues and community to facilitate the implementation of collaborative learning environments in professional education and K-12 settings.

• Equip candidates with an understanding of effective ways to utilize appropriate assessment-based approaches for the improvement of student learning and educational practice.

Nyack College Standards for the Teacher Candidate The unit drew from the Interstate New Teacher Assessment and Standards Consortium (1993), National Board of Professional Teacher Standards (1991), and revised New York State Standards (2000) to develop a set of professional standards for the professional education programs. Our working definition of standards comes from the INTASC definition of standards (1993, p. 8) as “a set of principles in terms of desired teacher understandings and practices and their related knowledge, dispositions, and performances.” The standards that this unit has developed for candidates prepared within our professional education programs reflect a composite of all three cited professional sets of standards. The key components of our SALT standards reflect the professional standards for beginning teachers cited above. Service:

1. Individual. The teacher engages students in meaningful learning tasks and helps them value exploration of important issues in their lives and in the world around them.

2. Community. The teacher creates positive relationships and works collaboratively with families, schools, and community agencies to improve schools, support student learning, and secure the well being of all students.

3. World. The teacher understands how children from varied cultural backgrounds differ in their approaches to learning and creates multiple paths to knowledge and uses varied instructional strategies, while instilling in students respect for individual and group differences.

Academics:

4. The teacher understands the central concepts, tools of inquiry, and the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

5. The teacher uses an understanding of child development theories and can provide learning opportunities that support students’ intellectual, social, and personal development.

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6. The teacher explores and integrates important themes and topics that appear within and across disciplines in order to further strengthen the students’ knowledge and understanding.

Leadership:

7. The teacher articulates a clear plan (vision) for establishing a caring, inclusive, stimulating, and safe classroom environment for all students.

8. The teacher uses knowledge of effective oral, written, and visual communication techniques and technological applications to foster active inquiry, collaboration, and supportive interaction in the classroom.

9. The teacher understands the school environment and structure and actively engages in professional development opportunities in order to improve school performance, strengthen professional collaborations, and promote personal teaching effectiveness.

Teaching:

10. The teacher regularly analyzes, evaluates, and strengthens the effectiveness and quality of his or her teaching choices and actions and views all theory and practice through the filter of a Christian worldview.

11. The teacher creates a learning environment that exemplifies an understanding of group motivation and encourages positive social interaction, active engagement, cooperative learning, and risk-taking exploration.

12. The teacher uses formative and summative measures, bases his or her instruction on ongoing assessment, and encourages students to monitor their own learning.

Our standards serve to guide the unit in the preparation of teacher candidates. They also serve as benchmarks for program and candidate assessment. The SALT standards provide coherence between programs and articulate professional commitments to knowledge, teaching competence and student learning.

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Faculty and Staff of the School of Education

Professor Susan BucciM.Ed. Educational Leadership, B.A. Political Science Cert: ACSI, Elementary Principal NJ K-8, Elementary Teacher NJ Social Studies 7-12 susan.bucci@nyack.edu, 845.675.4400 x.4551 Professor Christine M. BuelM.S. Special Education and Learning Disabilities, B.S.Elementary Education, English concentration Cert: ACSI Certificate: K-6 Teacher, NY Certificates: N-6 Elementary teacher, K-12 Special Education christine.buel@nyack.edu, 845.675.4400 x.4541 Dr. Dion T. HarriganPh.D. Curriculum & Instruction, M.A.Curriculum & Instruction, M.Div./B.A.Religion dion.harrigan@nyack.edu, 845.675.4400 x.4545 Professor Sherry JarrettM.S. Early Childhood Education, B.S.Elementary Education, Psychology concentration Cert: NY Certificate: N-6 Elementary teacher sherry.jarrett@nyack.edu, 845.675.4400 x.4544 Jamie LettreB.S. Social Science jamie.letter@nyack.edu, 845.675.4400 x.4512 Dr. JoAnn M. LooneyEd.D. Educational Leadership and Supervision, M.A.Special Education; Physically Handicapped and Neurologically Impaired, B.A.Social Science, Political Science, and Elementary Education Cert: NJ Certificates: Elementary School Teacher; Nursery School; Teacher of the Handicapped; Learning Disabilities Teacher Consultant; Supervisor joann.looney@nyack.edu, 845.675.4400 x.4542 Professor Kristen A. Luba

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M.A. Intercultural Studies, B.S. Elementary Education, Math/Science/Technology Cert: NY Certificate: N-6 Elementary Teacher kristen.luba@nyack.edu, 845.675.4400 x.4539 Professor Joan A. MalloryM.S. Social Work, M.S. Guidance and Counseling, Mus.B. Music Education Cert: NY Certificates: General Music, Band, Orchestra, and Choral K-12, School Guidance and Counseling, Social Worker joan.mallory@nyack.edu, 845.675.4400 x.4689 Lewanda MillerM.A. Secondary Education English, B.S. Business and Management Cert: NY Certificates: 7-12 English, Distributive Education: Business; VA Certificate: English education.nyc@nyack.edu, 646.378.6100 x.6128 Dr. James N. NicholsPh.D. Curriculum and Instruction, M.A. Certification in Reading, B.A. Certification in English Cert: NY Certificates: English Teacher, Elementary Education Teacher, Reading Teacher; NJ Certificates: School Administrator, Principal/Supervisor, Reading Specialist, Teacher of Reading, Teacher of English, Elementary Education Teacher james.nichols@nyack.edu, 845.675.4400 x.4540 Professor Peter K. OlsenDoctoral Learner in Instructional Design for Online Learning, M.S. Instructional Technology, C.A.S. Elementary Education, B.A. English Literature peter.olsen@nyack.edu, 845.675.4400 x.4495 Dr. Eleanor J. PeasePh.D. Education, Self-designed Specialization: Language, Literacy, and Learning with a TESOL emphasis, M.Ed. English, B.A. English, Additional coursework includes TESL Methods and Individual Differences Cert: MA Certificates: K-8 General, Secondary Eng; CA Certificates: Professional Clear-Language Development Specialist, Professional Clear-Secondary—English, CBEST, NTE, CLEP, LDS eleanor.pease@nyack.edu, 845.675.4400 x.4549 Professor Miriam Velez M.S. Bilingual and Urban Education, B.A. Spanish Cert: NY Certificates: Bilingual Teacher Common Branch License (Spanish) miriam.velez@nyack.edu, 646.378.6100 x.6127 Professor Marie C. WhitePh.D. (candidate) Educational Psychology, M.A. Social Policy, B.A. History and Secondary Education, Additional graduate and postgraduate coursework in the Psychology of Learning Disabilities and Special Education

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Cert: NY Certificates: Special Education; MA Certificates: Teacher of School Age Children with Moderate Special Needs, History/Secondary Education, Administration of the Wechsler Tests; OH Certificates: Secondary Education, Special Education marie.white@nyack.edu, 646.378.6100 x.6129

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Pursuing a Teacher Education Program

Declaring Majors, Minors and Specializations Candidates are encouraged to select a major as soon as they have determined their course of study. However, they must make that decision by the time they have achieved Junior status (or 60 credits). Once candidates have selected a major, they will be advised by a faculty member from that department. It is recognized that candidates may change their major during their program of study. Changes in a major will affect the courses required for graduation. All elective credits must be taken in the student’s area of specialization. To officially declare or change a major and/or area of specialization, candidates must complete and submit the Registrar’s gold Choice or Change of Major form. Nyack College New York City (NC NYC): Childhood Education majors in New York City may select any of the following specializations: Arts and Humanities (15 credits), English (15 credits), Math and Social Studies (15 credits), Math/Science/Technology (15 credits), Social Studies (18 credits), or Social Studies and English (15 credits). Nyack College Rockland Campus (NCRC): Childhood Education*, Early Childhood Education, and Early Childhood-Childhood Education majors in Rockland may select any of the following specializations: Arts and Humanities (15 credits), Communications and the Arts (15 credits), Culture and Civilizations (15 credits), English (15 credits), English with TESOL Emphasis (15 credits), Health and Science (18 credits), Math and English (15 credits), Math and Social Studies (15 credits), Math/Science/Technology (15 credits), Social Studies (18 credits), or Social Studies and English (15 credits). *There is also the possibility of applying for the 5-yr Childhood Special Education program that combines the undergraduate Childhood Education and graduate Childhood Special Education programs/degrees. Adolescent Education candidates may select a major in Adolescent Education with a specialization in English, Mathematics, Social Studies-History, or Social Studies-Social Science. A student may also select a B.A. in English, with an Adolescent Education specialization. Music Education majors will select a major applied area (voice, piano, organ, or other instrument) and a minor applied area. The applied major and minor may not both be keyboard instruments. Unless the applied major is piano, the applied minor must be piano or functional piano until the final functional proficiency examination is passed. A specially designed one-semester Advanced Functional Piano course will be required for piano majors. For graduation, proficiency in the applied major should be that described for the third year level. Proficiency in the applied minor should be equivalent to the first year level. Note: Music Education majors fall under the School of Music and must meet School of Education standards in addition to School of Music standards. Teaching English to Speakers of Other Languages (TESOL) majors simply declare TESOL as their major without any specialization.

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School of Education Program Admission Requirements In addition to the college’s general admission requirements, admission to the School of Education programs requires the following items:

1. Submission of an Application for Admission to the School of Education. 2. Completion of proposed 30 Hours of Independent Field Experience and submission of

Certification of Participation in 30 Hours of Independent Field Experience form. It is recommended that candidates complete this before sophomore year.

3. Satisfactory grade point averages: cumulative GPA of 2.5, 2.75 in Education courses, and 2.75 in the academic area of specialization. Specifically, a grade of C or better is required in each education course, or the course must be repeated.

4. A passing score on the Liberal Arts & Sciences Test (LAST). 5. Recommendation by the EDU 259 professor of the student’s knowledge, skills, and

dispositions based on portfolio work. 6. Approval by School of Education faculty of the appropriate department.

Each potential education major is assigned an advisor to review his/her status during the application process. Candidates who do not show potential for being successful teachers are counseled into other majors that suit their strengths. Candidates whose applications for admission are accepted are referred to as teacher candidates and must maintain standards for acceptability in order to remain in the School of Education. A student must be accepted into the School of Education before taking third-year education methods courses and field experiences. Candidates who show promise for teacher candidacy but are not accepted into the School of Education in a normal timetable will be counseled on strategies to meet standards and may require additional time to complete the degree program. Those who aspire to be teachers are held to a certain standard of academic performance. Applicants will be expected to have satisfactory scores, generally 920 or more, on the Scholastic Aptitude Test of the College Entrance Examination Board. Applicants wishing to transfer into the program in cases where the SAT scores are insufficient or not readily available will be expected to present a GPA of not less than 2.50 on a four-point scale. Retention in a Teacher Education Program Eligibility to stay in a teacher education program is based on the following:

1. Maintaining the required GPAs Cumulative GPA 2.50 Education GPA 2.75 Specialization GPA 2.75

2. Satisfactory field experience recommendations 3. Passing scores on the New York State Teacher Certification Exams: Liberal Arts &

Sciences Test (LAST), Assessment of Teaching Skills—Written (ATS-W), and Content Specialty Test (CST).

4. Evidence of the knowledge, skills, and dispositions necessary for being a successful teacher.

5. In EXTREME CASES, a poor health record may result in reappraisal of continuation in the teacher education program.

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A grade of C or better is required in any education core course or the course must be repeated. If the appropriate GPAs are not maintained, consideration may be given by the School of Education to dismiss the student from the teacher education program or to counsel the student into another program area. If a student receives a negative evaluation from a field experience, that experience MUST be repeated before student teaching. Adolescent Education Programs (Grades 7-12) - B.S. Primary Faculty, Rockland: Dr. Dion Harrigan, Dr. James Nichols, Dr. Eleanor Pease The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). The Adolescent Education curriculum is an approved program under the provisions and regulations of the Commissioner of Education and the Division of Teacher Education and Certification of the Department of Higher Education of the State of New York. This curriculum leads to recommendation for the initial certificate for teaching (7-12) adolescents in the schools of New York. The State of New York certification procedures require that recommended candidates make personal application for this initial certificate. Nyack College is not required to make recommendation for certification of a candidate not meeting the standards. For example, a grade of B- or better is required in Senior Seminar and both placements of Student Teaching or recommendation for certification will be withheld. The regulations of the Commissioner of Education stipulate that initial certification will be granted in New York on the basis of passing scores on the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialties Test (CST). The candidate must take the LAST at least once before the end of the sophomore year and pass the exam prior to admission to methods courses. It is recommended that the candidate take the ATS-W and CST during junior year, as passing scores are required for admission to student teaching. Pass rates for this institution are published in compliance with Title II regulations. Students who intend to pursue certification in other states should be aware of the requirements for those states. Many states have a reciprocity agreement with New York State and by meeting another state's testing requirements a NYS certificate can be exchanged for a certificate in that state. Students should also be aware that Pennsylvania now requires teachers to have a 3.0 GPA and New Jersey has raised the requirement for GPA to 2.75 for certification. These GPA requirements are above the current minimum GPA requirements for Nyack College so graduation with a degree does not guarantee certification.

Year LAST ATS-W CST Overall2006-2007

100% 100% 71% 72% 3rd Year Out 2003-2004* 94% 97% 95% 88%

*Catalog changes are submitted before official Title II reports are received.

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The teacher education programs of Nyack College have also been accredited by the Association of Christian Schools International (ACSI) for the preparation of teachers for a ministry in Christian school education. Candidates, upon successful completion of the program of study, will also be awarded an ACSI teaching certificate. Adolescent Education candidates must complete a minimum of 36 semester hours in an approved major field of study (specialization), a minimum of 18 hours in Education, a minimum of 6 credit hours or competency in the same foreign language, and a supervised student teaching experience. One semester of the senior year is devoted to full-time supervised student teaching in public, private and/or Christian school systems at two different levels. Admission to the Adolescent Education Program In addition to the general admission requirements listed in the catalog, admission to the Adolescent Education program requires the following items:

1. Submission of departmental application. 2. Completion of 30 hours of pre-approved independent field experience(s). 3. Satisfactory grade point average (overall GPA of 2.5, 2.75 in Education, and 2.75 in area

of specialization). Specifically, a grade of C or better is required in each education course, or the course must be repeated.

4. Passing score on LAST certification exam for NY. 5. Recommendation by EDU 259 professor. 6. Approval by division faculty.

Applicants will be expected to have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board (generally 920 or more). Applicants wishing to transfer into the program in cases where the SAT scores are insufficient or not readily available will be expected to present a grade point average of not less than 2.50 on a four point scale. Before admission to the department and to third-year Adolescent Education methods courses, the candidate must have a cumulative grade point average of at least 2.50, 2.75 in courses of the academic area of specialization, and 2.75 in education courses. Field ExperiencesIn addition to 30 hours of independent field experience, candidates engage in field experiences in conjunction with most education courses. The candidate must accumulate a minimum of 100 hours of field experiences beyond the 30 hours of independent field experience. All field experiences require access to one’s own transportation. The candidate must plan accordingly for this possibility. Language Requirements Education candidates can fulfill their language requirement through one of the following ways:

1. 6 credits in the same language. 2. Passing grade in an Advanced Placement exam. 3. Competency shown through NY State-recognized exam.

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4. C or better at Elementary level II or one course at the Intermediate level or above. Admission to Student Teaching (EDS 494, 419, 420) Candidates enrolled in this curriculum will be required to satisfy the following before registering for student teaching:

1. The candidate must present recommendations that his/her personality and social maturity are such as to insure his/her readiness to work with children and the supervisory staff.

2. The candidate must complete a physical examination, including a Mantoux tuberculin test, within the 30 days prior to student teaching and present a health certificate indicating that he/she is free from physical and health conditions that might be detrimental to teaching.

3. All prerequisites to supervised student teaching must be satisfied. A grade of C or better is required in each education course, or the course must be repeated.

4. The candidate must have an overall cumulative grade point average of not less than 2.50, an average of not less than 2.75 in his or her area of specialization and, and an average of not less than 2.75 in education.

5. The candidate must have passing scores on the Liberal Arts & Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialties Test (CST).

6. The candidate must submit an Application for Admission to Student Teaching and accompanying résumé to the Education Office by March 1 or October 1 prior to the intended student teaching semester.

Other issues to consider with regard to student teaching include the following:

• The candidate must have access to his/her own means of transportation for the supervised student teaching experience. Transportation and other costs for student teaching are at the candidate’s expense.

• The department advises extreme caution against engaging in any and all activities that usurp time/attention from the professional preparation of student teaching and Senior Seminar, including additional coursework, employment, and extra-curricular activities (e.g. sports, etc.). Planning ahead is expected in order to avoid the stress and distraction of being overscheduled during this capstone experience, where possible.

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Adolescent Education- B.S., English Specialization Primary Faculty, Rockland: Dr. Charles Beach, Dr. Jonathan Gates, Dr. Dion Harrigan, Dr. Louise McCreery, Brad McDuffie, Dr. James Nichols, Dr. Eleanor

Pease This program is nationally recognized by the National Council for Teachers of English (NCTE) Core Component (52 credits) Credits BIB 101 - Christian Foundations.................................................................................................2 BIB 102 - Old Testament Literature............................................................................................3 BIB 201 - New Testament Literature ..........................................................................................3 BIB 301 or 302 - Biblical Doctrine I or II...................................................................................3 BIB elective (including BIB301/302—whichever was not taken to fulfill Doc req) ................3 EDU 441 - The Christian Teacher...............................................................................................3 EDU 445 - Educating a Diverse Population ...............................................................................3 ENG 101-102 - College Writing I and II ....................................................................................6 ENG 201 - Global Literature I ...................................................................................................3 HIS 113 or 114 - History of Western Civilization I or II ...........................................................3 HIS 213 - US History I ................................................................................................................3 INT 112 - Foundations for Excellence ........................................................................................2 INT 101- Information Literacy....................................................................................................1 PMN 201 - Nyack Heritage .........................................................................................................1 PSY 101 - General Psychology (Social Science elective) .........................................................3 Fine Arts .......................................................................................................................................3 Laboratory Science elective.........................................................................................................4 Mathematics elective ...................................................................................................................3 Foreign Language Component (6 credits)

1 year of a foreign language....................................................................................................6

Major Field Component (36 credits) ENG 202 - Global Literature II ...................................................................................................3 ENG 353 - English Grammar and Phonology ............................................................................3 ENG 354 - Second Language Acquisition ..................................................................................3 ENG 372 - Writing Theory..........................................................................................................3 ENG 463 - Shakespeare...............................................................................................................3 ENG 470 - Topics in Literature...................................................................................................3 ENG 239 - Adolescent Literature................................................................................................3 ENG electives (15 credits, 12 credits in one concentration).....................................................15

Concentration in British Literature Select 12 credits from the following: ENG 259-Oxford Christian Writers ENG 326-Victorian Literature ENG 321-Medieval Literature ENG 334-Modern Poetry ENG 322-Renaissance Literature ENG 336-19th Century Novel ENG 324-18th-Century English Lit. ENG 337-Modern Novel

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ENG 325-Romantic Literature ENG 465-Milton Concentration in American Literature Select 12 credits from the following: ENG 231-Modern Drama ENG 331-African-American Lit. ENG 328-American Romanticism ENG 334-Modern Poetry ENG 329-American Realism ENG 337-Modern Novel Concentration in TESOL Select 12 credits from the following: EDT 341-General Meth. in TESOL ENG 353-Eng. Gram. & Phonology EDT 342-Meth./TESOL: Lang. Arts ENG 354-Second Lang. Acquisition ENG 352-Hist. of the Eng. Lang. Concentration in Writing Select 12 credits from the following: ENG 235-Introduction to Journalism ENG 372-Writing Theory ENG 311-Creative Writing ENG 441-Adv. Expository Writing ENG 331-Newswriting ENG 443-Adv. Poetry Workshop ENG 332-Magazine Writing ENG 445-Fiction Writing ENG 352-Hist. of English Language

Education Component (33 credits) EDU 221- Introduction to Teaching With Technology..............................................................1 EDU 246 - Foundations of Education .........................................................................................3 EDU 247 - Health Issues .............................................................................................................1 EDU 258 - Development and Learning Theory..........................................................................3 EDU 259 - Teaching and Learning Strategies ............................................................................3 EDU 321- Technology Application for Teachers.......................................................................1 EDS 323 - Special Methods for Teaching English. ....................................................................3 EDS 334 - Literacy Integration in the 7-12 Curriculum.............................................................3 EDS 335 - Teaching the English Language Learner ..................................................................3 EDS 494 - Supervised Student Teaching Grades 7-9 .................................................................5 EDS 495 - Supervised Student Teaching Grades 10-12.............................................................5 EDS 470 - Seminar in Student Teaching ....................................................................................2

Field Experience – EDU 191, 291, 292, EDS 391, and 392

Total credits required ............................................................................................................127

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Adolescent Education Major, English Specialization Suggested Program Plan FIRST YEAR Fall BIB 101-Christian Foundations ......2 ENG 101-College Writing I............3 INT 112-Found. for Excellence ......2 INT 101- Info Literacy....................1 LAN-Foreign Language..................3 PMN 201-Nyack Heritage..............1 PSY 101-General Psychology.........3 SECOND YEAR Fall EDU 221-Teaching w/ Techno .......1 EDU 258-Dev & Lrng Theory........3 EDU 291–2nd Yr Field Experience ENG 201-Global Literature I ..........3 HIS 213-US History I......................3 MAT-Math elective.........................3 SCI-Laboratory Science ..................4 THIRD YEAR Fall BIB 301 or 302-Bib Doct I or II .....3 EDS 335-Teaching ELL..................3 EDS 391–3rd Yr Field Experience ENG 353-Eng. Gram. & Phon. .......3 ENG 372-Writing Theory ...............3 ENG 463-Shakespeare ....................3 ENG-elective .................................. 3 FOURTH YEAR Fall EDS 494-Student Teaching.............5 EDS 495-Student Teaching.............5 EDS 470-Seminar............................2

Spring BIB 102-Old Testament Lit. ...........3 EDU 191–1st Yr Field Experience EDU 246-Found. of Education .......3 ENG 102-College Writing II ..........3 HIS 114-Hist. of West. Civ. II ........3 LAN-Foreign Language..................3 Spring BIB 201-New Testament Lit...........3 EDU 259-Tchg & Lrng Strategies..3 EDU 292–2nd Yr Field Experience ENG 239- Adolescent Literature ....3 ENG 202-Global Literature II.........3 ENG-elective...................................3 FNA-Requirement...........................3 Spring EDS 323-Special Methods..............3 EDS 334-Literacy Integration.........3 EDS 392–3rd Yr Field Experience EDU 321- Tech. Apps. for Tchers..1 ENG 354-Second Lang. Acq. ........3 ENG 470-Topics in Literature ........3 ENG-elective...................................3 Spring BIB-elective.....................................3 EDU 247-Health Issues...................1 EDU 441-Christian Teacher ...........3 EDU 445-Educating Div Pop .........3 ENG-elective...................................6

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Adolescent Education Major - B.S., Mathematics Specialization Primary Faculty, Rockland: Dr. Dion Harrigan, Dr. In Hak Moon, Dr. James Nichols, Dr.

