education student

*THIS MAJOR IS GETTING PHASED OUT BY 2019 DUE TO THE GROWING AND CHANGING DEMANDS OF THE INDUSTRY.* Please refer to our program in Childhood & Special Education instead.

This major is informally known around campus as “Early SEED” which refers to Special and Elementary Education at the early level of education. Perhaps it also refers to the notion that good teachers plant the “seeds” of learning in today’s classroom. Either way, this program of study equally integrates the field of special education and general education in order to prepare pre-service teachers (often called “candidates”) with the knowledge, skills, and attitudes that are needed to help all children learn, especially those with unique learning needs.

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Early Childhood Special Education

The Early SEED Major

With each education course, a pre-service candidate can usually expect to spend at least 10 hours in the schools completing embedded field hour assignments. As the program progresses, candidates spend over 150 hours conducting school-based field hours which are highly integrated and supported by program faculty.

One of the strongest components of this program is the focus on the stages of early learning and how to support children and families from diverse backgrounds. Candidates in this program also receive a strong background in working with children who have behavioral disorders and those who may have some of the most significant medical, intellectual, and social challenges at the infant and toddler level.

By the conclusion of the Early SEED major, candidates complete student teaching at the pre-school-kindergarten and first-second grade level in both general education and special education. During this time, candidates take over the role of the teacher in two very different settings. As graduation approaches, candidates present their electronic professional portfolio to the faculty and community members. The portfolio is a compilation of the work completed during the years spent at The College. The portfolio process is an exciting time when candidates are given the opportunity to reflect on all they have learned while presenting those accomplishments to other professionals.

Unique Program Features

  • Practical experience in real classrooms from pre-school – grade 3
  • Course embedded field hours with most education courses
  • Preparation across a wide range of learners with and without disabilities
  • Specific coursework and experience with learners with intellectual disabilities
  • Collaboration with PK-12 school partners
  • Faculty with practical teaching experience who are also actively involved in schools
  • Coursework across disciplines
  • Opportunities to get involved in campus-based social and academic experiences with children and adolescents with disabilities

Suggested Four Year Course Plan

Freshman Year

Fall
16 credits: Liberal Arts Courses OR Concentration Courses
0 credits: SEE 100 – Introduction to the Profession

Spring
16 credits: Liberal Arts Courses OR Concentration Courses

Sophomore Year

Fall
10 credits: Liberal Arts Courses OR Concentration Courses
3 credits: ECE 230 – Foundations of Early Childhood Ed
4 credits: SED 146 – Individuals w/Disabilities *
0 credits: SEE 106 – Introduction to Portfolio

Spring
6 credits: Liberal Arts Courses OR Concentration Courses
3 credits: ECE 231 – Infant, Toddler, & Preschool Guidance *
4 credits: EPY 244 – Child & Adolescent Development
3 credits: CSD 235 – Language Development

Junior Year

Fall
10 credits: Liberal Arts Courses OR Concentration Courses
3 credits: SEE 350 – Devel. Assessment for Young Children *
4 credits: SEE 328 -Partnerships with Families *

Spring
6 credits: Liberal Arts Courses OR Concentration Courses
4 credits: SEE 360 – Literacy & Literature for Children *
3 credits: ECE 253 – Curriculum and Instruction *
4 credits: SED 260 – Positive Behavioral Supports *

Senior Year

Fall
8 credits: Liberal Arts Courses OR Concentration Courses
4 credits: SED 340 – Assess. Children w/Severe Disabilities *
4 credits: ECE 385 – Integrated Content Methods *

Spring
10 credits: SEE 492 – Student Teaching Early Childhood Ed
2 credits: SEE 481 – Student Teaching Seminar
1 credit: SEE 482 – Student Teaching Portfolio

* Field experience required

Professional Education Candidate 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.