Undergraduate Bulletin

Requirements for the Teacher Education Programs

General Information

Clinical placements for Stony Brook students are available in a cross-section of partnering school districts that draw upon populations with a wide range of socio-economic and cultural backgrounds, and students with diverse needs. Many of these schools are engaged in innovative and experimental programs in education.

The Office of Teacher Certification at Stony Brook advises prospective teacher certification candidates in Stony Brook programs on procedures for obtaining New York State teacher certification. Clearance and applications for the certificate are processed by the Office of Teacher Certification, which keeps all documentation pertaining to these services on file and makes it available to students for in-state and out-of-state certification purposes, and to prospective employers upon presentation of a hand-signed FERPA Release Form.

Certification is not automatic. Upon successful completion of the University's program, the student must apply for state certification by doing the following:

1. Complete the necessary online application form, available on NYSED's TEACH website (http://www.highered.nysed.gov/tcert/certificate/apply.html ).
2. Complete the certificate requirements for Identification and Reporting of Child Abuse and Maltreatment, Substance Abuse Recognition and Referral, School Violence Prevention and Inter­vention, Harassment, Bullying and Discrimination Prevention and Intervention (DASA-Dignity for All Students Act), and Fingerprinting Clearance.
3. Pass the New York State Teacher Certification Examinations (NYSTCE). Information about these standardized tests may be found on the following website: http://www.nystce.nesinc.com/.
4. Submit a completed FERPA Release Form and Information Sheet with accompanying processing fee to the Teacher Certification Office for recommendation to NYSED upon completion of an institutional-based program.

The Career Placement Center helps students in three ways. Through its credentials service, recommendations supporting students in their application for jobs are kept on file. Copies of these recommendations are sent to prospective employers upon request. The center also posts announcements for teaching jobs available locally and in schools around the country. Students seeking employment in school districts off Long Island are invited to participate in the Long Island Teachers Recruitment Consortium. For more information, contact the Career Placement Center at (631) 682-6810 (Voice/TDD).

The Distributed Teacher and Leader Education program follows guidelines set forth by the College of Arts and Sciences regarding rules effecting probation and/or academic dishonesty for undergraduate students matriculated in teacher education programs. Please refer to other sections of the Undergraduate Bulletin for additional information.

Requirements of the Teacher Education Programs

Students applying for certification must satisfy the following requirements:

1. Students must formally apply for admission to one of the six teacher certification programs by completion of the appropriate application with supporting documentation and "declaration of major form." An essay (500-750 words) on a topic germane to education is required of all students. Admission requirements may also include interviews and submission of writing samples. Registration in methods courses as well as other certification courses requires admission to the Distributed Teacher and Leader Education program. For some courses, approval of the D-TALE Program Director may be required. Submission of the application by the end of the sophomore year is recommended.

2. Students must complete all requirements of their chosen academic major, with a minimum of 36 credits in the content field required for teacher certification. Stony Brook requirements exceed NYSED requirements in most instances. Be sure to check specific requirements relative to the content area in which you wish to be certified with the appropriate Program Director.

3. Students must complete all pedagogy credits in the professional study of education (credits vary according to the specific certification program) including foundation and literacy courses, and 100 hours of fieldwork prior to student teaching with specific experiences dealing with areas related to high-needs districts, ethnic and cultural diversity, inclusion of students with special needs, integration of technology in the curriculum, literacy across all curricula, and other selected topics.

4. Students must complete 75 days of supervised student teaching.

5. All teacher candidates must have one year of a language other than English at the college level on a transcript of record with grades of “C” or better. This requirement may be met through the study of American Sign Language as well as foreign languages. Please note that some majors have more extensive language requirements. Requisites for Oral Language Proficiency in English for applicants whose native language is other than English may be found in the Guide to Teacher Educatio n .

6. Students should maintain a cumulative g.p.a. of 3.00 to remain in good standing. At the discretion of the program director, a student who earns less than a C in either of two methodology courses and/or the student teaching seminar must repeat the course, as well as the associated field experience, and earn a satisfactory grade before being permitted to advance to the next course in the professional education sequence. A student who earns below a C in either the foundations or literacy courses must earn a satisfactory grade in these courses prior to being accepted for student teaching placement. Students must also meet program standards on all D-TALE performance assessments to remain in good standing and advance through the program. Professional education courses may only be repeated once. Students must complete all courses required for the major, cognate fields, and professional licensure before they will be allowed to student teach.

Note: In some instances, departmental requirements may vary from the standards outlined above. It is incumbent upon the student to contact the Teacher Education Program Director within their department or division for updates to these requirements. Requirements for degree and certification are subject to change. It is the responsibility of the individual student to consult the Guide to Teacher Education for current regulations and further information.  Exceptions to the requirements above, and also to those specified for each individual teacher preparation program, are at the discretion of the respective program directors.