Eleanor Pease, Frederick Stoppelkamp

Core Component (52 credits) Credits BIB 101 - Christian Foundations.................................................................................................2 BIB 102 - Old Testament Literature............................................................................................3 BIB 201 - New Testament Literature ..........................................................................................3 BIB 301 or 302 - Biblical Doctrine I or II...................................................................................3 BIB elective (including BIB301/302—whichever was not taken to fulfill Doc req) ................3 EDU 441 - The Christian Teacher...............................................................................................3 EDU 445 – Educating a Diverse Population...............................................................................3 ENG 101-102 - College Writing I and II ....................................................................................6 ENG 201 or 202 - Global Literature I or II .................................................................................3 HIS 113 or 114 - History of Western Civilization I or II ...........................................................3 HIS 213 - US History I ................................................................................................................3 INT 112 - Foundations for Excellence ........................................................................................2 INT 101- Information Literacy....................................................................................................1 MAT 110 - College Algebra (Mathematics elective) .................................................................3 PMN 201 - Nyack Heritage .........................................................................................................1 PSY 101 - General Psychology (Social Science elective)..........................................................3 Fine Arts .......................................................................................................................................3 Laboratory Science elective.........................................................................................................4 Foreign Language Component (6 credits) 1 year of a foreign language.......................................................................................................6 Major Field Component (36 credits) MAT 231 - Pre-Calculus .............................................................................................................3 MAT 236 - Calculus I ..................................................................................................................3 MAT 237 - Calculus II.................................................................................................................3 MAT 238 - Calculus III ...............................................................................................................3 MAT 243 - Modern Geometry ....................................................................................................3 MAT 300 - Math History.............................................................................................................3 MAT 310 - Linear Algebra..........................................................................................................3 MAT 330 - Statistics....................................................................................................................3 MAT 345 - Discrete Mathematics...............................................................................................3 MAT 470 - Mathematics Seminar...............................................................................................3 MAT-Elective ..............................................................................................................................6 Education Component (33 credits) EDU 221-Introduction to Teaching with Technology................................................................1 EDU 246 - Foundations of Education .........................................................................................3 EDU 247 - Health Issues .............................................................................................................1

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EDU 258 - Development and Learning Theory..........................................................................3 EDU 259 - Teaching and Learning Strategies ............................................................................3 EDU 321- Technology Applications for Teachers .....................................................................1 EDS 321 - Special Methods for Teaching Math.........................................................................3 EDS 334 - Literacy Integration in the 7-12 Curriculum.............................................................3 EDS 335 - Teaching the English Language Learner ..................................................................3 EDS 494 - Supervised Student Teaching Grades 7-9 .................................................................5 EDS 495 - Supervised Student Teaching Grades 10-12.............................................................5

EDS 470 - Seminar in Student Teaching ....................................................................................2 Field Experience – EDU 191, 291, 292, EDS 391, and 392

Total credits required ............................................................................................................127 Adolescent Education Major, Mathematics Specialization Suggested Program Plan FIRST YEAR Fall BIB 101-Christian Foundations ......2 ENG 101-College Writing I............3 INT 112-Found. for Excellence ......2 LAN-Foreign Language..................3 MAT 110-College Algebra .............3 PSY 101-General Psychology.........3 SECOND YEAR Fall EDU 221-Teaching w/ Techno .......1 EDU 258-Dev & Lrng Theory........3 EDU 291–2nd Yr Field Experience ENG 201 or 202-Global Lit. I or II.3 HIS 213-US History I......................3 MAT 231-Pre-Calculus...................3 MAT 243-Modern Geometry..........3 THIRD YEAR Fall BIB 301 or 302-Bib Doct I or II .....3 EDS 335-Teaching ELL..................3 EDS 391–3rd Yr Field Experience MAT 237-Calculus II ......................3 MAT 310-Linear Algebra ...............3 MAT 345-Discrete Math.................3 MAT-elective ..................................3 FOURTH YEAR Fall EDS 494-Student Teaching.............5 EDS 495-Student Teaching.............5 EDS 470-Seminar............................2

Spring BIB 102-Old Testament Lit. ...........3 EDU 191–1st Yr Field Experience EDU 246-Found. of Education .......3 ENG 102-College Writing II ..........3 HIS 114-Hist. of West. Civ. II ........3 INT 101- Info Literacy....................1 LAN-Foreign Language..................3 PMN 201-Nyack Heritage ..............1 Spring BIB 201-New Testament Lit...........3 EDU 259-Tchg & Lrng Strategies..3 EDU 292–2nd Yr Field Experience Fine Arts requirement .....................3 MAT 236-Calculus I .......................3 SCI-Laboratory Science..................4 Spring EDS 321-Special Meth.: Math........3 EDS 334-Literacy Integration.........3 EDS 392–3rd Yr Field Experience EDU 321- Tech. Apps for Tchers...1 MAT 238-Calculus III ....................3 MAT 300-Math History..................3 MAT-elective ................................. 3 Spring BIB-elective.....................................3 EDU 247-Health Issues...................1 EDU 441-Christian Teacher ...........3 EDU 445-Educating a Div Pop.......3 MAT 330-Statistics .........................3 MAT 470-Mathematics Seminar ....3

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Adolescent Education - B.S., Social Studies (History Specialization) Primary Faculty, Rockland: Dr. Dion Harrigan, Dr. James Nichols, Dr. Lyndell O’hara, Dr.

Eleanor Pease, Dr. Stephen Ware, Dr. David Weir Core Component (52 credits) Credits BIB 101 - Christian Foundations.................................................................................................2 BIB 102 - Old Testament Literature............................................................................................3 BIB 201 - New Testament Literature ..........................................................................................3 BIB 301 or 302 - Biblical Doctrine I or II...................................................................................3 BIB elective (including BIB301/302—whichever was not taken to fulfill Doc req) ................3 EDU 441 - The Christian Teacher...............................................................................................3 ENG 101-102 - College Writing I and II ....................................................................................6 ENG 201 or 202 - Global Literature I or II .................................................................................3 HIS 113,114 - History of Western Civilization I and II .............................................................6 INT 112 - Foundations for Excellence ........................................................................................2 INT 101- Information Technology..............................................................................................1 PMN 201 - Nyack Heritage .........................................................................................................1 PSY 101 - General Psychology (Social Science elective)..........................................................3 SOC 347 - Multicultural America ...............................................................................................3 Fine Arts requirement ..................................................................................................................3 Laboratory Science elective.........................................................................................................4 Mathematics elective ...................................................................................................................3 Foreign Language Component (6 credits)

1 year of a foreign language...................................................................................................6 Major Field Component (33 Credits) ECO 201 - Macroeconomics .......................................................................................................3 HIS 213,214 - U.S. History I and II ............................................................................................6 HIS 215 - American Government ...............................................................................................3 HIS 255 - World Cultural Geography .........................................................................................3 HIS 355 - Europe: Foundations of the Modern World ..............................................................3 HIS 415 - Contemporary Europe.................................................................................................3 HIS 470 - Senior Seminar............................................................................................................3 Electives (3 from upper level History courses)...........................................................................9 Education Component (36 credits) EDU 221- Introduction to Teaching with Technology...............................................................1 EDU 246 - Foundations of Education .........................................................................................3 EDU 247 - Health Issues .............................................................................................................1 EDU 258 - Development and Learning Theory..........................................................................3 EDU 259 - Teaching and Learning Strategies ............................................................................3 EDU 445 - Educating a Diverse Population ...............................................................................3 EDU 321- Technology Applications for Teachers .....................................................................1 EDS 324 - Special Methods for Teaching Social Studies ..........................................................3

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EDS 334 - Literacy Integration in the 7-12 Curriculum.............................................................3 EDS 335 - Teaching the English Language Learner ..................................................................3 EDS 494 - Supervised Student Teaching Grades 7-9 .................................................................5 EDS 495 - Supervised Student Teaching Grades 10-12.............................................................5

EDS 470 - Seminar in Student Teaching ....................................................................................2 Field Experience – EDU 191, 291, 292, EDS 391, and 392

Total credits required ............................................................................................................127 Adolescent Education Major, Social Studies (History Specialization) Suggested Program Plan FIRST YEAR Fall BIB 101-Christian Foundations ......2 ENG 101-College Writing I............3 HIS 113-Hist. of West. Civ. I..........3 INT 112-Found. for Excellence ......2 LAN-Foreign Language..................3 PSY 101-General Psychology.........3 SECOND YEAR Fall EDU 221-Teaching w/ Techno .......1 EDU 258-Dev & Lrng Theory........3 EDU 291–2nd Yr Field Experience ENG 201 or 202-Global Lit. I or II.3 HIS 213-U.S. History I....................3 HIS-Elective ....................................3 MAT-Math elective.........................3 THIRD YEAR Fall BIB 301 or 302-Bib Doct I or II .....3 ECO 201-Macroeconomics.............3 EDS 335-Teaching ELL..................3 EDS 324-Special Methods ..............3 EDS 391–3rd Yr Field Experience EDU 321- Tech. Apps for Tchers ...1 HIS 215-American Government. ....3 FOURTH YEAR Fall EDS 494-Student Teaching.............5 EDS 495-Student Teaching.............5 EDS 470-Seminar............................2

Spring BIB 102-Old Testament Lit. ...........3 EDU 191–1st Yr Field Experience EDU 246-Found. of Education .......3 ENG 102-College Writing II ..........3 HIS 114-Hist. of West. Civ. II ........3 INT 101- Info Literacy....................1 LAN-Foreign Language..................3 PMN 201-Nyack Heritage ..............1 Spring BIB 201-New Testament Lit...........3 EDU 259-Tchg & Lrng Strategies..3 EDU 292–2nd Yr Field Experience HIS 214-U.S. History II ..................3 HIS-Elective ....................................3 SCI-Laboratory Science..................4 Spring EDS 334-Literacy Integration.........3 EDS 392–3rd Yr Field Experience EDU 445-Educating a Div Pop ......3 HIS 255-World Cult. Geography....3 HIS 415-Contemporary Europe......3 History Elective...............................3 SOC 347- Multicultural America ...3 Spring BIB-elective.................................... 3 EDU 247-Health Issues...................1 EDU 441-Christian Teacher. ..........2 Fine Arts requirement .....................3 HIS 355-Europe/Mod. World .........3 HIS 470-Senior Seminar. ...............3

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Adolescent Education - B.S., Social Studies (Social Science Specialization) Primary Faculty, Rockland: Dr. Charles Awasu, Dr. Dion Harrigan, Dr. James Nichols,

Dr. Eleanor Pease, Dr. Stephen Ware, Dr. David Weir Core Component (52 credits) Credits BIB 101 - Christian Foundations.................................................................................................2 BIB 102 - Old Testament Literature............................................................................................3 BIB 201 - New Testament Literature ..........................................................................................3 BIB 301 or 302 - Biblical Doctrine I or II...................................................................................3 BIB elective (including BIB301/302—whichever was not taken to fulfill Doc req) ................3 EDU 441 - The Christian Teacher...............................................................................................3 ENG 101-102 - College Writing I and II ....................................................................................6 ENG 201 or 202 - Global Literature I or II .................................................................................3 HIS 113,114 - History of Western Civilization I and II .............................................................6 INT 112 - Foundations for Excellence ........................................................................................2 INT 101- Information Literacy....................................................................................................1 PMN 201 - Nyack Heritage .........................................................................................................1 PSY 101 - General Psychology (Social Science elective)..........................................................3 SOC 347 - Multicultural America ...............................................................................................3 Fine Arts requirement ..................................................................................................................3 Laboratory Science elective.........................................................................................................4 Mathematics elective ...................................................................................................................3 Foreign Language Component (6 credits) 1 year of a foreign language.......................................................................................................6 Major Field Component (33 credits) ANT 255 - World Cultural Geography .......................................................................................3 ECO 201 - Macroeconomics .......................................................................................................3 HIS 213,214 - U.S. History .........................................................................................................6 POL 215 - American Government ..............................................................................................3 POL 343 - History of Political and Social Thought....................................................................3 SOC 201 - General Sociology .....................................................................................................3 SOC 337 - Statistics .....................................................................................................................3 Electives from upper level Social Science courses.....................................................................9 Education Component (36 credits) EDU 221- Introduction to Teaching with Technology...............................................................1 EDU 246 - Foundations of Education .........................................................................................3 EDU 247 - Health Issues .............................................................................................................1 EDU 258 - Development and Learning Theory..........................................................................3 EDU 259 - Teaching and Learning Strategies ............................................................................3 EDU 445 - Educating a Diverse Population ...............................................................................3 EDU 321- Technology Application for Teachers.......................................................................1 EDS 324 - Special Methods for Teaching Social Studies ..........................................................3

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EDS 334 - Literacy Integration in the 7-12 Curriculum.............................................................3 EDS 335 - Teaching the English Language Learner ..................................................................3 EDS 494 - Supervised Student Teaching Grades 7-9 .................................................................5 EDS 495 - Supervised Student Teaching Grades 10-12.............................................................5 EDS 470 - Seminar in Student Teaching ....................................................................................2

Field Experience – EDU 191, 291, 292, EDS 391, and 392

Total credits required ............................................................................................................127 Adolescent Education Major Social Studies (Social Science Specialization) Suggested Program Plan FIRST YEAR Fall BIB 101-Christian Foundations ......2 ENG 101-College Writing I............3 HIS 113-Hist. of West. Civ. I..........3 INT 112-Found. for Excellence ......2 LAN-Foreign Language..................3 PSY 101-General Psychology.........3 SECOND YEAR Fall ECO 201-Macroeconomics.............3 EDU 221-Teaching w/ Techno .......1 EDU 258-Dev & Lrng Theory........3 EDU 291–2nd Yr Field Experience HIS 213-US History I......................3 SOC 201-General Sociology...........3 Social Science Elective ...................3 THIRD YEAR Fall ANT 255-World Cult. Geo. ...........3 EDS 335-Teaching ELL..................3 EDS 324-Special Methods ..............3 EDS 391–3rd Yr Field Experience EDU 321- Tech. Apps. For Tchers .1 SOC 337-Statistics ..........................3 SOC 347-Multicultural America.....3 FOURTH YEAR Fall EDS 494-Student Teaching.............5 EDS 495-Student Teaching.............5 EDS 470-Seminar............................2

Spring BIB 102-Old Testament Lit. ...........3 EDU 191–1st Yr Field Experience EDU 246-Found. of Education .......3 ENG 102-College Writing II ..........3 HIS 114-Hist. of West. Civ. II ........3 INT 101- Info Literacy....................1 LAN-Foreign Language..................3 PMN 201-Nyack Heritage ..............1 Spring BIB 201-New Testament Lit...........3 EDU 259-Tchg & Lrng Strategies..3 EDU 292–2nd Yr Field Experience ENG 201 or 202-Global Lit. I or II.3 HIS 214-US History II ....................3 MAT-Math elective.........................3 Spring BIB 301 or 302-Bib Doct I or II .....3 EDS 334-Literacy Integration.........3 EDS 392–3rd Yr Field Experience EDU 445-Educating a Div Pop.......3 POL 215-American Govt. ..............3 POL 343-Pol. & Soc. Thought........3 Social Science Elective ...................3 Spring BIB-elective.....................................3 EDU 247-Health Issues...................1 EDU 441-Christian Teacher ...........3 SCI-Laboratory Science..................4 Fine Arts requirement .....................3 Social Science elective....................3

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Overview of Requirements for Adolescent Education Majors First Year Declare an Adolescent Education major & specialization with the Registrar EDU 246 Foundations of Education & EDU 191L First Year Field Experience

Complete 30 hours of independent field experience • Proposal for 30 Hrs approved by Dept. Head • Certification of Participation in 30 Hrs returned by supervisor

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Second Year Take and pass the LAST & report score to the Education Office Complete and submit Application for Admission to the School of Education EDU 258 & EDU 291L Second Year Course/Field Experience

EDU 259 & EDU 292L Second Year Course/Field Experience EDU 221 & 300-level educational technology courses GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

( ) Discuss overseas student teaching placement with education faculty if interested

Teacher Candidates Admitted to the School of Education

Third Year EDS 321/3/4, EDS 334, EDS 335, EDS 391L & EDS 392L GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Application for Admission to Student Teaching & Résumé Recommendation of disposition forms for student teaching Take and pass Secondary ATS-W Take and pass English CST/Mathematics CST/Social Studies CST

Teacher Candidates Admitted to Student Teaching

Fourth Year EDS 494 & 495 Student Teaching & EDS 470 Senior Seminar EDU 247 Health Issues EDU 441 The Christian Teacher

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Submit NY State Application for Certificate & money order to the Registrar Submit fingerprints & money order to the State Exit interview with the Administrative Assistant

All forms are available in the Education Lab. You can sign up for the certification exams (LAST, ATS-W, CST)

online at www.nystce.nesinc.com.

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Childhood Education and Early Childhood Education Programs - B.S. The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). The Childhood Education program is nationally recognized by the Association of Childhood Education International (ACEI). The Childhood Education (Grades 1-6) curriculum is an approved program under the provisions and regulations of the Commissioner of Education and the Division of Teacher Education and Certification of the Department of Higher Education of the State of New York. The Early Childhood Education (Birth-Grade 2) and Early Childhood-Childhood Education (Birth-Grade 6) curricula are currently pending approval by the New York State Education Department. These curricula lead to recommendation for the initial certificate for teaching in the elementary schools and early childhood facilities of New York. The State of New York certification procedures require that recommended candidates make personal application for this initial certificate. Nyack College is not required to make recommendation for certification of a candidate not meeting the standards. For example, a grade of B- or better is required in Senior Seminar and both placements of Student Teaching or recommendation for certification will be withheld. The regulations of the Commissioner of Education stipulate that initial certification will be granted in New York on the basis of passing scores on the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialties Test (CST). The candidate must take the LAST once by the end of the sophomore year and pass the exam prior to admission to methods courses. It is recommended that the candidate take the ATS-W and CST during junior year, as passing scores are required for admission to student teaching. Pass rates for this institution are published in compliance with Title II regulations.

