|Program Coordinator||Devon Duhaney, (845) 257-2853, firstname.lastname@example.org|
|Program Length||The MSED can be completed in two years if enrolled part-time, but students must complete the degree within 5 years|
|Licensure/Certification||NYSED Initial/Professional ESOL (all grades)|
In response to the regional need for professionals prepared to educate linguistically and culturally diverse students, SUNY New Paltz offers a Master of Science in Education in Second Language Education. This thirty-six credit program leads to certification (initial and professional) in English to Speakers of Other Languages (Pre K-12).
- One official transcript of all undergraduate and graduate course work; the baccalaureate transcript should be from a regionally accredited institution with a minimum 3.0 cumulative grade point average in the major, and a 3.0 cumulative GPA overall. Candidates must have completed a baccalaureate degree with a concentration in one of the liberal arts or sciences.
- An admission essay demonstrating experience and/or interest in working with culturally and linguistically diverse students.
- Satisfactory completion of twelve semester hours of study of a language other than English. All courses must be conducted in the target language.
- Three letters of recommendation.
- For international students, a minimum score of 90 on the internet-based TOEFL exam.
Curriculum Requirements - TESOL
|Core Courses (23 Credits)|
|SED573||Teaching English as a New Language I||3|
|SED507||Fieldwork I Second Language Education||1|
|EED581||Foundations of Bilingual/Bicultural Education||3|
|SED578||Second Language Learning||3|
|SED577||Applied Linguistics for Teachers of English as a New Language (ENL)||3|
|SED576||Teaching English as a New Language II||3|
|SED509||Fieldwork II Second Language Education||1|
|SED575||Teaching Literacy in English as a New Language||3|
|SED580||English Grammar for Teachers of English as a New Language (ENL)||3|
|Student Teaching (7 Credits)|
|SED579||Practicum in Teaching English as a Second Language||6|
|SED607||Practicum Seminar: Second Language Education||1|
|Additional Courses (6 Credits)|
|SED560||Technology in the Classroom||3|
|SPE565||Teaching in Inclusive Classrooms||3|
- File a “plan of study” during the first semester after matriculation.
- Any deficiencies in the candidate’s previous training shall be removed by early advisement with the Second Language Education program advisor.
- Completion of prescribed course work and other requirements within five years after matriculation.
- Maintain a cumulative grade point average of 3.0 or better with no more than two grades below B-.
- Successful completion of practicum during the final semester of study.
Additional State Certification Requirements
In addition to degree requirements, candidates must meet several New York State certification requirements which include:
- Attending a number of workshops, designed to assist teachers in
- preventing violence in the schools (S.A.V.E)
- recognizing symptoms of child abuse and neglect,
- providing a safe and supportive learning environment through the training for Dignity for All Students Act (DASA), and
- by completing the Health & Safety training.
- Satisfying the New York State Certification Testing requirements, which include:
- Content Specialty Test (for initial certification)
Program Learning Outcomes
Second Language Education (MSEd)
Candidates who successfully complete all required components of the TESOL K-12 program at SUNY New Paltz will:
- Content Knowledge: Demonstrate content area mastery by completing at least 30 hours of coursework in TESOL methods and content.
- Planning: Be able to plan lessons in TESOL that are standards-based, clear, logical and organized, rely upon a variety of appropriate instructional strategies and appropriate technologies, and differentiate instruction, providing opportunities to promote appreciation of diversity, tolerance, and inclusion in safe, democratic, and equitable learning environments.
- Assessment and P-12 Learning: Be able to choose, design, and implement authentic and appropriate formative and summative assessments to evaluate student learning, differentiate and adapt assessments for ELLs through logical decision-making, consider assessment data when making instructional decisions, and identify effective or problematic teaching moments as they are occurring in order to facilitate student growth in specified content, cognitive skills, and/or social skills.
- Pedagogical Practice: Demonstrate the ability to maximize student learning by incorporating content and pedagogical content knowledge, appropriate and effective technology, and a variety of developmentally and contextually appropriate evidence-based instructional strategies to make learning meaningful for students while teaching.
- Dispositions: Exhibit the knowledge, skills, and dispositions necessary to practice an ethically informed and self-reflective philosophy, demonstrate the ability to respond appropriately to challenges that arise in teaching, and develop respectful relationships with students, families, communities and colleagues.
- Critical Thinking: Identify, analyze, and evaluate different methods of planning, assessing, and teaching in order to develop well-reasoned arguments that support pedagogical decisions.
- Information Management: Use technology and basic research techniques in order to locate, evaluate, and synthesize best-practices concepts in content knowledge, planning, assessment, and pedagogical practice.