New York State requires all teacher candidates who are applying for initial certification to pass several standardized tests. Students should visit the following web link to get an overview of the fields of knowledge assessed on these exams, and for the most up-to-date information pertaining to these requirements: http://www.nystce.nesinc.com/. It is recommended that students contact their program director for guidance in this process.

Prior to filing for certification, all teacher candidates must have their fingerprints cleared by the Division of Criminal Justice Services. In addition, all teacher candidates must have successfully completed two-hour seminar/workshops in Identification and Reporting of Child Abuse and Maltreatment, Substance Abuse Recognition and Referral, and School Violence Prevention and Intervention, as well as a three-hour Autism Recognition, Referral and Control seminar offered through the Cody Center, and a six-hour seminar in Harassment, Bullying and Discrimination Prevention and Intervention (DASA-Dignity for All Students Act). Certificates of Completion for these workshops must accompany the application for license along with transcripts from all institutions attended that contain coursework relevant to the specific license. This coursework must contain content, pedagogy, field experience including student teaching, and a minimum of one year of language other than English at the college level. The language requirement may vary by major and in some instances may require completion of two years of language.

7. Additional requirements set by the academic department in charge of the certification area.

Note: Courses taken for Pass/No Credit may not be used to satisfy the preparation in professional education component of any Teacher Education Program.

Combined Bachelor’s/Master’s Programs leading to NYS Teacher Certification

Five-year bachelor’s/master’s programs are available in several academic departments. Some are joint programs with the Graduate School while most are with the School of Professional Development. Students are allowed to take up to fifteen (15) graduate credits that will count towards both their undergraduate and graduate requirements reducing the total time for completion of the master’s degree.

The university allows undergraduate students enrolled in a combined program to use a maximum of 15 graduate credits toward the undergraduate portion of the accelerated degree.

Undergraduate  Academic Plan	Graduate  Academic Program	Maximum   # of Shared Credit Allotment	UG & Grad Degrees Awarded	TEACH Recommendation
B.A. in Italian with Teacher Preparation option	MAT in Italian	15	Concurrently	After MAT awarded
B.A. in French with Teacher Preparation option	MAT in French	15	Concurrently	After MAT awarded
B.A. in Spanish with Teacher Preparation option	MAT in Spanish	15	Concurrently	After MAT awarded
B.S. in Chemistry with Teacher Preparation option	MAT   in Chemistry	15	Concurrently	After MAT awarded
B.S. in Biology with Teacher Preparation option	MAT in Biology	15	Concurrently	After MAT awarded
B.S. in Earth Science	MAT in Earth Science	15	Concurrently	After MAT awarded
B.S. in Physics with Teacher Preparation option	MAT in Physics	15	Concurrently	After MAT awarded
B.S.   in Mathematics	MAT in Mathematics	15	Concurrently	After MAT awarded
B.A. in History with Teacher Preparation option	MAT in Social Studies	15	Concurrently	After MAT awarded
B.A. in African Studies with Teacher Preparation	MAT in Social Studies	15	Concurrently	After MA awarded
B.A. in English with Teacher Preparation option	M.A. in English (Graduate School)	12	Concurrently	After MA awarded
B.A. in History with Teacher Preparation option	M.A. in History (Graduate School)	6	Concurrently	After MAT awarded
B.A. in Linguistics with Teacher Preparation  option	M.A. in TESOL (Graduate School)	8	Concurrently	After MAT awarded
B.A. in Italian & Linguistics with Teacher Preparation option **	MAT in Italian	15	Concurrently	After MAT awarded
B.A. in French & Linguistics with Teacher Preparation option **	MAT in French	15	Concurrently	After MAT awarded
B.A. in Spanish & Linguistics with Teacher Preparation option **	MAT in Spanish	15	Concurrently	After MAT awarded

** Leads to two separate teaching licenses, Spanish/French/Italian Grades 7-12 and TESOL Pre-K- 12) 

Applying to a Combined Bachelor’s/Master’s Program

Students must apply and be admitted to a combined degree program. The minimum requirements to apply include completion of at least 60 credits of college coursework and a grade point average of 3.0 or higher as an undergraduate student. Additional requirements may vary by program; contact the Graduate program for more information. All applications require approval from the undergraduate department, the corresponding Graduate Program Director and the University Teacher Certification Officer.