Year LAST ATS-W CST Overall

2006-2007 100% 100% 71% 72%

3rd Year Out 2003-2004 94% 97% 95% 88%

*Catalog changes are submitted before official Title II reports are received. Students who intend to pursue certification in other states should be aware of the requirements for those states. Many states have a reciprocity agreement with New York State and by meeting another state's testing requirements a NYS certificate a certificate can be exchanged for a certificate in that state. Student's should also be aware that Pennsylvania now requires teachers to have a 3.0 GPA and New Jersey has raised the requirement for GPA to 2.75 for certification. These GPA requirements are above the current minimum GPA requirements for Nyack College so graduation with a degree does not guarantee certification. The Childhood Education teacher preparation program of Nyack College has also been accredited by the Association of Christian Schools International (ACSI) for the preparation of teachers for a ministry in Christian school education. Candidates, upon successful completion of the program of study, will also be awarded an ACSI teaching certificate. One semester of the senior year is devoted to full-time supervised student teaching experience in local public, private, or Christian schools at two different levels.

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Admission to the Childhood Education or Early Childhood Education Programs In addition to the general admission requirements listed in the catalog, admission to the Childhood Education or Early Childhood Education programs requires the following items:

1. Submission of departmental application. 2. Completion of 30 hours of pre-approved independent field experience (It is

recommended that candidates complete this requirement immediately following completion of freshman year).

3. Satisfactory grade point average (overall GPA of 2.5, 2.75 in education, and 2.75 in the area of specialization). Specifically, a grade of C or better is required in each education and core related education course, or the course must be repeated.

4. Passing score on LAST certification exam for NY. 5. Recommendation by EDU 259 professor. 6. Approval by division faculty.

Applicants will be expected to have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board (generally 920 or more). Applicants wishing to transfer into the program in cases where the SAT scores are insufficient or not readily available will be expected to present a grade point average of not less than 2.50 on a four-point scale. Before admission to the department and to third year education methods courses, the candidate must have an overall cumulative grade point average of 2.50, a 2.75 grade point average in education and core related education courses, and a 2.75 in courses of the academic area of specialization. Field ExperiencesIn addition to 30 hours of independent field experience, candidates engage in field experiences in conjunction with most education courses. The candidate must accumulate a minimum of 100 hours of field experiences beyond the 30 hours of independent field experience. All field experiences require access to one’s own transportation. The candidate must plan accordingly for this possibility. Language Requirements Education candidates can fulfill their language requirement through one of the following ways:

1. 6 credits in the same language. 2. Passing grade in an Advanced Placement exam. 3. Competency shown through NY State-recognized exam. 4. C or better at Elementary level II or one course at the Intermediate level or above.

Admission to Student TeachingCandidates enrolled in this curriculum will be required to satisfy the following before registering for student teaching:

1. The candidate must present recommendations that his/her personality and social maturity are such as to insure his/her readiness to work with children and the supervisory staff.

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2. The candidate must complete a physical examination, including a Mantoux tuberculin test, within the 30 days prior to student teaching and present a health certificate indicating that he/she is free from physical and health conditions that might be detrimental to teaching.

3. All prerequisites must be satisfied. A grade of C or better is required in each education course, or the course must be repeated.

4. The candidate must have an overall cumulative grade point average of not less than 2.50, an average of not less than 2.75 in all education and core related education courses, and an average of not less than 2.75 in courses in the academic area of specialization.

5. The candidate must have passing scores on the Liberal Arts & Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialty Test (CST).

6. The candidate must submit an Application for Admission to Student Teaching and accompanying résumé to the Education Office by March 1 or October 1 prior to the intended student teaching semester.

Other issues to consider with regard to student teaching include the following:

• The candidate must have access to his/her own means of transportation for the supervised student teaching experience. Transportation and other costs for student teaching are at the candidate’s expense.

• The department advises extreme caution against engaging in any and all activities that usurp time/attention from the professional preparation of student teaching and Senior Seminar, including additional coursework, employment, and extra-curricular activities (e.g. sports, etc.). Planning ahead is expected in order to avoid the stress and distraction of being overscheduled during this capstone experience, where possible.

Admission to Core Related Education Courses

The minimum pass grade for the following courses will be C to graduate; each course with an earned grade below C must be repeated. In addition, these courses will be included in the calculation of the Education GPA. BIO 217- Survey of the Life Sciences MAT211- Math for the Elementary School Teacher FNA 240- Fine Arts in the Elementary Classroom PED 211- Physical Education for Educators PSC 218- Survey of the Physical Sciences

Academic Areas of Specialization Note: Areas of Specialization that are followed by an * are also available at the New York City

Campus.

English (15 credits) * ENG 353 - English Grammar and Phonology........................................................................3 ENG 372 - Writing Theory .....................................................................................................3 ENG-electives (upper-level) ...................................................................................................9

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English with TESOL Emphasis (15 credits) ENG 201 or 202 - Global Literature (whichever was not taken in the core).........................3 ENG 352 - History of the English Language .........................................................................3 ENG 353 - English Grammar and Phonology........................................................................3 ENG 354 - Second Language Acquisition..............................................................................3 ENG-elective ...........................................................................................................................3

• In this concentration, the following two courses would replace two other courses in the Major Field Component: EDT 342-Methods in TESOL: Language Arts replaces EDU 333. EDT 343-Methods in TESOL: Math, Science, Social Studies replaces the EDU elective.

• Candidates can apply for additional NY State certification in ESOL through the individual evaluation pathway if 6 additional credits of English are earned; taking Old Testament Literature and New Testament Literature cross-listed as ENG instead of BIB could fulfill this requirement (pending approval).

Social Studies (18 credits) * HIS 114 - Western Civilization I ............................................................................................3 HIS 215 - American Government ...........................................................................................3 HIS 255 - World Cultural Geography.....................................................................................3 Social Science electives ..........................................................................................................9 Math/Science/Technology (15 credits) * MAT-elective...........................................................................................................................3

SCI-elective .............................................................................................................................4 Math, Science, or Technology Electives ................................................................................8 Social Studies and English (15 credits) *

ENG 353 - English Grammar and Phonology or ENG 372 - Writing Theory......................3 HIS 255 - World Cultural Geography.....................................................................................3 ENG-Electives ............................................................................................................. 3 or 6** Social Science electives............................................................................................... 3 or 6** **Total 9 credits of electives

Math and English (15 credits) * ENG 353 - English Grammar and Phonology or ENG 372 - Writing Theory......................3 ENG-Electives .........................................................................................................................6 MAT-Electives ........................................................................................................................6

Math and Social Studies (15 credits) * HIS 255 -World Cultural Geography......................................................................................3 MAT-Electives ........................................................................................................................6 Social Science electives...........................................................................................................6 Culture and Civilizations (15 credits) HIS 255 - World Cultural Geography.....................................................................................3 HIS 343 - History of Political and Social Thought ................................................................3

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History or Sociology electives ................................................................................................9 Arts and Humanities (15 credits) * Music and/or Art Content electives ........................................................................................4 Art, Literature, Drama, or Music electives ...........................................................................11 Communication and the Arts (15 credits) COM 108 - Public Speaking ...................................................................................................3 COM 217 - Dramatic Arts or COM 212 - Mass Media and Society.....................................3 Music History elective.............................................................................................................2 Drama, Writing, Communications, Art, or Music electives ..................................................7 Health and Science (18 credits) BIO 115 - Principles of Nutrition ...........................................................................................3 SOC 241 - The Family ............................................................................................................3 Physical Education, Sociology, Psychology, or Science electives ......................................12

Childhood Education Major - B.S. * This major may also be combined with a master's degree in Childhood Special Education through an integrated 5-

year program. See the graduate education handbook for details. Primary Faculty, Rockland: Susan Bucci, Christine Buel, Dr. Dion Harrigan, Dr. JoAnn Looney,

Dr. James Nichols, Peter Olsen Primary Faculty, NYC: Dr. Arthur Attwell, Miriam Velez, Marie White Core Component (63 credits) Credits BIB 101 - Christian Foundations.................................................................................................2 BIB 102 - Old Testament Literature............................................................................................3 BIB 201 - New Testament Literature ..........................................................................................3 BIB 301 or 302 - Biblical Doctrine I or II...................................................................................3 BIB elective (including BIB301/302—whichever was not taken to fulfill Doc req) ................3 BIO 217 - Survey of the Life Sciences (as Laboratory Science elective)..................................4 EDU 441 - The Christian Teacher...............................................................................................3 EDU 445 - Educating a Diverse Population ...............................................................................3 ENG 101-102 - College Writing I and II ....................................................................................6 ENG 201 or 202 - Global Literature I or II .................................................................................3 FNA 240 - Fine Arts in the Elementary Classroom (as FNA elective)......................................3 HIS 113 - History of Western Civilization I ...............................................................................3 HIS 213,214 - U.S. History I and II ............................................................................................6 INT 112 - Foundations for Excellence ........................................................................................2 INT 101- Information Literacy....................................................................................................1 MAT 211 - Math for Elementary Teachers.................................................................................3 PED 211 - Physical Education for Educators .............................................................................1 PMN 201 - Nyack Heritage .........................................................................................................1 PSC 218 - Survey of the Physical Sciences ................................................................................4 PSY 101 - General Psychology (as Social Science elective) ....................................................3 Mathematics elective ...................................................................................................................3

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Foreign Language Component (6 credits) 1 year of a foreign language.......................................................................................................6 Major Field Component (43 credits) EDU 221- Introduction to Teaching with Technology...............................................................1 EDU 246 - Foundations of Education .........................................................................................3 EDU 247 - Health Issues .............................................................................................................0 EDU 258 - Development and Learning Theory..........................................................................3 EDU 259 - Teaching and Learning Strategies ............................................................................3 EDU 321- Technology Applications for Teachers .....................................................................1 EDU 331 - Methods in Teaching Science...................................................................................3 EDU 332 - Methods in Teaching Social Studies ........................................................................3 EDU 333 - Methods of Teaching Literacy I ...............................................................................3 EDU 334 - Methods of Teaching Literacy II ..............................................................................3 EDU 335 - Methods of Teaching Literacy III.............................................................................3 EDU 336 - Methods in Teaching Math.......................................................................................3 EDU 470 - Senior Seminar ..........................................................................................................2 EDU 492 & 493 - Student Teaching .........................................................................................10 EDU-electives ..............................................................................................................................2

Field Experience – EDU 191, 291, 292, 391, and 392 Areas of Specialization (15-18 credits) Arts and Humanities ..................................................................................................................15 Communication and the Arts.....................................................................................................15 Culture and Civilizations ...........................................................................................................15 English........................................................................................................................................15 English with TESOL Emphasis.................................................................................................15 Health and Science...................................................................................................................18* Math and Social Studies ............................................................................................................15 Math/Science/Technology .........................................................................................................15 Social Studies ...........................................................................................................................18* Social Studies and English.........................................................................................................15 *Require 130 total credits Total credits required .................................................................................................... 127-130

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Childhood Education Major Suggested Program Plan FIRST YEAR Fall BIB 101-Christian Foundations ......2 EDU 191–1st Yr Field Experience EDU 246-Found. of Education .......3 ENG 101-College Writing I............3 HIS 113-Hist. of West. Civ. I..........3 INT 112-Found. for Excellence ......2 LAN-Elective ..................................3 PED 211-PE for Educators..............1 SECOND YEAR Fall BIO 217-Survey Life Sciences .......4 EDU 221-Teaching w/ Techno .......1 EDU 258-Dev & Lrng Theory........3 EDU 291–2nd Yr Field Experience ENG 201 or 202-Global Lit. I or II.3 HIS 213-U.S. History I....................3 Liberal Arts Elective .......................3 THIRD YEAR Fall BIB 301 or 302-Bib Doct I or II .....3 EDU 321- Tech. Apps for Tchers ...1 EDU 331-Meth. in Science .............3 EDU 332-Meth. in Soc. Stud. .........3 EDU 333-Teaching Literacy I ........3 EDU 391–3rd Yr Field Experience EDU-Elective ..................................2 MAT 211-Math Elem. Teachers.....3 FOURTH YEAR Fall EDU 470-Senior Seminar ...............2 EDU 492-Student Teaching. ...........5 EDU 493-Student Teaching. ...........5

Spring BIB 102-Old Testament Lit. ...........3 ENG 102-College Writing II ..........3 INT 101- Info Literacy....................1 LAN-Elective ..................................3 MAT-Elective..................................3 PMN 201-Nyack Heritage ..............1 PSY 101-General Psychology ........3 Spring BIB 201-New Testament Lit...........3 EDU 259-Tchg & Lrng Strategies..3 EDU 292–2nd Yr Field Experience FNA 240 Fine Arts in Elem. Class .3 HIS 214-U.S. History II ..................3 PSC 218-Surv. Physical Sciences...4 Spring BIB-elective.....................................3 EDU 334-Teaching Literacy II .......3 EDU 335-Teaching Literacy III......3 EDU 336-Methods in Math ............3 EDU 392–3rd Yr Field Experience Liberal Arts Electives......................6 Spring EDU 247-Health Issues...................0 EDU 441-Christian Teacher ...........3 EDU 445-Educ. Div. Pop................3 Liberal Arts Electives...............6/9**

**Some specializations require 18 credits of liberal arts electives as opposed to 15 credits.

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Overview of Requirements for Childhood Education Majors First Year Declare a Childhood Education major & specialization with the Registrar EDU 246 Foundations of Education & EDU 191L First Year Field Experience

Complete 30 hours of independent field experience • Proposal for 30 Hrs approved by Dept. Head • Certification of Participation in 30 Hrs returned by supervisor

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Second Year Take and pass the LAST & report score to the Education Office Complete and submit Application for Admission to the School of Education EDU 258 & EDU 291L Second Year Course/Field Experience

EDU 259 & EDU 292L Second Year Course/Field Experience EDU 221 & 300-level educational technology courses GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

( ) Discuss overseas student teaching placement with education faculty if interested

Teacher Candidates Admitted to the School of Education

Third Year EDU 331, EDU 332, EDU 333 & EDU 391L Fall Methods/Field Experience EDU 334, EDU 335, EDU 336 & EDU 392L Spring Methods/Field Experience Education elective courses

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Application for Admission to Student Teaching & Résumé Recommendation of disposition forms for student teaching Take and pass Elementary ATS-W Take and pass Multi-Subject CST

( ) Optional: Apply for the 5-yr Childhood Special Education B.S./M.S.Ed. program.

Teacher Candidates Admitted to Student Teaching

Fourth Year EDU 492 & 493 Student Teaching & EDU 470 Senior Seminar EDU 247 Health Issues EDU 441 The Christian Teacher EDU 445 Educating a Diverse Population

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Submit NY State Application for Certificate & money order to the Registrar Submit fingerprints & money order to the State Exit interview with the Administrative Assistant

All forms are available in the Education Lab. You can sign up for the certification exams (LAST, ATS-W, CST)

online at www.nystce.nesinc.com.

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Early Childhood Education Major (Birth-Grade 2) - B.S. Primary Faculty, Rockland: Susan Bucci, Christine Buel, Dr. Dion Harrigan, Sherry Jarrett,

Dr. JoAnn Looney, Dr. James Nichols

Core Component (63 credits) Credits BIB 101 - Christian Foundations.................................................................................................2 BIB 102 - Old Testament Literature............................................................................................3 BIB 201 - New Testament Literature ..........................................................................................3 BIB 301 or 302 - Biblical Doctrine I or II...................................................................................3 BIB elective (including BIB301/302—whichever was not taken to fulfill Doc req) ................3 BIO 217 - Survey of the Life Sciences........................................................................................4 EDU 441 - The Christian Teacher...............................................................................................3 EDU 445 - Educating a Diverse Population ...............................................................................3 ENG 101,102 - College Writing I and II.....................................................................................6 ENG 201 or 202 - Global Literature I or II .................................................................................3 FNA 240 - Fine Arts in the Elementary Classroom....................................................................3 HIS 113 - History of Western Civilization I ...............................................................................3 HIS 213,214 - U.S. History I and II ............................................................................................6 INT 101- Information Literacy....................................................................................................1 INT 112 - Foundations for Excellence ........................................................................................2 MAT 211 - Math for Elementary Teachers.................................................................................3 PED 211 - Physical Education for Educators .............................................................................1 PSC 218 - Survey of the Physical Sciences ................................................................................4 PMN 201 - Nyack Heritage .........................................................................................................1 PSY 101 - General Psychology (as Social Science elective) ....................................................3 Mathematics elective ...................................................................................................................3

Foreign Language Component (6 credits) 1 year of a foreign language....................................................................................................6

Major Field Component (43 credits) EDU 221- Introduction to Teaching with Technology...............................................................1 EDU 246 - Foundations of Education .........................................................................................3 EDU 247 - Health Issues .............................................................................................................0 EDU 258 - Development and Learning Theory..........................................................................3 EDU 259 - Teaching & Learning Strategies ...............................................................................3 EDU 321- Technology Applications for Teachers .....................................................................1 EDU 333 - Methods of Teaching Literacy I ...............................................................................3 EDU 335 - Methods of Teaching Literacy III.............................................................................3 ECE 250 - Early Childhood Observation and Assessment.........................................................3 ECE 337 - Infant Toddler Development and Environments ......................................................3 ECE 338 - Early Childhood Program and Curriculum...............................................................3 ECE 339 - Childhood Health Safety and Nutrition ....................................................................2 ECE 342 - EC Leadership & Management .................................................................................3 ECE 470 - Senior Seminar...........................................................................................................2 ECE 471,472 - Student Teaching: I & II...................................................................................10

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Field Experience – EDU 191, 291, ECE 293, 391, and 392 Areas of Specialization (15-18 credits) Arts and Humanities ..................................................................................................................15 Communication and the Arts.....................................................................................................15 Culture and Civilizations ...........................................................................................................15 English........................................................................................................................................15 English with TESOL Emphasis.................................................................................................15 Health and Science...................................................................................................................18* Math and Social Studies ............................................................................................................15 Math/Science/Technology .........................................................................................................15 Social Studies ...........................................................................................................................18* Social Studies and English.........................................................................................................15 *Require 129 total credits Total credits required .................................................................................................... 127-130

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Early Childhood Education Major Suggested Program Plan FIRST YEAR Fall BIB 101-Christian Foundations ......2 EDU 191–1st Yr Field Experience EDU 246-Found. of Ed ...................3 ENG 101-College Writing I............3 HIS 113-Hist. of West. Civ. I..........3 INT 112-Found. for Excellence ......2 LAN-Elective ..................................3 INT 101- Information Literacy .......1 SECOND YEAR Fall BIO 217-Survey Life Sciences .......4 EDU 258-Dev & Lrning Theory.....3 EDU 291–2nd Yr Field Experience EDU 221-Teaching w/ Techno .......1 FNA 240-Fine Arts in Elem. Class .3 HIS 213-U.S. History I....................3 MAT-Elective..................................3 PED 211-PE for Educators..............1

THIRD YEAR Fall BIB 301 or 302-Bib Doct I or II .....3 ECE 337-Inf Todd Dev. & Env ......3 ECE 342- EC Ldrship & Mgt. ........3 ECE 391–3rd Yr Field Experience EDU 321- Tech. Apps for Tchers ...1 EDU 333-Teaching Literacy I ........3 MAT 211-Math Elem. Teachers.....3 FOURTH YEAR Fall ECE 470-Senior Seminar ................2 ECE 491-Student Teaching.............5 ECE 492-Student Teaching.............5

Spring BIB 102-Old Testament Lit. ...........3 ENG 102-College Writing II ..........3 LAN-Elective ..................................3 PMN 201-Nyack Heritage ..............1 PSY 101-General Psychology ........3 Liberal Arts Elective .......................3 Spring BIB 201-New Testament Lit...........3 ECE 250-EC Observ. & Assess......3 ECE 293- EC OE Field Experience EDU 259-Tch & Lrn Strategies ......3 HIS 214-U.S. History II ..................3 PSC 218-Surv. Physical Sciences...4 Spring BIB-elective.....................................3 ECE 338-EC Pro & Curriculum. ....3 ECE 392–3rd Yr Field Experience EDU 335-Teaching Literacy III......3 ENG 201 or 202-Global Lit. I or II.3 Liberal Arts Electives......................6 Spring ECE 339-Child Health Safe Nutr....2 EDU 247-Health Issues...................0 EDU 441-Christian Teacher. ..........3 EDU 445-Educ. Div. Pop................3 Liberal Arts Electives.................6/9*

*Some specializations require 18 credits of liberal arts electives as opposed to 15 credits.

