MEDAILLE COLLEGE | Undergraduate Catalog | 2010–2011
ADOLESCENT TEACHING: BIOLOGY 7–12 WITH SPECIAL EDUCATION Program Description Medaille College’s B.S.Ed. degree program in Adolescent Teaching: Biology 7–12 with Special Education leading to dual certification in Special Education and Biology 7–12 is committed to the academic and professional preparation of highly qualified teachers through rigorous, integrated coursework in the liberal arts and professional studies. The program emphasizes active, experiential learning both inside and outside the classroom through frequent field observations and practicum experiences over four years. The program is committed to fostering reflective practitioners with demonstrated proficiency in academic subject matter content, pedagogy, best practices in teaching, learning theory, and student development. Its graduates will be well prepared to function effectively in an inclusive classroom, to meet successfully the learning and developmental needs of diverse student constituencies, and to function as capable and caring professionals in a variety of secondary school environments. The program is dedicated to producing teachers who will exhibit intellectual rigor and compassion in the learning environment and who will balance their high expectations for students with appropriate degrees of support and assistance to assure adolescents’ intellectual and personal growth. The Adolescent Education program at Medaille College will offer simultaneous certification in both general and special education. Through this dual certification process, students will be better able to serve the needs of all individuals across a wide range of learning styles and needs in middle and high school settings through knowledge of differentiated instruction, curricular adaptation, classroom management, the development of positive and supportive classroom environments, and the provision of individualized educational support. Students will also be prepared to collaborate in inclusive settings with developing effective partnerships between classrooms and families. Program graduates will demonstrate the knowledge, skills, professional attitude, character, and commitment to future students and the teaching profession congruent with New York State and national standards for initial certification and long-term professional success. All students working toward New York State Certification will take coursework in the professional, field-centered curriculum. The program provides for completion of a campus-based course of study, pre-student-teaching experiences, and classroom student teaching situations. Education majors are required to take the New York State Teacher Certification Exams (NYSTCE) as a prerequisite for New York State Certification. As a requirement for graduation, all students receiving a Bachelor of Science in Education degree must attain a minimum 2.50 cumulative average. If a student performs below the acceptable standard, he/she will need to take and/or retake the course(s) designated to improve weak areas and pass the course(s) with a grade of C or better. Students must receive a grade of a C- or above for all pedagogical courses (methods courses). Otherwise, the course must be repeated. Program Goals The program has established the following pre-service goals: ●● To provide students with individual supervision and assessment during their coursework and field experience to assure that each teacher candidate has the opportunity to develop appropriate professional skills; ●● To individualize and adequately differentiate instruction so as to address the academic and emotional/behavioral needs of each learner thereby creating a classroom that values, validates, and nurtures each child; ●● To offer a contemporary curriculum that provides majors with the knowledge of subject matter, pedagogy/best practices in teaching, and principles of classroom management; ●● To prepare specialized content matter experts who are also strongly grounded in the liberal arts and professional studies; ●● To provide majors with an understanding of the foundations of education practice and the philosophical, historical, social, psychological, and pedagogical principles that guide instructional decisions; ●● To prepare teachers who are skilled in collaboration and team work both with professional colleagues and families; 56 www.medaille.edu