Matriculation into the Graduate Career

When an accelerated student has completed a minimum of 105 undergraduate credits, has taken the maximum allotted number of graduate credits (8 - BA/MA-TESOL; 15 – other combined teacher prep programs) as an undergraduate student, and has less than a full-time (12 credits) undergraduate course load needed to complete their Bachelor’s degree requirements, they should matriculate into their Graduate career. Matriculation requires submission of the “SPD Change of Status” form. Students should consult with both their Undergraduate Program Director and their Graduate Program Director for advising and guidance on matriculation.

Graduation from the Combined Bachelor’s/Master’s Program and Teacher Certification

Students enrolled in one of Stony Brook University’s combined teacher preparation programs will be eligible for graduation from both the BA or BS and MA or MAT degree at the same time. This includes completion of all degree requirements, including completion of all certification workshops (Child Abuse, School Violence, Substance Abuse and DASA). In addition, students must be awarded both their undergraduate and graduate degree programs in order to be eligible to receive an institutional recommendation on their NYSED TEACH account by the University Certification Officer and upon receipt of their FERPA release forms.  All candidates must apply for their teaching license via their NYSED TEACH account and pass all the required NYS exams and complete the fingerprinting process in order for NYSED to issue their license.

Degrees with distinction are awarded at the undergraduate level only. Undergraduate coursework taken during the graduate career will calculate into the undergraduate GPA to determine distinction for Combined Degree Program students.

As per Graduate School policy, undergraduate courses DO NOT count towards graduate degree requirements. Also, per university policy, a student must spend at least one year in residency for the master’s portion of the program. Additionally, state regulation requires that students must earn a minimum of 30 graduate credits for the master’s portion of the program.

Glossary:

Combined Degree – Student will be awarded both their undergraduate and graduate degrees concurrently upon successful completion of both programs.  Students will only be recommended for their initial/professional teaching license after both their degrees have been awarded and student has submitted their FERPA release forms and processing fee to the University Certification Office. This includes all five year teacher preparation programs including the BA/BS MAT programs with the School of Professional Development and the BA/MA in English, History and TESOL with the Graduate School.

Accelerated Degree- Student will be awarded their undergraduate degree upon successful completion of their undergraduate degree requirements.   Stony Brook University does not currently offer accelerated degree programs that lead to teacher certification.

The following sections describe specific requirements for each of the University's Teacher Education Programs.

English Secondary Teacher Education Program

INTERIM PROGRAM DIRECTOR: Nicole Galante, Ph.D., Department of English

Students interested in earning English Teacher Certification are encouraged to contact the Program Director for  advisement.

Requirements for Initial Certification

A. All requirements for the major in English with a minimum of 36 credits in the cognate field, including specific course content areas required for accreditation. See Program Director for details.

B. A 3.00 grade point average.

C. A writing sample that best reflects the candidate's good writing skills.

D. Professional educational requirements:

1. PSY 327 Human Growth and Development in the Educational Context
2. SSE 350 Foundations of Education
3. CEF 347 Introduction to Special Education
4. EGL 440 Performance and Technology in Teaching Literature and Composition
5. EGL 441 Methods of Instruction in Literature and Composition
6. EGL 449 Field Experience I
7. EGL 450 Field Experience II
8. LIN 344 Language Acquisition and Literacy Development
9. EGL 451 Supervised Teaching--Grades 7-9
10. EGL 452 Supervised Teaching--Grades 10-12
11. EGL 454 Student Teaching Seminar

Note: To be eligible for EGL 441, students must have declared an English major and the teacher education program, and have taken at least one 300-level English course. The Program has established a number of specific requirements that may be satisfied through the courses taken to fulfill the requirements for the major. Consult with the Program Director for detailed information.

Foreign Languages Secondary Teacher Education Program

Program Director: Sarah Jourdain, Ph.D., Department of Languages, Literatures, and Cultures

This program prepares students to be teachers of Chinese, French, Italian, Japanese, Korean, and/or Spanish in the secondary schools. It satisfies all requirements for New York State initial certification for the teaching of Languages Other Than English (LOTE), grades 7-12. This program is only open to students with majors in Asian and Asian American Studies, French, Italian, or Spanish.

Students who wish to enter this program are expected to consult the program director and establish an advising folder prior to the beginning of the junior year. Failure to do so may result in delays in meeting the certification requirements. The program is designed to be completed sequentially in the last two years of the teacher candidate's degree program. The final semester of the program is a full-time student teaching experience in a regional school with accompanying evening seminar at the University.