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Overview of Requirements for Early Childhood Education Majors First Year Declare a Childhood Education major & specialization with the Registrar EDU 246 Foundations of Education & EDU 191L First Year Field Experience

Complete 30 hours of independent field experience • Proposal for 30 Hrs approved by Dept. Head • Certification of Participation in 30 Hrs returned by supervisor

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Second Year Take and pass the LAST & report score to the Education Office Complete and submit Application for Admission to the School of Education EDU 258 & EDU 291L Second Year Course/Field Experience

EDU 259 Second Year Course EDU 221 & 300-level educational technology courses ECE 250 and ECE 273 Early Childhood foundational coursework GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

( ) Discuss overseas student teaching placement with education faculty if interested

Teacher Candidates Admitted to the School of Education

Third Year ECE 337, ECE 342, EDU 333 & ECE 391L Fall Methods/Field Experience ECE 338, EDU 334, & ECE 392L Spring Methods/Field Experience

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Application for Admission to Student Teaching & Résumé Recommendation of disposition forms for student teaching Take and pass Elementary ATS-W Take and pass Multi-Subject CST

Teacher Candidates Admitted to Student Teaching

Fourth Year ECE 491 & 492 Student Teaching & ECE 470 Senior Seminar ECE 339 Child Health & Safety and EDU 247 Health Issues EDU 441 The Christian Teacher EDU 445 Educating a Diverse Population

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Submit NY State Application for Certificate & money order to the Registrar Submit fingerprints & money order to the State Exit interview with the Administrative Assistant

All forms are available in the Education Lab. You can sign up for the certification exams (LAST, ATS-W, CST)

online at www.nystce.nesinc.com.

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Early Childhood-Childhood Education Major (Birth-Grade 6) - B.S.

Primary Faculty, Rockland: Susan Bucci, Christine Buel, Dr. Dion Harrigan, Sherry Jarrett, Dr. JoAnn Looney, Dr. James Nichols

Core Component (63 credits) Credits BIB 101 - Christian Foundations.................................................................................................2 BIB 102 - Old Testament Literature............................................................................................3 BIB 201 - New Testament Literature ..........................................................................................3 BIB 301 or 302 - Biblical Doctrine I or II...................................................................................3 BIB elective (including BIB301/302—whichever was not taken to fulfill Doc req) ................3 BIO 217 - Survey of the Life Sciences........................................................................................4 EDU 441 - The Christian Teacher...............................................................................................3 EDU 445 - Educating a Diverse Population ...............................................................................3 ENG 101-102 - College Writing I and II ....................................................................................6 ENG 201 or 202 - Global Literature I or II .................................................................................3 FNA 240 - Fine Arts in the Elementary Classroom....................................................................3 HIS 113 - History of Western Civilization I ...............................................................................3 HIS 213,214 - U.S. History I and II ............................................................................................6 INT 112 - Foundations for Excellence ........................................................................................2 INT 101- Information Literacy....................................................................................................1 MAT 211 - Math for Elementary Teachers.................................................................................3 PED 211 - Physical Education for Educators .............................................................................1 PSC 218 - Survey of the Physical Sciences ................................................................................4 PMN 201 - Nyack Heritage .........................................................................................................1 PSY 101 - General Psychology (as Social Science elective) ....................................................3 Mathematics elective ...................................................................................................................3 Foreign Language Component (6 credits)

1 year of a foreign language....................................................................................................6 Major Field Component (52 credits) EDU221- Introduction to Teaching with Technology................................................................1 EDU 246 - Foundations of Education .........................................................................................3 EDU 247 - Health Issues .............................................................................................................0 EDU 258 - Development and Learning Theory..........................................................................3 EDU 259 - Teaching and Learning Strategies ............................................................................3 EDU 321- Technology Applications for Teachers .....................................................................1 EDU 331 - Methods in Teaching Science...................................................................................3 EDU 332 - Methods in Teaching Social Studies ........................................................................3 EDU 333 - Methods of Teaching Literacy I ...............................................................................3 EDU 334 - Methods of Teaching Literacy II ..............................................................................3 EDU 335 - Methods of Teaching Literacy III.............................................................................3 EDU 336 - Methods in Teaching Math.......................................................................................3 ECE 250 - Early Childhood Observation and Assessment.........................................................3 ECE 337 - Infant Toddler Development and Environments ......................................................3

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ECE 338 - Early Childhood Program and Curriculum...............................................................3 ECE 339 - Childhood Health Safety and Nutrition ....................................................................2 ECE 342 - EC Leadership & Management .................................................................................3 ECE 470 - Senior Seminar...........................................................................................................2 ECE 491 or 492 - Student Teaching: I or II ................................................................................5 EDU 493 - Student Teaching: Upper ..........................................................................................5

Field Experience - EDU 191, 291, ECE 293, 391, and 392

Areas of Specialization (15-18 credits) Arts and Humanities ..................................................................................................................15 Communication and the Arts.....................................................................................................15 Culture and Civilizations ...........................................................................................................15 English........................................................................................................................................15 English with TESOL Emphasis.................................................................................................15 Health and Science...................................................................................................................18* Math and Social Studies ............................................................................................................15 Math/Science/Technology .........................................................................................................15 Social Studies ...........................................................................................................................18* Social Studies and English.........................................................................................................15 *Require 141 total credits Total credits required .................................................................................................... 139-142

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Early Childhood-Childhood Education Major Suggested Program Plan FIRST YEAR Fall BIB 101-Christian Foundations ......2 EDU 191–1st Yr Field Experience EDU 246-Found. of Ed ...................3 ENG 101-College Writing I............3 HIS 113-Hist. of West. Civ. I..........3 INT 112-Found. for Excellence ......2 LAN-Elective ..................................3 SECOND YEAR Fall BIO 217-Survey Life Sciences .......4 EDU 221-Teaching w/ Techno .......1 EDU 258-Dev & Lrning Theory.....3 EDU 291–2nd Yr Field Experience ENG 201 or 202-Global Lit. I or II.3 HIS 213-U.S. History I....................3 MAT-Elective..................................3 THIRD YEAR Fall BIB 301 or 302-Bib Doct I or II .....3 ECE 337-Inf Todd Dev. & Env ......3 ECE 391–3rd Yr Field Experience EDU 321- Tech. Apps for Tchers ...1 EDU 333-Teaching Literacy I ........3 FNA 240 Fine Arts in Elem. Class .3 MAT 211-Math Elem. Teachers.... 3 FOURTH YEAR Fall ECE 342- EC Ldrship & Mgt. ........3 EDU 331-Meth. in Science .............3 EDU 332-Meth. in Soc. Stud. .........3 Liberal Arts Electives......................6 PED 211-PE for Educators..............1 FIFTH YEAR Fall ECE 470-Senior Seminar ................2 ECE 491/492-Student Teaching. ....5 EDU 493-Student Teaching. ...........5

Spring BIB 102-Old Testament Lit. ...........3 ENG 102-College Writing II ..........3 LAN-Elective ..................................3 PMN 201-Nyack Heritage ..............1 PSY 101-General Psychology ........3 Liberal Arts Elective .......................3 Spring BIB 201-New Testament Lit...........3 ECE 250-EC Observ. & Assess......3 ECE 273- EC OE Field Experience EDU 259-Tch & Lrn Strategies ......3 EDU-Tech. elective (300 level) ......1 HIS 214-U.S. History II ..................3 PSC 218-Surv. Physical Sciences...4 Spring BIB-elective.....................................3 ECE 338-EC Pro & Curriculum. ....3 ECE 392–3rd Yr Field Experience EDU 334-Teaching Literacy II .......3 Liberal Arts Electives......................6 Spring ECE 339-Child Health Safe Nutr....2 EDU 247-Health Issues...................0 EDU 335-Teaching Literacy III......3 EDU 336-Methods in Math ............3 EDU 441-Christian Teacher. ..........3 EDU 445-Educ. Div. Pop................3 Liberal Arts Electives....................3*

*Some specializations require 18 credits of liberal arts electives as opposed to 15 credits.

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Overview of Requirements for Early Childhood-Childhood Education Majors First Year Declare a Childhood Education major & specialization with the Registrar EDU 246 Foundations of Education & EDU 191L First Year Field Experience

Complete 30 hours of independent field experience • Proposal for 30 Hrs approved by Dept. Head • Certification of Participation in 30 Hrs returned by supervisor

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Second Year Take and pass the LAST & report score to the Education Office Complete and submit Application for Admission to the School of Education EDU 258 & EDU 291L Second Year Course/Field Experience

EDU 259 Second Year Course EDU 221 & 300-level educational technology courses ECE 250 & ECE 293 Early Childhood Observation & Assessment GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

( ) Discuss overseas student teaching placement with education faculty if interested

Teacher Candidates Admitted to the School of Education

Third Year ECE 337, EDU 333, & ECE 391L Fall Methods/Field Experience ECE 338, EDU 334 & ECE 392L Spring Methods/Field Experience

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Take and pass Elementary ATS-W Take and pass Multi-Subject CST

Fourth Year ECE 342, EDU 331, & EDU 332 Fall Methods EDU 335 & EDU 336 Spring Methods ECE 339 Child Health & Safety & EDU 247 Health Issues EDU 441 The Christian Teacher EDU 445 Educating a Diverse Population

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Application for Admission to Student Teaching & Résumé Recommendation of disposition forms for student teaching

Teacher Candidates Admitted to Student Teaching

Student ECE 491/492 & EDU 493 Student Teaching & ECE 470 Senior Seminar Teaching Submit NY State Application for Certificate & money order to the Registrar Submit fingerprints & money order to the State Exit interview with the School of Education Administrative Assistant

All forms are available in the Education Lab. You can sign up for the certification exams (LAST, ATS-W, CST)

online at www.nystce.nesinc.com.

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Music Education Program - Mus.B.

Primary Faculty, Rockland: Dr. Glenn Koponen, Joan Mallory The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). The School of Music is accredited by National Association of Schools of Music (NASM) The Music Education major is designed for the training of teachers in elementary and secondary school music in accordance with the requirements of the Division of Teacher Education and Certification of the Department of Higher Education of the State of New York. In New York, permanent certification for teaching in the public schools is open only to those holding a master’s degree and having two years teaching experience; this curriculum, therefore, leads to recommendation for the provisional certificate for teaching (K-12) in the elementary, middle, and high schools of New York. The State of New York certification procedures require that recommended candidates make personal application for this initial certificate. Nyack College is not required to make recommendation for certification of a candidate not meeting the standards. For example, a grade of B- or better is required in Senior Seminar and both placements of Student Teaching or recommendation for certification will be withheld. The regulations of the Commissioner of Education stipulate that initial certification will be granted in New York on the basis of passing scores on the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialties Test (CST). The candidate must take the LAST at least once before the end of the sophomore year and pass the exam prior to admission to methods courses. It is recommended that the candidate take the ATS-W and CST during junior year, as passing scores are required for admission to student teaching. Pass rates for this institution are published in compliance with Title II regulations.

Year LAST ATS-W CST Overall2006-2007

100% 100% 71% 72% 3rd Year Out 2003-2004* 94% 97% 95% 88% *Catalog changes are submitted before official Title II reports are received.

Students who intend to pursue certification in other states should be aware of the requirements for those states. Many states have a reciprocity agreement with New York State and by meeting another state's testing requirements a NYS certificate a certificate can be exchanged for a certificate in that state. Student's should also be aware that Pennsylvania now requires teachers to have a 3.0 GPA and New Jersey has raised the requirement for GPA to 2.75 for certification. These GPA requirements are above the current minimum GPA requirements for Nyack College so graduation with a degree does not guarantee certification. Graduates are also qualified to direct music in churches and to teach music on the mission field in schools for children of missionaries and government officials. The teacher education program of Nyack College has been accredited by the Certification Commission of the Association of Christian Schools International (ACSI) for the preparation of teachers for a ministry in Christian

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school education. Candidates, upon successful completion of the program of study, will also be awarded an ACSI teaching certificate. Admission to the Music Education Methods In addition to the general admission requirements listed in the catalog, admission to the Music Education program requires the following items:

1. Submission of departmental application. 2. Completion of 30 hrs of pre-approved independent field experience(s). 3. Satisfactory grade point average (overall GPA of 2.5, 2.75 in music courses, and 2.75 in

education courses). Specifically, a grade of C or better is required in each education course, or the course must be repeated.

4. Passing score on LAST certification exam for NY. 5. Recommendation by EDU 259 professor. 6. Approval by division faculty.

The focus of this course of study is the development of well-rounded and effective teachers. The inclusion of Bible courses makes an ideal program for one who wishes to serve both the community and church interests. In addition to the general admission requirements listed in the Nyack College catalog, applicants will be expected to have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board (generally 920 or more). Applicants wishing to transfer into the program in cases where the SAT scores are insufficient or not readily available will be expected to present a grade point average of not less than 2.5 on a four-point scale. Applied Major and Minor Each candidate majoring in Music Education will select a major applied area (voice, piano, organ, or other instrument) and a minor applied area. The applied major and minor may not both be keyboard instruments. Unless the applied major is piano, the applied minor must be piano or functional piano until the final functional proficiency examination is passed. A specially designed one-semester Advanced Functional Piano Course will be required for piano majors. For graduation, proficiency in the applied major should be that described for the third year level. Proficiency in the applied minor should be equivalent to the first year level. Field ExperiencesAll music education candidates are required to complete 135 hours of supervised observations prior to beginning their student teaching experience. Part of these observations will be done in conjunction with EDU 246, EDU 258, and 249. Methods courses will provide 70 hours of observation in elementary, middle, and high school classrooms. The candidates will also be required to complete 30 hours of pre-approved, independent field experience prior to Elementary and Secondary Music courses. All field experiences require access to one’s own transportation. Admission to Supervised Student TeachingCandidates enrolled in this curriculum will be required to satisfy the following before registering for student teaching:

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1. Candidates must present a recommendation from the department that their personality and social maturity are such as to insure their readiness to work with children and the supervisory staff.

2. Candidates must present a health certificate, including the results of a Mantoux tuberculin test, within 30 days prior to student teaching indicating that they are free from physical and health conditions which might be detrimental to teaching.

3. All course requirements except EDM 470, 493, 495, and MUS 352 must be satisfied prior to student teaching. A grade of C or better is required in each education course, or the course must be repeated.

4. Candidates must have a cumulative grade point average of not less than 2.5, not less than 2.75 in all of their Education courses, and not less than 2.75 in all of their Music courses.

5. Candidates must have the ability to sing in tune with tone quality worthy of imitation and sufficient command of the voice to teach rote songs in the manner in which they are to be sung for the students in the classroom. In order to appraise the vocal quality of Music Education candidates not majoring or minoring in voice, a recommendation will be made by the Voice Class teacher. Candidates must also pass vocal proficiency in EDM 441.

6. The candidate must have passing scores on the Liberal Arts & Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialty Test (CST).

7. The candidate must submit an Application for Admission to Student Teaching and accompanying résumé to the Education Office by March 1 or October 1 prior to the intended student teaching semester.

Other issues to consider with regard to Student Teaching include the following:

• The candidate must have access to his/her own means of transportation for the supervised student teaching experience. Transportation and other costs for student teaching are at the candidate’s expense.

• The department advises extreme caution against engaging in any and all activities that usurp time/attention from the professional preparation of student teaching and Senior Seminar, including additional coursework, employment, and extra-curricular activities (e.g. sports, etc.). Planning ahead is expected in order to avoid the stress and distraction of being overscheduled during this capstone experience, where possible.

Curriculum Core Component (45 credits) Credits BIB 101 - Christian Foundations.................................................................................................2 BIB 102 - Old Testament Literature............................................................................................3 BIB 201 - New Testament Literature ..........................................................................................3 BIB 301 or 302 - Biblical Doctrine I or II...................................................................................3 BIB elective (including BIB301/302—whichever was not taken to fulfill Doc req) ................3 EDU 441 - The Christian Teacher...............................................................................................3 ENG 101-102 - College Writing I and II ....................................................................................6 ENG 201 or 202 - Global Literature I or II .................................................................................3 HIS 113 - History of Western Civilization I ...............................................................................3 INT 112 - Foundations for Excellence ........................................................................................2 PMN 201 - Nyack Heritage .........................................................................................................1 PSY 101 - General Psychology (Social Science elective)..........................................................3

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SOC 347 - Multicultural America ...............................................................................................3 Laboratory Science elective.........................................................................................................4 Mathematics elective ...................................................................................................................3 Foreign Language Component (3 credits)

1 semester of any language .....................................................................................................3 Major Field Component (91 credits) MUS 101,102 - Functional Piano Class ......................................................................................2 MUS 103 - Fundamentals of Singing..........................................................................................1 MUS 105 - Beginning Guitar Techniques ..................................................................................1 MUS 121,122 - Elem. Ear-Training and Sight-singing..............................................................2 MUS 123,124 - Elementary Theory............................................................................................6 MUS 171,2,3,271,2,371,2,471 - Jury Examination ....................................................................0 MUS 201,202 - Functional Piano Class ......................................................................................2 MUS 213 - Western Music to 1700.............................................................................................2 MUS 214 - Music of the 18th Century.........................................................................................2 MUS 221,222 - Adv. Ear-Training and Sight-singing................................................................2 MUS 223,224 - Advanced Theory ..............................................................................................6 MUS 233 - Singer’s Diction........................................................................................................2 MUS 319 - Music of the 19th Cent ..............................................................................................2 MUS 320 - Music of the 20th Cent ..............................................................................................2 MUS 321 - Composition and Improvisation...............................................................................2 MUS 323 - Form and Analysis....................................................................................................2 MUS 327 - Instrumentation and Orchestration...........................................................................2 MUS 333,334 - Choral Conducting, Choral Conducting Methods............................................3 MUS 352 - Music of Diverse Cultures........................................................................................2 MUS 433,434 - Orchestral Conducting.......................................................................................2 MUS 470 - Senior Recital............................................................................................................0 Applied Music credits ................................................................................................................14 Music Organization each semester..............................................................................................0 EDU 246 - Foundations of Education .........................................................................................3 EDU 247 - Health Issues .............................................................................................................1 EDU 258 - Development and Learning Theory..........................................................................3 EDU 259 - Teaching and Learning Strategies ............................................................................3 EDM 345 - Strings Methods........................................................................................................1 EDM 346 - Brass Methods ..........................................................................................................1 EDM 347 - Woodwinds Methods ...............................................................................................1 EDM 348 - Percussion Methods..................................................................................................1 EDM 441 - Music in the Elementary School ..............................................................................3 EDM 444 - Music in the Secondary School................................................................................3 EDM 470 - Senior Seminar .........................................................................................................2 EDM 493 - Supervised Student Teaching of Music in the Elem ...............................................5 EDM 495 - Supervised Student Teaching/Music in Mid/High ..................................................5

