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Why Choose Saint Rose for a Master's Degree in Childhood Education?

The Saint Rose Masters in Childhood Education program is designed for students who want to teach grades 1-6, but who have an undergraduate degree in a field other than education.

Small classes, dedicated professors, and rigorous preparation for classroom teaching are hallmarks of the Master of Science in Childhood Education program at The College of Saint Rose. Students complete classroom and field experiences that will earn them initial and professional certification for grades 1-6 in New York State.

Program Highlights

Consistent with the Conceptual Framework of the School of Education of The College of Saint Rose, graduates of the Childhood Education programs must demonstrate:

  • Professionalism in exercising their roles as childhood educators in social contexts
  • Effective oral and written communication and interpersonal skills
  • Knowledge of elementary school curriculum, content, and best practices commensurate with pupils’ needs, ages and previous learning
  • Ability to plan, implement, and evaluate child-centered instruction and learning and engage in innovative practice
  • Organization and positive classroom management techniques
  • Ability to teach exceptional children effectively
  • Responsiveness to the characteristics of children that reflect their cultural, socio-economic and personal histories
  • Ability to integrate a variety of technological methods and programs to enhance student learning and practitioner effectiveness

Course Requirements, Faculty, and Learning Objectives

Candidates in professional education programs at The College of Saint Rose will:

  • Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
  • Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
  • Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting students’ analytical skills and promoting their dispositions to be lifelong learners.
  • Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
  • Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
  • Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
  • Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
  • Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.