Field Experience – EDU 191, 291, 292, EDM 391, and 392

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Total credits required ............................................................................................................139 Music Education Major Suggested Program Plan—5 Years FIRST YEAR Fall BIB 101-Christian Foundations ......2 ENG 101-College Writing I............3 HIS 113-Hist. of West. Civ. I..........3 INT 112-Found. for Excellence ......2 MUS 101-Functional Piano* ..........1 MUS 121-Elem. Ear Training.........1 MUS 123-Elementary Theory.........3 MUS 171-Major Jury ......................0 Applied Music**..............................2 Music Organization~........................0 SECOND YEAR Fall BIB 201-New Testament Lit...........3 EDU 258-Dev & Lrng Theory........3 EDU 291-2nd Yr Field Exp .............0 MUS 103-Fund. of Singing.............1 MUS 201-Functional Piano* ..........1 MUS 213-Western Music to 1700 Or MUS 319# .............................2 MUS 221-Advanced Ear Train. ......1 MUS 223-Advanced Theory...........3 MUS 271-Major Jury ......................0 MUS 333-Choral Conducting .........1 Applied Music** .............................2 Music Organization~........................0 THIRD YEAR Fall BIB 301 or 302-Bib Doct I or II .....3 EDM 345-Strings Methods .............1 ENG 201 or 202-Global Lit. I/II .....3 MAT-Elective..................................3 MUS 319-Music 19th Century or MUS 213#...................................2 MUS 321-Comp. & Improv. ..........2 MUS 371-Major Jury ......................0 MUS 433-Orchestral Conduct. ......1 Applied Music .................................2 Music Organization~........................0 FOURTH YEAR Fall EDM 347-Woodwinds Meth. .........1 EDM 391-3rd Yr Field Exp .............0

Spring BIB 102-Old Testament Lit. ...........3 ENG 102-College Writing II ..........3 MUS 102-Functional Piano* ..........1 MUS 122-Elem. Ear Training.........1 MUS 124-Elementary Theory ........3 MUS 172-Major Jury ......................0 MUS 173-Minor Jury......................0 PSY 101-General Psychology ........3 Applied Music**..............................2 Music Organization~........................0 Spring EDU 191-1st Yr Field Experience...0 EDU 246-Found. of Education .......3 EDU 259-Tchg & Lrng Strategies..3 EDU 292-2nd Yr Field Experience..0 MUS 202/MUS 301-Func. Piano* .1 MUS 214-Music of 18th Century or MUS 320# ..............................2 MUS 222-Advanced Ear Train. ......1 MUS 224-Advanced Theory...........3 MUS 272-Major Jury ......................0 MUS 273-Minor Jury......................0 MUS 334-Choral Conducting Methods......................................2 Applied Music .................................2 Music Organization~........................0 Spring BIB-elective.....................................3 EDM 346-Brass Methods ...............1 EDU 233-Singer’s Diction..............2 MUS 105-Beg. Guitar Tech. ..........1 MUS 320-Music 20th Century Or MUS 214# .............................2 MUS 372-Major Jury ......................0 MUS 434-Orchestral Conduct. .......1 PMN 201-Nyack Heritage ..............1 Applied Music .................................2 Music Organization~........................0 Spring EDM 348-Percussion Methods.......1 EDM 444-Music Sec. School .........3

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EDM 441-Music Elem. School.......3 LAN-Foreign Language..................3 MUS 323-Form & Analysis............2 MUS 327-Orchestration..................2 MUS 471-Major Jury ......................0 SOC 347-Multicultural America.....3 Applied Music .................................1 Music Organization~........................0 FIFTH YEAR Fall EDM 470-Student Teaching Sem. .2 EDM 493-Student Teaching ...........5 EDM 495-Student Teaching ...........5

EDM 392-4th Yr Field Exp .............0 EDU 247-Health Issues...................1 EDU 441-Christian Teacher ...........3 MUS 352-Music of Div. Cult. ........2 MUS 470-Senior Recital.................0 MUS 472-Major Jury ......................0 SCI-Laboratory Science elective ....4 Applied Music .................................1 Music Organization~........................0

Functional piano courses MUS 101, 102, 201, 202 are required of all non-keyboard majors. Keyboard majors are required to take MUS 301-Advanced Functional Piano (1 credit). Non-keyboard majors who test out of any semester of Functional Piano will replace it with 1 credit in an applied area for each semester. ** Keyboard majors will take 2 credits in the applied major, plus 1 credit in an applied minor area, totaling 3 credits. ~ Music organizations may be taken for 0 or 1 credit. # These courses are offered alternate years; see music introductory pages for complete list of rotations. Note: The State of New York has approved the Music Education Program for nine semesters. By following the program plan below, candidates can complete the degree in eight semesters if they prefer to do so.

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Overview of Requirements for Music Education Majors--5-year Checklist First Year Declare a Music Education major with the Registrar

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Second Year Take and pass the LAST & report score to the Education Office Complete and submit Application for Admission to the School of Education EDU 246 Foundations of Education & EDU 191L First Year Field Experience

Complete 30 hours of independent field experience • Proposal for 30 Hrs approved by Dept. Head • Certification of Participation in 30 Hrs returned by supervisor

EDU 258 & EDU 291L Second Year Course/Field Experience EDU 259 & EDU 292L Second Year Course/Field Experience GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Teacher Candidates Admitted to the School of Education

Third Year EDM 345 & EDM 346 Methods GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Fourth Year EDM 347 & EDM 444 with EDM 392L EDM 348 & EDM 441 with EDM 391L Field Experiences EDU 247 Health Issues EDU 441 The Christian Teacher

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Take and pass either Elementary or Secondary ATS-W Take and pass Music CST Application for Admission to Student Teaching & Résumé by March 15 Recommendation of disposition forms for student teaching

Teacher Candidates Admitted to Student Teaching

Student EDM 493 & 495 Student Teaching & EDM 470 Senior Seminar Teaching Submit NY State Application for Certificate & money order to the Registrar Submit fingerprints & money order to the State Exit interview with the School of Education Administrative Assistant

All forms are available in the Education Lab. You can sign up for the certification exams (LAST, ATS-W, CST)

online at www.nystce.nesinc.com.

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Music Education Major Suggested Program Plan—4 Years FIRST YEAR Fall BIB 101-Christian Foundations ......2 ENG 101-College Writing I............3 HIS 113-Hist. of West. Civ. I..........3 INT 112-Found. for Excellence ......2 MUS 101-Functional Piano* ..........1 MUS 121-Elem. Ear Training.........1 MUS 123-Elementary Theory.........3 MUS 171-Major Jury ......................0 Applied Music**..............................2 Music Organization~........................0 SECOND YEAR Fall BIB 201-New Testament Lit...........3 EDU 258-Dev & Lrng Theory........3 EDU 291-2nd Yr Field Experience 0 MUS 103-Fund. of Singing.............1 MUS 201-Functional Piano* ..........1 MUS 213-Western Music to 1700 Or MUS 319# .............................2 MUS 221-Advanced Ear Train. ......1 MUS 223-Advanced Theory...........3 MUS 271-Major Jury ......................0 MUS 333-Choral Conducting .........1 Applied Music** .............................2 Music Organization~ .......................0 THIRD YEAR Fall BIB 301 or 302-Bib Doct I or II .....3 EDM 345-Strings Methods .............1 MUS 319-Music 19th Century or MUS 213#...................................2 MUS 321-Comp. & Improv. ..........2 MUS 323-Form & Analysis............2 MUS 371-Major Jury ......................0 MUS 433-Orchestral Conduct. ......1 SCI-Laboratory Science elective ....4 Applied Music .................................2 Music Organization~ .......................0 FOURTH YEAR Fall BIB-elective.....................................3 EDM 347-Woodwinds Meth. .........1 EDM 391-3rd Yr Field Experience..0 EDM 441-Music Elem. School.......3 ENG 201 or 202-Global Lit. I or II.3

Spring BIB 102-Old Testament Lit. ...........3 ENG 102-College Writing II ..........3 MUS 102-Functional Piano* ..........1 MUS 122-Elem. Ear Training.........1 MUS 124-Elementary Theory ........3 MUS 172-Major Jury ......................0 MUS 173-Minor Jury......................0 PMN 201-Nyack Heritage ..............1 PSY 101-General Psychology ........3 Applied Music**..............................2 Music Organization~ .......................0 Spring EDU 191-1st Yr Field Experience...0 EDU 246-Found. of Education .......3 EDU 259-Tchg & Lrng Strategies..3 EDU 292-2nd Yr Field Experience 0 MUS 202/MUS 301-Func. Piano* .1 MUS 214-Music of 18th Century or MUS 320# ..............................2 MUS 222-Advanced Ear Train. ......1 MUS 224-Advanced Theory...........3 MUS 272-Major Jury ......................0 MUS 273-Minor Jury......................0 MUS 334-Choral Conducting Methods......................................2 Applied Music .................................2 Music Organization~........................0 Spring EDM 346-Brass Methods ...............1 EDM 348-Percussion Methods.......1 EDM 444-Music Sec. School .........3 EDM 392-3rd Yr Field Experience..0 EDU 441-Christian Teacher ...........3 MAT-Elective..................................3 MUS 105-Beg. Guitar Tech. ..........1 MUS 233-Singer’s Diction .............2 MUS 320-Music 20th Century Or MUS 214# .............................2 MUS 372-Major Jury ......................0 MUS 434-Orchestral Conduct. .......1 Applied Music .................................2 Music Organization.........................0 Spring EDM 470-Student Teaching Sem. .2 EDM 493-Student Teaching ...........5 EDM 495-Student Teaching ...........5 EDU 247-Health Issues...................1 MUS 352-Music of Div. Cult. ........2

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LAN-Foreign Language..................3 MUS 327-Orchestration..................2 MUS 470-Senior Recital .................0 MUS 471-Major Jury ......................0 SOC 347-Multicultural America.....3 Applied Music .................................1 Music Organization~ .......................0

Applied Music .................................1 Music Organization~........................0

Functional piano courses MUS 101, 102, 201, 202 are required of all non-keyboard majors. Keyboard majors are required to take MUS 301-Advanced Functional Piano (1 credit). Non-keyboard majors who test out of any semester of Functional Piano will replace it with 1 credit in an applied area for each semester. ** Keyboard majors will take 2 credits in the applied major, plus 1 credit in an applied minor area, totaling 3 credits. ~ Music organizations may be taken for 0 or 1 credit. # These courses are offered alternate years; see music introductory pages for complete list of rotations.

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Overview of Requirements for Music Education Majors--4-year Checklist First Year Declare a Music Education major with the Registrar

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Second Year Take and pass the LAST & report score to the Education Office Complete and submit Application for Admission to the School of Education EDU 246 Foundations of Education & EDU 191L First Year Field Experience

Complete 30 hours of independent field experience • Proposal for 30 Hrs approved by Dept. Head • Certification of Participation in 30 Hrs returned by supervisor

EDU 258 & EDU 291L Second Year Course/Field Experience EDU 259 & EDU 292L Second Year Course/Field Experience GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Teacher Candidates Admitted to the School of Education

Third Year EDM 345, EDM 346, & EDM 348 Methods EDM 441 with EDM 391L Field Experience EDU 247 Health Issues EDU 441 The Christian Teacher

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Recommendation of disposition forms for student teaching Take and pass either Elementary or Secondary ATS-W Take and pass Music CST

Fourth Year EDM 347 & EDM 444 with EDM 392L Field Experience Application for Admission to Student Teaching & Résumé by Nov 1 GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Teacher Candidates Admitted to Student Teaching

Student EDM 493 & 495 Student Teaching & EDM 470 Senior Seminar Teaching Submit NY State Application for Certificate & money order to the Registrar Submit fingerprints & money order to the State Exit interview with the School of Education Administrative Assistant

All forms are available in the Education Lab. You can sign up for the certification exams (LAST, ATS-W, CST)

online at www.nystce.nesinc.com.

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Teaching English to Speakers of Other Languages (TESOL) Program - B.S. Primary Faculty, Rockland: Dr. Eleanor Pease, Dr. Bennett Schepens The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). This program is nationally recognized by Teachers of English to Speakers of Other Languages (TESOL). The Teaching English to Speakers of Other Languages (TESOL) curriculum is an approved program under the provision and regulations of the Commissioner of Education and the Division of Teacher Education and Certification of the Department of Higher Education in the State of New York. The TESOL program leads to provisional certification for teaching English to speakers of other languages in the pre-kindergarten, elementary, and secondary grades (PreK-12). The State of New York certification procedures require that recommended candidates make personal application for this provisional certificate. Nyack College is not required to make recommendation for certification of a student not meeting the standards. For example, a grade of B- or better is required in Senior Seminar and both placements of Student Teaching or recommendation for certification will be withheld. The regulations of the Commissioner of Education stipulate that provisional certification will be granted in New York on the basis of passing grades on the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialties Test (CST). The candidate must take the LAST once by the end of the sophomore year and pass the LAST prior to admission to methods courses. It is recommended that the candidate take the ATS-W and CST during junior year, as passing scores are required for admission to student teaching. Pass rates for this institution are published in compliance with Title II regulations.

Year LAST ATS-W CST Overall2006-2007

100% 100% 71% 72% 3rd Year Out 2003-2004* 94% 97% 95% 88% *Catalog changes are submitted before official Title II reports are received.

Students who intend to pursue certification in other states should be aware of the requirements for those states. Many states have a reciprocity agreement with New York State and by meeting another state's testing requirements a NYS certificate a certificate can be exchanged for a certificate in that state. Student's should also be aware that Pennsylvania now requires teachers to have a 3.0 GPA and New Jersey has raised the requirement for GPA to 2.75 for certification. These GPA requirements are above the current minimum GPA requirements for Nyack College so graduation with a degree does not guarantee certification. TESOL candidates must complete 30 hours concentration in linguistics and English; 12 credit hours or competency of the same foreign language; and a supervised student teaching experience. One semester of the senior year is devoted to full-time supervised student teaching in public, private, and/or Christian school systems at two different levels. Students desiring training in TESOL, but who do not desire going through the state certification process may consider the alternative program: Cross-Cultural Studies Major with Institutional TESOL Certificate. This program equips students for teaching English overseas.

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Admission to the TESOL Program In addition to the general admission requirements listed in the catalog, admission to the TESOL program requires the following items when applicable:

1. Submission of departmental application.2. Completion of 30 hrs of pre-approved independent field experience(s). 3. Satisfactory grade point average (overall GPA 2.5; 2.75 in English, anthropology, and

language, and 2.75 in Education). Specifically, a grade of C or better is required in each education course (including FNA 240 and MAT 211), or the course must be repeated.

4. Passing score on LAST certification exam for NY. 5. Recommendation by EDU 259 professor. 6. Approval by division faculty.

Applicants will be expected to have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board (generally 920 or more). Applicants wishing to transfer into the program in cases where the SAT scores are insufficient or not readily available will be expected to present a grade point average of not less than 2.50 on a four-point scale. In addition, all applicants must have proficiency in both written and oral English. Field ExperiencesIn addition to 30 hours of independent field experience, candidates engage in field experiences in conjunction with most education courses. The candidate must accumulate a minimum of 100 hours of field experiences beyond the 30 hours of independent field experience. All field experiences require access to one’s own transportation. The candidate must plan accordingly for this possibility. Language Requirements Education candidates can fulfill their language requirement through one of the following ways:

1. 12 credits in the same language. 2. Passing grade in an Advanced Placement exam. 3. Competency shown through NY State-recognized exam. 4. 6 credits at the Intermediate level or 3 credit hours above.

Admission to Supervised Student TeachingCandidates enrolled in this curriculum will be required to satisfy the following before registering for supervised student teaching:

1. The candidate must present recommendations that his/her personality and social maturity are such as to insure his/her readiness to work with children and the supervisory staff.

2. The candidate must complete a physical examination and tuberculosis test within the 30 days prior to student teaching and present a health certificate indicating that he/she is free from physical and health conditions that might be detrimental to teaching.

3. All prerequisites to supervised student teaching must be satisfied. A grade of C or better is required in each education course, or the course must be repeated.

4. The candidate must have an overall cumulative grade point average of not less than 2.50, an average of not less than 2.75 in education classes (including FNA 240 and MAT 211), and not less than 2.75 in English, anthropology, and language.

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5. The candidate must have passing scores on the Liberal Arts & Sciences Test (LAST), Assessment of Teaching Skills-Written (ATS-W), and Content Specialty Test (CST).

6. The candidate must submit an Application for Admission to Student Teaching and accompanying résumé to the Education Office by March 1 or October 1 prior to the intended student teaching semester.

Other issues to consider with regard to student teaching include the following:

• The candidate must have access to his/her own means of transportation for the supervised student teaching experience. Transportation and other costs for student teaching are at the candidate’s expense.

• The department advises extreme caution against engaging in any and all activities that usurp time/attention from the professional preparation of student teaching and Senior Seminar, including additional coursework, employment, and extra-curricular activities (e.g. sports, etc.). Planning ahead is expected in order to avoid the stress and distraction of being overscheduled during this capstone experience, where possible.

Curriculum Core Component (51 credits) Credits BIB 101 - Christian Foundations.................................................................................................2 BIB 102 - Old Testament Literature............................................................................................3 BIB 201 - New Testament Literature ..........................................................................................3 BIB 301 or 302 - Biblical Doctrine I or II...................................................................................3 BIB elective (including BIB301/302—whichever was not taken to fulfill Doc req) ................3 INT 112 - Foundations for Excellence ........................................................................................2 INT101- Information Literacy.....................................................................................................1 EDU 441 - The Christian Teacher...............................................................................................3 ENG 101,102 - College Writing I and II.....................................................................................6 ENG 201 or 202 - Global Literature I or II .................................................................................3 FNA 240 - Fine Arts in the Elementary Classroom....................................................................3 HIS 113,114 - History of Western Civilization I and II .............................................................6 HIS 213 or 214 - US History I or II.............................................................................................3 MAT 211 - Math for the Elem. Teacher .....................................................................................3 PMN 201 - Nyack Heritage .........................................................................................................1 PSY 101 - General Psychology (Social Science elective)..........................................................3 Laboratory Science elective.........................................................................................................4 Foreign Language Component (12 credits)

2 years of one foreign language (French or Spanish) ...........................................................12 Concentration Component: Linguistics and English (21 credits) ANT/LIN 342 - Nature of Language...........................................................................................3 ANT/LIN 343 - Culture and Communication.............................................................................3 ENG 352 - History of the English Language..............................................................................3 ENG 353 - English Grammar and Phonology ............................................................................3 ENG 354 - Second Language Acquisition ..................................................................................3 ENG Elective Writing..................................................................................................................3

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ENG Elective Literature ..............................................................................................................3 Major Field Component (41 credits) EDU221- Introduction to Teaching with Technology................................................................1 EDU 246 - Foundations of Education .........................................................................................3 EDU 247 - Health Issues .............................................................................................................1 EDU 258 - Development and Learning Theory..........................................................................3 EDU 259 - Teaching and Learning Strategies ............................................................................3 EDU 333 - Literacy I ...................................................................................................................3 EDU 445 - Educating a Diverse Population ...............................................................................3 EDU Elective ...............................................................................................................................2 EDU 321- Technology Applications for Teachers .....................................................................1 EDT 341 - TESOL: Methods and Materials ...............................................................................3 EDT 342 - Methods in TESOL: Language Arts .........................................................................3 EDT 343 - Methods in TESOL: Math, Science and Social Studies...........................................3 EDT 470 - Seminar in TESOL ....................................................................................................2 EDT 492 - Supervised Student Teaching in Secondary School .................................................5 EDT 495 - Supervised Student Teaching in Elementary School ...............................................5

Field Experience – EDU 191, 291, 292, EDT 391, and 392 Miscellaneous Elective (1 credit) ...................................................................................................1 Total credits required..................................................................................................................127

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TESOL Major Suggested Program Plan FIRST YEAR Fall BIB 101-Christian Foundations ......2 ENG 101-College Writing I............3 HIS 113-Hist. of Western Civ. I .....3 INT 112-Found. for Excellence ......2 INT 101- Information Literacy .......1 LAN-Foreign Language..................3 PSY 101-General Psychology........ 3 SECOND YEAR Fall ANT 343-Culture & Comm. ...........3 EDU 221-Teaching w/ Techno .......1 EDU 258-Dev & Lrng Theory........3 EDU 291-2nd Yr Field Experience HIS 213-US History I......................3 LAN-Foreign Language..................3 MAT 211-Math for Elem. Teach....3 THIRD YEAR Fall BIB 301 or 302-Bib Doct I or II .....3 EDT 341-TESOL: Methods & Mat 3 EDT 391-3rd Yr Field Experience EDU 321- Tech Apps for Tchers ....1 EDU 333-Literacy I.........................3 ENG 353-Engl. Gram. & Phon. ......3 SCI-Laboratory Science ................. 4 FOURTH YEAR Fall EDT 470-Seminar in TESOL .........2 EDT 492- Stud. Tch.: Sec. Schl .....5 EDT 495- Stud. Tch.: Elem. Schl. ..5

Spring BIB 102-Old Testament Lit. ...........3 EDU 191-1st Yr Field Experience EDU 246-Found. of Education .......3 ENG 102-College Writing II ..........3 HIS 114-Hist. of Western Civ. II ....3 LAN-Foreign Language..................3 PMN 201-Nyack Heritage ..............1 Spring ANT 342-Nature of Language........3 BIB 201-New Testament Lit...........3 EDU 259-Tchg & Lrng Strategies..3 EDU 292-2nd Yr Field Experience ENG 201 or 202-Global Lit. I or II.3 LAN-Foreign Language..................3 Spring BIB-elective.....................................3 EDT 342-Meth. TESOL Lang. Arts3 EDT 343-Mth/TESOL Ma/Sc/SS*.3 EDT 392-3rd Yr Field Experience ENG 354-2nd Lang. Acquisition .....3 ENG-Elective literature...................3 FNA 240-Fine Arts/Elem. Class... 3 Spring EDU 247-Health Issues...................1 EDU 441 - Christian Teacher. ........3 EDU 445-Educ. Div. Pop. ..............3 EDU-Elective ..................................2 ENG 352 - Hist. of the Eng. Lang†.3 ENG-Elective writing .....................3 Miscellaneous elective ....................1

* Course offered during EVEN years

† Course offered during ODD years

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Overview of Requirements for TESOL Majors First Year Declare a TESOL major with the Registrar EDU 246 Foundations of Education & EDU 191L First Year Field Experience

Complete 30 hours of independent field experience • Proposal for 30 Hrs approved by Dept. Head • Certification of Participation in 30 Hrs returned by supervisor

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

Second Year Take and pass the LAST & report score to the Education Office Complete and submit Application for Admission to the School of Education EDU 258 & EDU 291L Second Year Course/Field Experience

EDU 259 & EDU 292L Second Year Course/Field Experience EDU 221 & 300-level educational technology courses GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+

( ) Discuss overseas student teaching placement with education faculty if interested

Teacher Candidates Admitted to the School of Education

Third Year EDT 341 & EDT 391L Fall Methods/Field Experience EDT 342, EDT 343 & EDT 392L Spring Methods/Field Experience

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Application for Admission to Student Teaching & Résumé Recommendation of disposition forms for student teaching Take and pass either Elementary or Secondary ATS-W Take and pass English to Speakers of Other Languages (ESOL) CST

Teacher Candidates Admitted to Student Teaching

Fourth Year EDT 492 & 495 Student Teaching & EDT 470 Senior Seminar EDU 247 Health Issues EDU 441 The Christian Teacher EDU 445 Educating a Diverse Population

GPAs at standards: Cum of 2.5+, Education of 2.75+, Specialization of 2.75+ Submit NY State Application for Certificate & money order to the Registrar Submit fingerprints & money order to the State Exit interview with the Administrative Assistant

All forms are available in the Education Lab. You can sign up for the certification exams (LAST, ATS-W, CST)

online at www.nystce.nesinc.com.

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Other Information Transfer Student Admission Guidelines Transfer students should meet with the Dean of the School of Education to ascertain how courses previously completed have transferred into the programs at Nyack. Education core courses and methods courses are accepted only by authorization from the Dean of the School of Education. To be admitted into teacher education, a transfer student must meet all of the requirements of the college and School of Education with the addition of the following:

1. Teacher candidates may be required to make up the field experience portion of any education courses transferred in that did not have the equivalent field experience, i.e. Foundations of Education (10 hours) and/or Developmental & Learning Theory and Teaching & Learning Strategies (20 hours), by approval of the Dean of the School of Education.

2. Before being formally admitted into a teacher education program, a student must complete 15 credits or one semester as a full-time student at Nyack.

Admission to the Certification-Only Program To be accepted into the Certification-Only teaching program, the applicant must meet the following requirements:

1. Have a bachelor’s degree from a 4-year institution with a GPA of at least 2.50 on a 4-point scale.

2. Be admitted to Nyack College. The transcript will be evaluated to determine the extent to which the applicant has met the requirements for the New York State Education Department. In most cases, methods courses are accepted only if competency is documented or evidenced by the applicant. Retention in the Certification-Only Program is based on meeting and maintaining the standards required of all School of Education teacher candidates (GPA, disposition, field experience, and teacher certification exams). A recommendation for certification will not be given by Nyack College to the New York State Education Department on behalf of Certification-Only teacher candidates.

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Assessment of Teacher Candidates

Education majors at Nyack College are candidates for state certification. The responsibility for ensuring the quality of candidates has been placed on institutions of higher education, in this case Nyack College. To ensure candidates at Nyack College are qualified to receive a recommendation for certification, standards and checkpoints have been established for evaluation. Formal evaluations of teacher candidates are done in the second year of the program, before student teaching, and at the conclusion of the student teaching semester. At each point candidates must give evidence that they meet the 12 Nyack College SALT standards and the other established criteria for teacher candidates. Academic Requirements Teacher candidates must achieve or exceed the following GPA requirements in order to take methods courses, student teach, and graduate: Overall GPA 2.50 Education GPA 2.75 Specialization GPA 2.75 The following charts show the courses that are counted toward the Education and Specialization GPAs for each major: Adolescent EducationArea of Specialization Education GPA Specialization GPA English ECE, EDM, EDS, EDT, EDU ENG Mathematics ECE, EDM, EDS, EDT, EDU MAT Social Studies (History) ECE, EDM, EDS, EDT, EDU ECO, HIS Social Studies (Social Science) ECE, EDM, EDS, EDT, EDU ANT, ECO, HIS, POL, SOC

Childhood Education, Early Childhood Education, and Early Childhood-Childhood EducationArea of Specialization Education GPA Specialization GPA Arts & Humanities ECE, EDM, EDS, EDT, EDU ART, COM, ENG, FNA, MUS Communication & Arts ECE, EDM, EDS, EDT, EDU ART, COM, ENG, FNA, MUS Culture & Civilizations ECE, EDM, EDS, EDT, EDU ANT, ECO, HIS, POL, SOC English ECE, EDM, EDS, EDT, EDU ENG English with TESOL ECE, EDM, EDS, EDU ANT, EDT, ENG, LAN Health & Science ECE, EDM, EDS, EDT, EDU BIO, CHE, SOC, PSC, PSY Math & Social Studies ECE, EDM, EDS, EDT, EDU ANT, ESO, HIS, MAT, POL, SOC Math/Science/Technology ECE, EDM, EDS, EDT, EDU BIO, CHE, CSC, MAT, PSC Social Studies ECE, EDM, EDS, EDT, EDU ANT, ECO, HIS, POL, SOC Social Studies & English ECE, EDM, EDS, EDT, EDU ANT, ECO, ENG, HIS, POL, SOC Education GPA also averages in grades from BIO 217, FNA 240, MAT 211, PED 211, PSC 218

Music EducationArea of Specialization Education GPA Specialization GPA Music ECE, EDM, EDS, EDT, EDU MUS

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Teaching English to Speakers of Other LanguagesArea of Specialization Education GPA Specialization GPA TESOL ECE, EDM, EDS, EDT, EDU ASL, ANT, ENG, FRE, SPA Testing Requirements The regulations of the Commissioner of Education stipulate that initial certification will be granted in New York on the basis of passing scores on the Liberal Arts and Sciences Test (LAST), the appropriate Assessment of Teaching Skills-Written (ATS-W), and the appropriate Content Specialty Test (CST). Candidates must take the LAST by the end of the sophomore year and pass the exam prior to admission to methods courses. It is required that teacher candidates take the appropriate ATS-W and CST during junior year and report passing scores prior to admission to student teaching senior year.

Adolescent Education: English Secondary ATS-W and English CST Adolescent Education: Math Secondary ATS-W and Mathematics CST Adolescent Education: Soc. Stud. Secondary ATS-W and Social Studies CST Childhood Education Elementary ATS-W and Multi-Subject CST Early Childhood Education Elementary ATS-W and Multi-Subject CST Music Education Elem or Second ATS-W and Music CST TESOL Elem or Second ATS-W and ESOL CST

Registration for and transportation to and from the exams are the responsibility of the student or teacher candidate. Each exam costs $88, though extra fees may apply to certain test dates, late registration, or emergency registration. Registration for the certification exams is available online at www.nystce.nesinc.com. Candidates taking the Test of the Liberal Arts & Sciences (LAST) will be asked to demonstrate conceptual and analytical abilities, critical thinking and communication skills, and multicultural awareness on a four-hour written test (multiple-choice and essay) covering historical and social scientific awareness, scientific and mathematical processes, artistic expression and the humanities, communication skills and written analysis and expression. Candidates taking the Assessment of Teaching Skills—Written (ATS-W) will be asked to answer multiple choice test questions and a written assignment. This test addresses knowledge of the learner, instructional planning and assessment, instructional delivery, and understanding of the professional environment. Candidates taking the Content Specialties Test (CST) will be asked to demonstrate understanding and accuracy of information in their subject area(s) of certification: Multi-Subject (for Childhood Education), English, Social Studies, Mathematics, Music, or English to Speakers of Other Languages. The CSTs contain multiple-choice test questions. Scientific calculators are provided for the Mathematics CST.

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These New York State tests will be administered several times annually, with registration required at least six weeks in advance. Candidates should plan accordingly. If you have questions regarding which test(s) you must take, contact the Education Office at Nyack College or the test website at www.nystce.nesinc.com. Field Experiences Experience in schools and para-educational programs is necessary to the development of teacher candidates. New York State certification regulations stipulate that teacher candidates must complete a minimum of 100 hours of supervised field experience prior to student teaching. These field experience hours are set in conjunction with most education courses. In addition, Nyack College requires candidates to complete 30 hours of independent field experience prior to applying for admission to the teacher preparation programs to confirm the interest and ability of the student to work with the age group for which teacher certification is sought. All field experiences require access to one’s own transportation. The candidate must plan accordingly for this. The various field experiences include: 30 Hours of Independent Field Experience Prior to the end of the sophomore year (preferably before sophomore year), teacher candidates will independently select and complete at least 30 hours of teaching experience. This experience will give exposure to and information about teaching, so that the student will develop a well-rounded view of the profession. Field experience must be pre-approved by the respective Department Head before beginning the experience by submitting the Proposal for 30 Hours of Independent Field Experience form. Examples of such approved experiences may include Sunday School teacher, camp counselor, professional tutor, and teacher’s aide. This is designed to give the student experience in the field of education prior to or during his/her formal coursework and field observation. The supervisor of the candidate’s field experience (school teacher, camp director, pastor, etc.) will report the quality and verify the quantity of experience to the Education Office by completing and returning the form Certification of Participation in 30 Hours of Field Experience. The satisfactorily completed field experience is required for admission to the School of Education. First Year Field Experience (EDU 191L) In conjunction with Foundations of Education, teacher candidates will observe for 10 hours in various school settings (public school elementary and middle school classrooms, Christian schools, special education settings, etc.) to become familiar with the breadth of teaching experiences and opportunities. Candidates will engage mainly in observation as opposed to participation. Candidates are required to complete all 10 hours. This field experience is recorded on transcripts as EDU 191L.

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Second Year Field Experiences (EDU 291L and EDU 292L…and ECE 293L for Early Childhood Ed) In conjunction with Developmental & Learning Theory and Teaching & Learning Strategies sophomore year, Teacher candidates will complete 20 hours of tutoring and/or observation in public or private school classrooms. Candidates will be observing classroom management techniques, lesson planning techniques, room environment, and the teachers’ educational and psychological views of learning. These field experiences are recorded on transcripts as EDU 291L and EDU 292L. Early Childhood Education candidates complete 20 hours of supervised field experience focusing on classroom observation and assessment in conjunction with EDU 259 Teaching & Learning Strategies and ECE 250 Early Childhood Observation and Assessment. Candidates observe children in two different age groupings and record their findings. Observation and assessment are guided by several topics and tools. Third Year Field Experiences (ED_ 391L and ED_ 392L…and EDM 491L for Music Ed) Co-requisite with methods courses in junior year, candidates are expected to complete the remaining NY State field experience requirement. Early Childhood Education candidates will complete an additional 70 hours of observation and participation in early childhood settings birth-grade 2. Methods studied in ECE 337 Infant Toddler Development and Environments and ECE 338 Early Childhood Program and Curriculum Development are applied in these field experiences (ECE 391L is a 25-hour field experience and ECE 392L is a 35-hour field experience). Attention is given to the design and creation of developmentally appropriate environments, critical analysis of physical, intellectual, emotional and social needs of children and parents, developmentally appropriate learning activities from plan to presentation, and the creation of thematic units, learning centers, and child-initiated project investigations. The following are also addressed: development of attachment, perception, motor skills, cognition, language, emotions, and social skills inform programming; integration of education and care-giving, play-based curriculum; physical environment; inclusion; anti-bias, linguistic and cultural diversity; guidance, discipline, and classroom management; relation and communication with children, staff, and families. Childhood Education candidates will tutor public school students in cooperating schools for an additional 70 hours. The Fall field experience (EDU 391L) is a 35-hour practicum in conjunction with EDU 331 Methods of Science and EDU 332 Methods of Social Studies. The Spring field experience (EDU 392L) is a 35-hour practicum in conjunction with EDU 334 Literacy II, EDU 335 Literacy II, and EDU 336 Methods of Math. These hours are to be spent in 1st-6th grade classrooms doing tutoring, developing a child study, and engaging in other varied classroom responsibilities. Adolescent Education candidates will complete an additional 70 hours of observation in Middle and Secondary Schools. The Fall field experience (EDS 391L) is a 35-hour practicum in 7th-9th grade classrooms. The Spring field experience (EDS 392L) is a 35-hour practicum in 10th-12th grade classrooms in conjunction with EDS 321/3/4 Special Methods or EDS 334 Literacy

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Integration 7-12. These hours are to be spent in classrooms specific to the subject area of certification being sought (English, Math, or Social Studies). TESOL majors are required to do an additional 70 hours of K-12 field experience. Up to 35 hours may be obtained by teaching in English for speakers of other languages programs provided by faith-based organizations, community organizations, approved overseas teaching programs, as well as those conducted by English Teachers for Christ teams. Alternatives to school-based experiences require instructor approval. The remainder of the field experience must be divided between elementary and secondary schools. The Fall field experience (EDT 391L) is taken in conjunction with EDT 341 TESOL: Methods and Materials and EDT 343 Methods in TESOL: Math, Science, and Social Studies, and should consist mainly of work with K-6th grade English language learners. The Spring field experience (EDT 392L) is taken in conjunction with EDT 342 Methods in TESOL: Language Arts and EDT 343 Methods in TESOL: Math, Science, and Social Studies, and should consist mainly of work with 7th-12th grade English language learners. Fieldwork in conjunction with EDT 343 should be spent with English language learners in the subject areas of Math, Science, and Social Studies. Music Education majors are required to do an additional 70 hours of K-12 field experience with methods coursework. Record logs for these observations will be available from the Head of the Music Education Department. It is recommended that the candidates submit the completed portion of these documents each semester to the department head. Third Year Field Experience (EDM 391L) is a 35-hour practicum in 1st-6th grade music classrooms in conjunction with EDM 441 Music in the Elementary School. Fourth Year Field Experience (EDM 392L) is a 35-hour practicum in 7th-12th grade music classrooms in conjunction with EDM 444 Music in the Secondary School. These field experience hours should be spent in observation and tutoring. Prior to student teaching Education majors will have observed and tutored for approximately 100 hours within the school setting. These opportunities are structured in order to relate theory and practice in a realistic educational setting. These experiences are supervised by college personnel. Evaluations are completed by college supervisors and cooperating teachers. Any field experience which is not completed, or in which a student receives an unsatisfactory evaluation, must be repeated before student teaching. Rockland School Contact List for Field Experiences Nyack Public Schools Address Phone Liberty Elementary 142 Lake Road 845-353-7240 Valley Cottage, NY 10989

Nyack High School 360 Christian Herald Road 845-353-7100 Nyack, NY 10960

Nyack Middle School 98 South Highland 845-353-7200 Nyack, NY 10960

Upper Nyack Elementary 336 North Broadway 845-353-7260 Upper Nyack, NY 10960

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Valley Cottage Elementary 26 Lake Road 845-353-7280 Valley Cottage, NY 10989 East Ramapo Schools Address Phone Chestnut Ridge Middle School 892 Route 45 845-577-6300 Chestnut Ridge, NY 10977

Grandview School 151 Grandview Ave 845-577-6260 Monsey, NY 10952

Hempstead School 80 Brick Church Road 845-577-6270 Spring Valley, NY 10977

Lime Kiln School 35 Lime Kiln Road 845-577-6280 Suffern, NY 10901

Margetts School 25 Margetts Road 845-577-6190 Monsey, NY 10952

Pomona Middle School 101 Pomona Road 845-577-6200 Suffern, NY 10901

Ramapo High School 400 Viola Road 845-577-6400 Spring Valley, NY 10977

Spring Valley High School 361 Route 59 845-577-6500 Spring Valley, NY 10977 Clarkstown Schools Address Phone Clarkstown H.S. North 151 Congers Road 845-639-6501 New City, NY 10956

Clarkstown H.S. South 31 Demarest Mill Road E. 845-624-3400 West Nyack, NY 10994

Felix Festa Middle School 30 Parrott Road 845-639-6339 West Nyack, NY 10994

New City Elementary School 60 Crestwood Drive 845-639-6360 New City, NY 10956

Strawtown Elementary School 413 Strawtown Road 845-353-4480 West Nyack, NY 10956

West Nyack Elementary School 661 West Nyack Road 845-353-4990 West Nyack, NY 10994 Christian Schools Address Phone Cornerstone Christian School 384 New Hempstead Road 845-634-7977 New City, NY 10956

Hawthorne Christian Academy 2000 State Route 208 973-423-3331 Hawthorne, NJ 07506

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Manhattan School Contact List for Field Experiences Public Schools (Changes annually. See field experience supervisor for details.) Metro Christian Schools Address Phone Evangel Christian School 39-21 Crescent Street 718-937-9600 Long Island City, NY 11101

Manhattan Christian Academy 401 West 205th Street 212-567-5521 New York, NY 10034 Student Teaching Program

One semester of the senior year is devoted to full-time supervised student teaching experience at two different grade levels in local public, private, or Christian schools. The Senior Seminar course is a co-requisite of student teaching. Admission to Student Teaching Candidates will be required to satisfy the following before registering for student teaching:

1. The candidate must present recommendations that his/her personality and social maturity are such as to insure his/her readiness to work with children and the supervisory staff.

2. The candidate must submit a Student Teaching Application & Resumé to the Administrative Assistant for the School of Education by March 1 or October 1 the semester prior to student teaching, or student teaching placements may not be arranged.

3. All prerequisite coursework must be satisfied. 4. The candidate must have an overall cumulative grade point average of not less than 2.50,

an average of not less than 2.75 in all education courses, and an average of not less than 2.75 in all courses in the academic area of specialization. Specifically, a grade of C or better is required in each education course, or the course must be repeated.

5. The candidate must have passing scores on the Liberal Arts and Sciences Test (LAST), Assessment of Teaching Skills—Written (ATS-W), and the Content Specialty Test (CST) for New York State.

6. Some districts require interviews between the student teacher and cooperating teacher. The student must meet with the cooperating teacher (and/or principal) before leaving for the vacation preceding the student teaching semester.

7. The candidate must complete a physical examination, including a Mantoux tuberculin test, within the 30 days prior to student teaching and present a health certificate indicating that he/she is free from physical and health conditions that might be detrimental to teaching. The health certificate is to be on file in the Education Office prior to the beginning of student teaching.

8. MUSIC EDUCATION candidates must have the ability to sing in tune with tone quality worthy of imitation and sufficient command of the voice to teach rote songs in the manner in which they are to be sung for the students in the classroom. In order to appraise the vocal quality of Music Education candidates not majoring or minoring in

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voice, a recommendation will be made by the Voice Class teacher. Candidates must also pass vocal proficiency in EDM 441.

Other issues to consider with regard to student teaching include the following:

• The candidate must have access to his/her own means of transportation for the supervised student teaching experience. Transportation and other costs for student teaching are at the candidate’s expense.

• The department advises extreme caution against engaging in any and all activities that usurp time/attention from the professional preparation of student teaching and Senior Seminar, including additional coursework, employment, and extra-curricular activities (e.g. sports, etc.). Planning ahead is expected in order to avoid the stress and distraction of being overscheduled during this capstone experience, where possible.

Student Teaching Placements The single most important aspect of every teacher education program is student teaching. This section provides an overview of the program. For a more detailed description, see the Student Teaching Handbook. Student teacher placements will be made by the School of Education. Teacher candidates are not to contact schools or try to make their own arrangements, except in the case where an away placement has been granted in advance. Teacher candidates will be notified the previous semester of their placements, if at all possible. Student teachers may need to meet their cooperating teachers at the end of the semester prior to student teaching, because many schools and school districts require a personal interview before acceptance. Many schools require a minimum 3.0 GPA as well. Since this experience is so important and demanding, candidates are strongly advised to reduce their commitments to outside activities during this period. Student Teaching Abroad Teacher candidates may have the opportunity to do one student teaching placement abroad. English is the language used at these schools, so fluency in a second language is not required. Since there are limited spaces (an average of 2 per semester), candidates are advised to let the Director of Student Teaching know of their interest during their sophomore year so that spaces may be saved up to several years in advance. Many ACSI schools overseas are open to this option, including: Alliance Academy, Quito, Ecuador Black Forest Academy, Germany Dalat School, Malaysia Faith Academy, Philippines Ascension Academy, Paraguay Sao Paulo Christian Academy, Brazil Rift Valley Academy, Kenya Teacher candidates will serve their first placement locally under Nyack College supervision and will go to a missionary kids’ (MK) school overseas for their second placement, where they will

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be supervised by the Student Teaching Director at the overseas school. Tuition costs for the semester remain the same. Candidates will pay ½ the Nyack College room and board at the beginning of the semester. Living expenses during the 6-7 week stay abroad are approximately the same as the savings on room and board. Housing will be arranged for the student teachers by the school, usually with the family of a faculty member. Trips of interest may be arranged for the student teachers by the school. Candidates should be prepared to bring about $200-300 for spending money. It is the STUDENT’S responsibility:

• to have a valid passport • to book their own flight. Do this the first of September or the first of January. If more

than one student is going, they should try to book their flights together. Overnight flights are usually the least expensive.

• to notify the respective school of all travel arrangements. (Flight #, arrival time and date, etc.) DO THIS EARLY.

• to notify the Academic Office of their intended student teaching overseas. Supply any information requested.

• to notify the Treasurer AT REGISTRATION that they will only be living in the residence hall for half of the semester. The student’s bill will be adjusted accordingly. (The STUDENT is responsible for financial arrangements with the overseas school. Nyack College DOES NOT take care of this!)

• to supply the Education Office with all flight information. The Education Office must have on file:

• a photocopy of the itinerary the student receives with his/her ticket. • the student’s passport number.

Overseas mail can take a month to 6 weeks, so make necessary arrangements early. Requests for Student Teaching Placements Outside the Local Area The School of Education continues to handle requests for student teaching placements more than fifty miles away from the Nyack/Manhattan area on an individual basis. It is far preferable to student teach in the immediate area. To be considered for a placement away from campus, the student must submit a proposal/rationale to the Director of Student Teaching in writing by March 1st of the year prior to student teaching. The following requirements must also be met:

1. The student must have a 3.0 grade point average prior to student teaching. 2. The circumstances must be unusual, not a normal option. 3. The student must be of exemplary character and reliability, able to represent the college

with full accountability and Christian integrity. 4. The student must have demonstrated the capability and maturity to handle unusual

situations independently (e.g. junior tutorials or other professional activities).

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Detailed guidelines for teaching away from the campus may be obtained from the Director of Student Teaching. Each proposal will be approved or disapproved on an individual basis by vote of the Education Faculty. Evaluation of Student Teaching Principles Effective evaluation of student teaching is described as follows:

1. Evaluation is a cooperative process involving all personnel engaged in the student teaching program.

2. Evaluation of the student teacher should strengthen his/her abilities for self-evaluation. 3. Evaluation should be continuous, specific, and constructive dealing with both strengths

and weaknesses and with definite suggestions for improvement. 4. A record of evaluations should be maintained and made available both to the student and

to supervisory personnel. Procedures Assessments and Ratings. Evaluation of the student teacher utilizes observation by college and cooperating school personnel; conferences; interviews; questionnaires geared to the information desired and the persons to whom they are administered; products of the student’s work (including copies of tests and all duplicated materials he/she has given pupils); the student’s weekly reports, progress reports, and daily plans; and videotaped recordings of teaching sessions, where possible. The Student Teaching Handbook contains special evaluation forms for use by cooperating and supervising personnel. Each student will also have a copy of the forms for self-evaluation. In conferences the student teacher, the cooperating teachers, and the college supervisor should compare these evaluations so that the student is not only strengthened in critical appraisal but also able to make his/her teaching more effective. Semester grade Although the final responsibility for the semester grade in student teaching is that of college personnel, much weight is given to the ratings and evaluations provided by cooperating teachers through conferences and the use of specified forms. Records The following student teaching records will be kept in the candidate’s permanent record file: (1) Cooperating teacher and Supervising professor evaluations, (2) one or more copies of lesson plans, (3) Competency Attainment Checklist, and (4) recommendations. These records are kept permanently in the Education Office. Policies Substitute Teaching Nyack College expects its student teachers to be, at all times, under the supervision of competent professional personnel (i.e. the cooperating teacher, a licensed substitute teacher, and the building principal). Student teachers are not permitted to serve as substitute teachers. In an

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emergency situation, the cooperating teacher may take another teacher’s class if the building principal will take responsibility for supervising the student teacher. Employment and Campus Activities Since student teachers concurrently take Senior Seminar, it is strongly advised that caution be used in employment and extra-curricular activities. Dress Code and Conduct Because our student teachers are a reflection of the teaching profession as well as representatives of Nyack College, the School of Education desires that student teachers dress conservatively, with discretion and good taste in mind. Student teachers should refrain from wearing jeans or athletic shoes in the classroom. Dress pants are acceptable. The School of Education also desires that its student teachers keep in mind that they are role models to the children they teach. Transportation Transportation to and from the student teaching location is the responsibility of the student. Nyack College will endeavor to assist teacher candidates by careful planning to maximize the use of car pools whenever possible. Liability Protection Student teachers are protected from liability by the following law: AN ACT to amend the education law in relation to the obligation of certain school authorities to protect practice or cadet teachers from liability for negligence The People of the State of New York, represented in Senate and Assembly, do enact as follows: Section 1. Section three thousand twenty three of the education law, as added by chapter five hundred eighty-three of the laws of nineteen hundred fifty-five, is hereby amended in nineteen hundred seventy-six and reads as follows: 3023. Liability of a board of education, trustee, trustees or board of cooperative educational services notwithstanding any inconsistent provision of law, general, special or local, or the limitation contained in the provisions of any city charter, it shall be the duty of each board of education, trustee or trustees, in any school district having a population of less than one million, and each board of cooperative educational services established pursuant to section nineteen hundred fifty of this chapter, to save harmless and protect all teachers, practice or cadet teachers, authorized participants in a school volunteer program, and members of supervisory and administrative staff or employees from financial loss arising out of any claim, demand, suit or judgment by reason of alleged negligence or other act resulting in accidental bodily injury to any person, or accidental damage to the property of any person within or without the school building, provided such teacher, practice or cadet teacher, authorized participant in a school volunteer program, or member of the supervisory or administrative staff or employee at the time of the accident or injury was acting in the discharge of his duties within the scope of his employment or authorized volunteer duties and/or under the direction of said board of education, trustee, trustees or board of cooperative educational services; and said board of education, trustee, trustees or

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board of cooperative educational services may arrange for and maintain appropriate insurance with any insurance company created by or under the laws of this state, or in any insurance company authorized by law to transact business in this state, or such board, trustee, trustees or board of cooperative educational services may elect to act as self-insurers to maintain the aforesaid protection. A board of education, trustee, board of trustees, or board of cooperative educational services, however, shall not be subject to the duty imposed by this section, unless such teacher, practice or cadet teacher, authorized participant in a school volunteer program, or member of supervisory and administrative staff or employee shall, within ten days of the time he is served with any summons, complaint, process, notice, demand or pleading, deliver the original or a copy of the same to such board of education, trustee, board of trustees, or board of cooperative educational services. Teacher Education Resources Education majors at Nyack College have many resources available to research current educational issues and to prepare for the student teaching experience. Educational resources may be found in the library’s electronic database. Two excellent sources within that database are ERIC for various materials and EBSCOhost for journal articles. Print sources may be found in the library and education labs on both campuses. Rockland Campus (NCRC) Nyack College Bailey Library The Nyack College Bailey Library houses the holdings of books, reference materials, periodicals and journals. The Writing Lab in the College Library has computers for student use. See the library’s online catalog for more information. The college’s Bailey Library also houses children’s books for use in lesson and unit plans. Curriculum Lab The Education Lab facility houses a curriculum lab, which provides support for teacher candidates in their professional preparation through periodicals, teacher’s guides, activity books, tables for collaboration, etc. Some other resources on the lab shelves include sample units from previous teacher candidates and an assortment of children’s books to peruse and utilize. Computer Lab The Education Lab facility also houses networked PCs with Internet access, color printing options, scanners, and a library of software. Candidates make use of the facilities for papers, presentations, portfolios, and lesson plans and units. There are several other computer labs on campus, but this one is designed specifically for education majors. Instructional Classrooms The education classrooms are wired for network and Internet access so instruction can include PowerPoint and educational websites. The rooms are also outfitted with an electronic projector,

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overhead projectors, and TV/VCR media. Cabinets hold a variety of manipulatives for math and science. Also, candidates can group together to test their design skills on the bulletin boards that dot the classrooms and hallways. Field Experience Classrooms Local schools and school districts welcome Nyack College teacher candidates for observations, student tutoring, learning centers, after-school programs, and student teaching. The children and teachers in these schools are very diverse racially, culturally, religiously, and economically. The local schools have solid programs in place, and the School of Education is fortunate to have ongoing relationships with them. Candidates at the Rockland Campus work closely with Nyack Public Schools. Liberty Elementary was recently named a Blue Ribbon School. A middle school is walking distance from the Education Lab, allowing candidates easy opportunities to serve and earn field experience. Upper Nyack Elementary serves as the Professional Development School, with a more deliberate interchange of professional development experiences for their teachers and our teacher candidates.

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Preparing for a Professional Teaching Career Diagram of the Process New York State Certification Requirements

Nyack College Fulfillment & Timeframe

Freshman & Sophomore Year (Level 1) EDU 191L field experience: 10 hours

EDU 291L and 292L/293L field experiences: 20-30 hrsTake & Pass LASTSubmit fingerprints (Manhattan…for field experience)

Junior Year (Level 2) Professional courses

60-70 hours of field experienceTake & Pass ATS-WTake & Pass CST

Senior Year (Level 3) & Student Teaching (Level 4) Student Teaching and Senior Seminar

Health Issues course for prevention workshops Submit fingerprints (Rockland) Submit Application for Certificate to Registrar's Office Graduate with a bachelor's in education

Graduate Level (Level 5)

Initial Certification • 100 hours of field

experience• Pass LAST*• Pass ATS-W*• Pass CST*• Professional courses • Student teaching• Workshops on Prevention • Fingerprint Clearance • Bachelor's Degree • Application for Certificate Professional Certification • Two years teaching • Pass ATS-P* • Master's degree• Application for Certificate

Get a master's in education

* New York State Teacher Certification Exams LAST: Liberal Arts & Sciences Test ATS-W: Assessment of Teaching Skills—Written CST: Content Specialties Test ATS-P: Assessment of Teaching Skills—Performance (videotape) Counting the Cost (as of 11/17/08) Bachelor’s Level: LiveText.................................................................................................................................$90 Liberal Arts & Sciences Test (Sophomore) ...........................................................................$88 Student Teaching & Seminar fees (Senior) .........................................................................$350 Assessment of Teaching Skills—Written (Senior) ................................................................$88 Content Specialties Test (Senior)...........................................................................................$88 Fingerprinting (at least 3-4 months before graduation) .........................................................$99 New York State Application for Certificate (initial level, Senior) ........................................$50

(Certification-Only candidates are not recommended by Nyack College…$100) Graduate Level: LiveText (if not already purchased at undergraduate level) ..................................................$85 Graduate Record Examination (for entrance to a master’s program) ..................................$115 Assessment of Teaching Skills—Performance (2nd year of teaching).................................$145 New York State Application for Certificate (professional level, 2nd year of teaching). $50-100

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Certification In order to teach in public schools, a teacher must hold a valid teaching certificate or license. Such a document attests to the fact that the holder has met certain minimum standards as specified by the state that issues it. It also indicates which subjects the teacher is qualified to teach and at which grade levels. Christian and other private schools may or may not require such teaching certificates, depending upon the laws of the state involved and the requirements of the particular school. The procedures stated on these pages apply only to those individuals who have graduated or will graduate from Nyack College with a teacher education major. Such individuals are eligible for one or more of the following certificates: an initial New York teaching certificate, a teaching license issued by a state other than New York, and a teaching certificate issued by ACSI (Association of Christian Schools International). Graduation from Nyack College with a teacher education major does not automatically imply approval for a teaching certificate. Each candidate must meet all the necessary requirements of the certificate and each application must be approved and signed by the Registrar and/or Dean of Education. Students who intend to pursue certification in other states should be aware of the requirements for those states. Many states have a reciprocity agreement with New York State and by meeting another state's testing requirements a NYS certificate a certificate can be exchanged for a certificate in that state. Student's should also be aware that Pennsylvania now requires teachers to have a 3.0 GPA and New Jersey has raised the requirement for GPA to 2.75 for certification. These GPA requirements are above the current minimum GPA requirements for Nyack College so graduation with a degree does not guarantee certification. New York Certificate In New York, professional certification for teaching in the public schools is open only to those holding a master’s degree and having three years experience in their field. Therefore, the Early Childhood curriculum leads to recommendation for the initial certificate for teaching birth-grade 2 in the schools of New York; the Childhood curriculum leads to recommendation for the initial certificate for teaching (1-6) in the elementary schools of New York; the Early Childhood-Childhood curriculum leads to recommendation for the initial certificate for teaching birth-grade 6 in the schools of New York; the Adolescent curriculum leads to recommendation for the initial certificate for teaching a specified subject area in grades 7-12 in the middle schools and high schools of New York; the TESOL curriculum leads to recommendation for the initial certificate for teaching English as a Second Language (K-12) in the schools of New York; and, the Music Education curriculum leads to recommendation for the initial certificate for teaching music (K-12) in the schools of New York. The State of New York certification procedures require that recommended candidates make personal application for this initial certificate. Nyack College is not required to make recommendation for certification of a candidate not meeting the standards. A first-time applicant for an initial teaching certificate will be required to achieve a qualifying score on the Test of the Liberal Arts & Sciences (LAST), on the written Assessment of Teaching Skills (ATS-W), and on the Content Specialties Test (CST). Teaching License from a State Other than New York Your degree from Nyack College with a teacher education major enables you to obtain a teaching license or certificate in most states. You may be required to pass competency tests other than those used in New York, such as the PRAXIS tests. If you know the particular state in which you desire to teach, it is strongly recommended that you write to that state early in your college training to obtain its specific

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requirements. While not always necessary, it is generally recommended that you obtain the New York license before applying for a license in another state. The Manual on Certification and Preparation of Educational Personnel in the United States published by NASDTEC (National Association of State Directors of Teacher Education and Certification) is available in the Education Office to use as a reference within the building. It gives requirements by state and the addresses of Teacher Certification Boards in order to obtain applications and further information. Other resources for this information are the education department websites that each state posts on the internet. ACSI Teaching Certificate The Association of Christian Schools International (ACSI) will grant a Standard Certificate to graduates of the Nyack College School of Education programs. A signature of agreement with the ACSI Statement of Faith is required of candidates prior to graduation for receipt of this teacher certification. This Provisional certificate is valid for five years before renewal is required. Candidates’ Philosophy of Christian Schools papers will be kept on file as attestation of each candidate’s eligibility for ACSI certification. The renewal requirements for ACSI certification are two semester hours or five CEUs in biblical studies and two semester hours or five CEUs in professional studies. The credit hours must be received from an accredited college/university. ACSI does not establish individual files on graduates from the approved programs until the individual requests a higher certificate. This is done by completing the standard application form and submitting transcripts. The application may be obtained from any ACSI office, from the ACSI Certification Office, PO Box 65130, Colorado Springs, CO 80962-5130, or via e-mail at certification@acsi.org. Feel free to access this information from the ACSI website as well: www.acsi.org. Regulations for New York City License Graduates wishing to teach in New York City must apply for an additional license. They must possess a valid New York State certificate or meet the minimum requirements set forth in the Chancellor’s Regulations. Applicants will be required to have a medical examination and be fingerprinted. Applications may be acquired at the Education Office. Obtaining a Teaching Position Reference materials such as the ACSI Annual School Directory and a compilation of job opportunities are available in the Education Office on the Rockland Campus. Placement Files Seniors in the Education programs are strongly recommended to complete a Student Placement File with the Education Office. This file should include a Personal and Professional Data form, a résumé, and three (3) or more academic and employment recommendations. Student teachers are advised to include a recommendation by their cooperating teachers. Once completed, Nyack teacher candidates may request that the Education Office mail a copy of their file to prospective employers. Requests should be made in writing to the Education Office. At the present time there are no fees associated with these requests. Academic Records The Registrar’s Office keeps all college records and transcripts. Requests for transcripts must be made in writing to the Registrar’s Office. Candidates should allow a minimum of one week for processing. A

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fee is charged for each transcript ordered. On each occasion an order for transcripts is placed, the first transcript is $5 and each additional transcript in the batch is $1. Transcripts will not be forwarded to candidates or other institutions if student accounts or loan payments are not up-to-date. Candidates requesting both transcripts and Student Placement files must contact each department separately. Finding a Master’s Program Senior year is a great time to solidify the graduate program to pursue, as a graduate degree is required for professional certification in the State of New York. For a program that covers in more depth than the undergraduate programs the needs of students in today’s inclusive classrooms, Nyack College would encourage application to the Master’s in Education program for a graduate degree. Teacher candidates with the desire to specialize in something not offered at Nyack should know that the faculty wants to support that effort as well. Please feel free to contact the faculty for recommendations and advice. Alumni The School of Education desires to maintain contact with its alumni for several reasons. One, our school is a family and we care about its members. Two, alumnus feedback on our programs and perceived level of preparation for “the real world” is important to the improvement and growth of our teacher preparation programs for future candidates. Three, some agencies require the School of Education to report data on graduate placement. For all of these reasons, expect that the Education Office will be contacting you after graduation for surveys and so on.

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Appendix I: Forms *Forms are linked documents.

Forms for Acceptance to the School of Education Proposal for 30 Hours of Independent Field ExperienceCertification of Participation in 30 Hours of Independent Field ExperienceApplication for Admission to the School of Education Forms for Admission to Student Teaching Application for an Overseas Student Teaching Placement (available from RC Ed Office) Student Teaching Application and RésuméStudent Teaching Health Certificate

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Appendix II: APA Writing Style Guide Modified for the School of Education

Table of Contents

Setting Up the Paper ................................................................................................................79 Margins and Indentations...................................................................................................79 Line Spacing ......................................................................................................................79 Font Selection and Font Size .............................................................................................79 Pagination ..........................................................................................................................79Parts of the Paper .....................................................................................................................80 Title Page ...........................................................................................................................80 Abstract Page .....................................................................................................................81 Acknowledgements Page ...................................................................................................82 Table of Contents Page ......................................................................................................82 The Body of the Paper .......................................................................................................82 References List...................................................................................................................83 Tables and Figures .............................................................................................................83Citation of Sources...................................................................................................................84 Referencing an Article in a Periodical ...............................................................................84 Referencing a Book............................................................................................................85 Referencing Audiovisual Sources......................................................................................87 Referencing Electronic Sources.........................................................................................88Formatting Quotations .............................................................................................................89Formatting Headings................................................................................................................90 Setting up the Paper

Margins and Indentation Margins on the left, right, top, and bottom should all be 1-inch. For the body of the text, use left justification instead of full justification so the right margin has jagged edges of type. Paragraph and level-4 subheading indentations should be 5 spaces from the left (or set tab at the 0.25” mark). Line Spacing Everything in the paper should be double-spaced. This includes the title page, abstract, headings, paper, block quotations, reference list, etc. Font Selections and Font Size Appropriate fonts for papers are either Times New Roman or Courier style only. Either font choice must be 12-point throughout the document, including page numbers. Transferred Pagination Short paper. A short paper (generally 1-5 pages) requires only page numbers in the upper-right corner of every page. Insert only the numbers and not the word “Page” nor a three-

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word title. Use the “Header” feature to insert page numbers, adjusting the number to be a half-inch from the top of the page and one inch from the right. See sample in the title page section. Major paper. A major paper (generally 6+ pages) requires two or three words of the title of the paper (beginning with the first page of the body of the paper). Use the “Header” feature to insert the short title, adjusting the title to be a half-inch from the top of the page and one inch from the right. Pages preceding the first page of text should be marked with the “i, ii, iii” pagination series. The title page of a major paper should have no pagination.

Three Word Title

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah

blah blah blah blah blah blah blah blah blah blah blah blah blah blah.

Header

Parts of the Paper Depending on the size of the paper, some or all of the following elements may be required. Individual professors should clarify the elements that are expected for each assignment. The general order is:

1. Title Page 2. Abstract Page 3. Acknowledgements 4. Table of Contents 5. Body of the Paper 6. Reference List 7. Tables and Figures

Title Page Short paper. No title page is needed on a short paper (generally 1-5 pages). A short heading at the top of the first page is all that is required for title page information. The heading is flush left, double-spaced, with each element on a separate line. The first element is the student’s first and last name, then course name, then professor’s name, then the date submitted. The title of the paper is centered on the following line.

S ame tudent N

Course Name

Professor Name

Date Submitted

Full Title of the Paper

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah

blah blah blah blah blah blah blah blah blah blah blah blah blah blah.

Header

Major paper. A major paper (generally 6+ pages) requires a separate title page. The title page should not have any page number. The title page information should be centered on the page top to bottom as well as left to right. The first element is the full title of the paper,

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which may be split on two lines if necessary. The next line is the student’s first and last name. On separate lines below that are the course name, the professor’s name, then the date submitted. All of these are to be double-spaced.

Full Title of the Paper

on Two Lines if Necessary

Student’s Name

Course Name

Professor’s Name

Date Submitted

Header

Abstract Page If an abstract is required for the assignment, it is to be the only text on the page following the title page, and should be paginated with “i” in the upper-right corner. The abstract is a brief description (no more than 120 words) summarizing the major ideas and information presented in the paper. Because the abstract is a summary, it is generally written after the paper is completed. The word “Abstract” should be the level-1 header (centered and not italicized, see formatting headings section) for the abstract page. All text on the page should be double-spaced. The abstract paragraph should not be indented. The opening sentence of the abstract paragraph should describe the issue addressed in the paper. The rest of the paragraph is used to clarify the methods, major ideas, and explanation of results or conclusions written about in the paper. Only the most important points of the paper should be described.

i

Abstract

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah bl

blah blah blah blah blah blah blah blah blah blah blah blah blah blah.

Header

Acknowledgements Page If acknowledgements are required for the assignment, they are to be the only text on the page following the abstract page, and should be paginated with “ii” in the upper-right corner.

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The word “Acknowledgements” should be the level-1 header (centered and not italicized, see formatting headings section) for the acknowledgements page. All text on the page should be double-spaced. The abstract paragraphs should not be indented.

ii

Acknowledgements

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah bl

blah blah blah blah blah blah blah blah blah blah blah blah blah blah.

Header

Table of Contents Page If a table of contents is required for the assignment, it is to be the only text on the page directly before the text, and should be paginated with an “i, ii, iii” series number in the upper-right corner. The word “Table of Contents” should be the level-1 header (centered and not italicized, see formatting headings section) for the table of contents page. The table containing the contents and page numbers should be set up with the same font and margin regulations as the rest of the paper. The page numbers of the contents should be flush right with “……..” between the last letter of the content heading and the number of the content’s page location. The text of the contents page is to be double-spaced.

iii

Table of Contents

Blah blah ..........................................................................................................................................1

Blah blah blah blah..........................................................................................................................3

Header

The Body of the Paper The body of the paper is the first page of text, has no level-1 header in a major paper, and must be paginated differently than the preceding pages (if any). The pagination of the body of the paper begins with the three-word title of the paper, five spaces, and “1” and continues with consecutive numerals for the following pages (follow guidelines in the pagination and title page sections for the various paper lengths). Thesis statement, hypothesis, or stated objective. Every paper must have an introductory statement that states the central goal around which the major points and supporting details of the paper are organized. Different papers require different types of stating the central goal. The three possibilities are: thesis statement, hypothesis, and stated objective. Professors should clarify which type of introductory statement each paper requires. A thesis statement is generally a one-sentence statement in which the author’s main topic and opinions are stated; the rest of the paper is spent supporting the thesis. A hypothesis is a statement proposing an explanation or opinion; the rest of the paper is spent providing data that will prove or disprove the hypothesis. A stated objective clearly defines and pinpoints the

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research paper topic to be covered without offering any opinion or room for argument; the rest of the paper is spent detailing the information from the research. References List The References list is double-spaced and continues the page numbering like all pages in the paper. It is started on a new page with “References” as the level-1 header (centered and not italicized, see formatting headings section). All reference entries are to be alphabetized by the author’s last name (or by the first main word of the title if no author is available). Only include references cited in the paper. Each new reference entry begins flush left. Entries with information that continues beyond the first line are indented 5 spaces (0.25” mark) for each line after the first.

Three Word Title 10

References

Ah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah

blah blah.

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah.

Cablah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah

blah blah blah blah blah blah blah blah blah blah blah blah blah blah.

Header

Tables and Figures Tables are data charts that can be typed with regular word processing. Figures are visual aids (graphs, maps, photos, etc.). Both figures and tables that are presented in papers must be properly labeled and included on separate pages after the paper’s reference page. If the paper requires both figures and tables, attach the tables first and then the figures. Number the tables 1, 2, etc. first, then restart the numbering at 1, 2, etc. for any figures that follow. In-text reference to attached table or figure. When information in figure or table format is needed in a paper, the actual data must be attached at the end of the paper. However, the sentence or paragraph in the body of the text that discusses the information should refer the reader to the attached table or figure. This in-text reference should be a parenthetical statement that includes the figure or table number to refer to at the end, such as “(see Table 1).” Formatting Tables or Figures. Each table or figure must be on a separate page. The information must be double-spaced and in 12-point font, just like the text in the paper. Flush left on the first line should be the word “Table” or “Figure” and the number of the table/figure (use the numeral and not the written version of the number). The title of the table/figure should be flush left on the line below, italicized, and all major words capitalized.

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The column headings of the table begin on the next line after the table title. These are to be centered over each column of information, with only the first word of each column capitalized. A horizontal line must separate the column headings from the information underneath. If the table information runs onto a second page, repeat the column headings at the top of the second page. The labels and other text in the visual figure itself should be between 8-point and 14-point font size, and in a sans serif font like Arial or Helvetica.

Three Word Title 11

Table 1

Example Table for Style Guide

Column heading a Column heading b Column heading c

Xxx xx xx

Xxx xx xx

Header

Citation of Sources

Disclaimer: All sample references in this section are fictional. Use them as a guideline to set up your own references in papers. The School of Education requires that page numbers of source material be included in every in-text and reference page citation (except in the case of audiovisual references). Some style guides for the citation of sources require that information reprinted in a secondary source be referenced with the original source plus the secondary source actually used. However, the APA style guidelines modified by the School of Education require that candidates only reference the actual source used for the paper and not the original as well.

Referencing an Article in a Periodical References List. Not all types of periodicals will have the same information for citations. Some have volume and issue numbers or section numbers with pages. Refer to the bulleted points for variations. In general, the order for referencing a periodical should be: last name of the author; comma; one space; first initial of the author; period; one space; publication day/season/year in parentheses; period; one space; title of the article with only the first word capitalized; period; one space; title of the periodical italicized and all major words capitalized; comma; one space; volume number italicized; one space; issue number in parentheses; comma; one space; page numbers; period. Template for reference list article citation: Last Name, First Initial. (Year Published, Month/Day/Season Published). Title of the article

in lowercase letters. Title of the Periodical Capitalized and Italicized, volume number italicized (issue number), page numbers.

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Sample: Brown, A. (2004, September). Making up a sample. Miscellaneous Nonsense Title, 6 (1), 82-

100. • Do not use the words “volume”, “issue”, or “page” with the numbers • If consecutive pages are being referenced, separate the page numbers with only a

dash (i.e. 82-83). If an article is separated onto several pages, separate the page numbers with a comma and a space (i.e. 82-83, 90, 98-99)

• If a newspaper uses section numbers in addition to pages, put the section number; colon; page number (i.e. 3:9). If a newspaper uses section letters in addition to pages, do not separate them with a colon (i.e. B6)

• If no author is listed with the article, begin with the title of the article followed by a period, the published date, and the title of the periodical, then continue as normal [i.e. Making up a sample. (2004, September). Miscellaneous Nonsense Title, 6 (1), 82-100.]

• If the article has more than one author, separate their names with commas and attach the last name with an ampersand sign, then continue as normal [i.e. Brown, A., Brown, B., & Brown, C. (2004, September). Making up a sample. Miscellaneous Nonsense Title, 6 (1), 82-100.]

In-Text. In-text source references are simple. They are inserted in parentheses just before the period of the sentence they are referencing. In general, the protocol for in-text citation is to put the following information in parentheses: author’s last name; comma; one space; year published.

Template for in-text article citation: …blah blah blah blah (Author’s Last Name, Year Published). Blah blah… Sample: …had it to do all over again (Brown, 2004). In this instance…

• If no author is listed with the article, put the article title and comma in quotation

marks followed by the published date and page numbers (“Making Up a Sample,” 2004).

• If the author’s name is listed in the sentence, then the date of the article and page number inserted in parentheses directly after the name appears in the sentence [Brown (2004) determined that…]

Referencing a Book References List. In general, the order for referencing a book should be: last name of the author; comma; one space; first initial of the author; period; one space; publication year in parentheses; period; one space; title of the book italicized and only the first word capitalized; one space; edition/volume number in parentheses; period; one space; city of publication; colon; one space; name of publishing company; comma; one space; page numbers; period.

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Template for reference list book citation: Last Name, First Initial. (Year Published). Title of the book italicized and lowercase except

the first word (#th ed. or Vol. #). City of publication: Name of Publishing Company, page numbers.

Sample: Brown, A. (2004). Miscellaneous nonsense title (2nd ed.). New York: Nyack College Press,

82-100. • If the book has more than one author, separate their names with commas and attach

the last name with an ampersand sign, then continue as normal [i.e. Brown, A., Brown, B., & Brown, C. (2004). Miscellaneous nonsense title (2nd ed.). New York: Nyack College Press, 82-100.] And, if the book has more than six authors, just list the first six, followed without the ampersand sign by the abbreviation “et al” (which is Latin for “and others”), then continue as normal [i.e. Brown, A., Brown, B., Brown, C., Brown, D., Brown, E., Brown F., et al. (2004). Miscellaneous nonsense title (2nd ed.). New York: Nyack College Press, 82-100.]

• If an organization is listed as the author, put the full name of the organization in the author position. If the organization is also the publisher, put the organization in the author position, and put “Author” in the publishing company position, then continue as normal [Nyack College. (2004). Miscellaneous nonsense title (2nd ed.). New York: Author, 82-100.]

• If no author is listed with the book, begin with the title of the book followed by the published date, then continue as normal [i.e. Miscellaneous nonsense title (2nd ed.). New York: Nyack College Press, 82-100.]

• If the book has an editor, put the editor’s name in the author position, followed by “(Ed.)”, a period, then continue as normal [Brown, A. (Ed.). (2004). Miscellaneous nonsense title (2nd ed.). New York: Nyack College Press, 82-100.]

• If an article in an encyclopedia was used, insert the heading under which the material appears; period; then “In” after the date of publication and before the name of the encyclopedia. Also, page numbers are included after the volume number instead of at the end [Brown, A. (2004). Citation of Sources. In Miscellaneous nonsense encyclopedia (Vol. 1, p. 82). New York: Nyack College Press.]

In-Text. In-text source references are simple. They are inserted in parentheses just before the period of the sentence they are referencing. In general, the protocol for in-text citation is to put the following information in parentheses: author’s last name; comma; one space; year published.

Template for in-text book citation: …blah blah blah blah (Author’s Last Name, Year Published). Blah blah… Sample: …had it to do all over again (Brown, 2004). In this instance…

• If no author is listed with the book, put the book title in the author position followed

by the published date and page numbers (Miscellaneous nonsense title, 2004).

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• If several authors wrote the book, the first in-text citation should list all author names. The second and later citations should list the first author, then “et al.” and continue as normal (Brown et al., 2004).

• If the author’s name is listed in the sentence, then the year of the book and page numbers are inserted in parentheses directly after the name appears in the sentence [….said Mr. Brown (2004), explaining that…]

Referencing Audiovisual Sources: Films, TV, Interviews, Art, et al References List. In general, the order for referencing an audiovisual source should be: last name of the author/producer; comma; one space; first initial of the author/producer; period; one space; year/day of release in parentheses; period; one space; title of the film/television series/painting italicized and only the first word capitalized; one space; descriptive title in brackets with the first word capitalized; period; one space; country or city of origin; colon; one space; producing company; period.

Template for reference list audiovisual source citation: Last Name, First Initial. (Year of Release, Day of Release). Title of the audiovisual italicized

[Descriptive title in brackets]. Country or City of Origin: Company. Sample: Brown, A. (2004, September 1). Miscellaneous nonsense title [Television broadcast]. New

York: Nyack College Press. • The descriptive title is simply a word or two that indicates the type of audiovisual

media referenced, such as “[CD]” or “[Television broadcast]”. • An interview is considered personal communication and does not need to be

referenced except in the text of the paper (see the in-text citation section). • Audiovisuals do not have page numbers, so none are required in citations.

In-Text. In-text source references are simple. They are inserted in parentheses just before the period of the sentence they are referencing. The protocol for in-text citation of audiovisual sources is to put the following information in parentheses: creator’s last name; comma; one space; year published.

Template for in-text audiovisual source: …blah blah blah blah (Creator’s Last Name, Year Published). Blah blah… Sample: …had it to do all over again (Brown, 2004). In this instance…

• If no creator is listed with the audiovisual, put the audiovisual title in italics, a

comma, one space, then the release year (Miscellaneous nonsense title, 2004). • If the creator’s name is listed in the sentence, then the year of release of the

audiovisual is inserted in parentheses directly after the name appears in the sentence [Mr. Brown (2004) exhibited excellent use of…]

• An interview should have the in-text citation of “personal communication” and date of the interview after the name of the interviewee is mentioned [Professor Velez (personal communication, September 1, 2004) was interested in…]

• Audiovisuals do not have page numbers, so none are required in citations.

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Referencing Electronic Sources: Internet Sites & Online Journals References List. In general, the order for referencing an electronic source begins exactly as the closest version of periodical or book reference as outlined earlier, with the addition of retrieval information at the end. The retrieval statement comes one space after the period of the general referencing information and should be formatted as follows: “Retrieved”; month, day, and year of retrieval from the internet; comma; one space; “from”; one space; http address without underline; no period.

Template for reference list electronic source citation: Closest matching book or article referencing format with author, title, publication, and page information. Retrieved Month, day, year, from http://address Sample Online Article: Brown, A. (2004, September). Making up a sample. Faking It Now, 6 (1), 82-100. Retrieved

September 1, 2004, from http://creating_reference_examples.org Sample Online Book: Brown, A. (2004). Miscellaneous nonsense title (2nd ed.). New York: Nyack College Press,

82-100. Retrieved September 1, 2004, from http://creating_reference_examples.org Sample Online Audiovisual: Brown, A. (2004, September 1). Miscellaneous nonsense title [Television broadcast]. New

York: Nyack College Press. Retrieved September 1, 2004, from http://creating_reference_examples.org • If the information from the internet is just a general website and not a book,

periodical, or audiovisual republished on the web, then no reference page citation is required. However, an in-text citation is required (see in-text citation below).

In-Text. In-text source references are simple. They are inserted in parentheses just before the period of the sentence they are referencing. In general, the protocol for in-text citation is to put the following information in parentheses: author’s last name; comma; one space; year published. Audiovisuals republished on the internet will not have page numbers. General websites will be referenced differently than material republished on the web (see bullet below).

Template for in-text electronic source citation: …blah blah blah blah (Last Name, and Year Published). Blah blah… Sample: …had it to do all over again (Brown, 2004). In this instance…

• If the information from the internet is just a general website and not a book,

periodical, or audiovisual republished on the web, then simply put the electronic address in parentheses before the period at the end of the sentence that refers to the web page content [The School of Education website gives an overview of program requirements for education majors (http://www.nyackcollege.edu/2004 schools.php?school=ed).]

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Formatting Quotations

Quoted material must appear in papers exactly as it was published, with perfectly duplicated spelling and punctuation, in order to avoid plagiarism and misrepresentation. Short quotes and long quotes are formatted differently, but both require proper in-text citation of the source of the quote (see in-text citation sections above). All quotations must be accompanied by the source author’s name and, date of publication, where the quoted material was found. If the author’s name is included in the wording that immediately precedes the quote, then only the date of publication must appear in parentheses at the end. Both pieces must appear somewhere in the quotation process.

Short Quotes (less than 40 words) Short quotes appear within the normal paragraph, set off from the other words in the paragraph by quotation marks. The in-text citation information (author, year published) is inserted in parentheses between the quotation mark at the end of the quoted material and the period. In general, the protocol for in-text citation is to put the following information in parentheses: author’s last name; comma; one space; year published).

…blah blah blah blah blah “blah blah blah blah blah blah blah blah blah blah blah blah blah

blah (Brown, 2004). Blah blah blah blah blah blah blah blah blah blah…

Long Quotes (40 words or more) Long quotes are set apart from the normal paragraph structure through indentation. The indentation of the entire quoted block must be five spaces from the left margin (the 0.25” mark). These indented block quotations do not have quotation marks, and are double-spaced in 12-point font just like the regular text. The in-text citation information (author, and year published) is inserted in parentheses one space after the period at the end of the quoted material and is not followed by a period. In general, the protocol for in-text citation is to put the following information in parentheses: author’s last name; comma; one space; year published.

…blah blah blah blah blah:

“blah blah blah blah blah blah blah blah blah blah blah blah blah blah Blah blah blah

blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah

blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah

blah blah. (Luba, 2004)

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah …

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Formatting Headings

Headings are used to divide and subdivide a paper into sections that are logically and/or sequentially organized. APA style has established five possible levels of division for use in papers, only three of which are explained in the next few paragraphs because they are the levels most likely to be used. Most papers will require few headings, but check with the professor for specifics. See a full APA style guide for info on level-2 and level-5 headings if necessary for the paper.

Levels of Headings and Subheadings One set of headings. If the paper requires only one type of heading, then use only level-1 headings. Level-1 headings are centered on the page, with all major words capitalized. When new level-1 headings are required for the next section, just continue the paper with the same double-spacing. Do not start the new section on a new page unless space requires it.

Level-1 Heading

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah

blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah

blah blah blah blah blah blah blah blah blah.

Level-1 Heading

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah

Two sets of headings. If the paper requires a major heading type and one kind of subheading, then use level-1 headings as the major heading type (centered to page and major words capitalized) and use level-3 subheadings. Level-3 subheadings are flush left, with all major words capitalized and italicized.

Level-1 Heading

Level-3 Subheading

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah

blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah

Three sets of headings. If the paper requires three levels of headings and subheadings, then use level-1 headings as the major heading type (centered to page and major words capitalized), use level-3 headings for the subheadings (flush left and major words capitalized and italicized), and use level-4 subheadings for the next lower level of subheadings. Level-4 subheadings are indented 5 spaces to begin a paragraph, italicized, and only the first word is capitalized. This subheading is followed by a period, one space, then the text of the paragraph.

Level-1 Heading

Level-3 Subheading

Level-4 subheading. Blah blah blah blah blah blah blah blah blah blah blah blah blah blah.

Blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah blah

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