Requirements for Initial Certification in Any of the Languages

A. Completion of the requirements for the major in Asian and Asian American Studies, French, Italian, or Spanish

B. Professional educational requirements:

1. PSY 327 Human Growth and Development in the Educational Context
2. SSE 350 Foundations of Education
3. CEF 347 Introduction to Special Education
4. FLA 339 Methods and Materials in the Teaching of Foreign Languages and Field Experience I
5 FLA 340 Curriculum Development and Micro-Teaching and Field Experience II
6. LIN 344 Language Acquisition and Literacy Development or FLA 440 Foreign Language Acquisition Research
7. FLA 449 Field Experience I
8. FLA 450 Field Experience II
9. FLA 451 Supervised Teaching--Foreign Language, Grades 7-9
10. FLA 452 Supervised Teaching--Foreign Language, Grades 10-12
11. FLA 454 Student Teaching Seminar

Students are urged to take as many advanced language courses as possible and participate in a study abroad program prior to student teaching. Students must complete 36 credit hours of courses in the language to be eligible for certification. Courses taught in English will not satisfy the language requirement for certification purposes.

Prior to student teaching, students must participate in an official ACTFL OPI (Oral Proficiency Interview) and receive a minimum spoken proficiency rating of Advanced-Low as defined in the ACTFL Proficiency Guidelines-Speaking (1999). Students must contact Language Test­ing International (LTI) and arrange for either a face-to-face OPI or a phone interview.

Students wishing to prepare for dual certification (i.e., certification in two foreign languages) should consult the advisor for foreign language teacher education.

Notes:

1. To be eligible for FLA 339 , the student must have declared a language major and the teacher education program, and have taken at least one 300-level language course and one 300-level literature course. Both FLA 339 and FLA 340 must be successfully completed prior to student teaching.
2. To be eligible for student teaching, students must have maintained a  3.00 g.p.a. overall.  Exceptions are at the discretion of the program director.
3. Students should consider FLA 439 , Introduction to Technology for Language Teaching, and FLA 440 , Foreign Language Acquisition Research, in choosing electives for their major.

French or Italian Secondary Teacher Education Program

Students who wish to prepare for certification as secondary school teachers of French or Italian, or any combination of two languages, including Spanish, should consult appropriate departmental advisors concerning require­ments and procedures for the teacher education program. 

Chinese, Japanese, or Korean Secondary Teacher Education Program

Students who wish to prepare for certification as secondary school teachers of Chinese, Japanese, Korean, or any combination of two languages, including French, Italian, and Spanish, should consult appropriate departmental advisors concerning requirements and procedures for the teacher education program.

Spanish Secondary Teacher Education Program

Students who wish to prepare for certification as secondary school teachers of Spanish should choose SPN 462, SPN 463 or SPN 465 in satisfying major Requirement A.5. They should consult appropriate departmental advisors concerning additional requirements and procedures in the teacher education program.

Mathematics Secondary Teacher Education Program

PROGRAM DIRECTOR: Lisa Berger, Ph.D., Department of Mathematics

This program prepares students to be teachers of mathematics in the secondary schools and satisfies all requirements for New York State initial certification for teaching mathematics, grades 7 to 12. It is only open to students with majors in Mathematics or Applied Ma­thematics and Statistics.

Students who wish to enroll in the program should apply to the undergraduate mathematics teacher preparation program during the second semester of their sophomore year, or the first semester of their junior year. Sophomore applicants should have taken at least two semesters of calculus, linear algebra, and MAT 200. Completion of a third semester of calculus is strongly recommended. Applicants must have grades of "C" or higher in each of these courses, with an average grade of at least "B". In addition, applicants are required to have an overall grade point average of 3.00. Exceptions are at the discretion of the program director.

Requirements for Initial Certification

A. Completion of either the mathematics or the applied mathematics and statistics major.

B. Completion of, or exemption from, the following courses:

• MAT 200 Language, Logic, and Proof;
• MAT 312 Applied Algebra OR MAT 313 Abstract Algebra
• MAT 319 Foundations of Analysis OR MAT 320 Introduction to Analysis
• MAT 336 History of Mathematics
• MAT 360 Geometric Structures
• AMS 310 Probability and Statistics.

C.  Professional educational requirements:

1. MAE 301 Foundations of Secondary School Mathematics
2. MAE 302 Methods and Materials for Teaching Secondary School Mathematics
3. MAE 311 Introduction to Methods of Teaching Secondary School Mathematics
4. MAE 312 Micro-Teaching
5. MAE 447 Directed Readings in Mathematics Education
6. PSY 327 Human Growth and Development in the Educational Context
7. SSE 350 Foundations of Education
8. CEF 347 Introduction to Special Education
9. LIN 344 Language Acquisition and Literacy Development
10. MAE 451 Supervised Teaching - Grades 7-9
11. MAE 452 Supervised Teaching--Grades 10-12
12. MAE 454 Student Teaching Seminar

Notes:
1. To be eligible for MAE 301/MAE 311, students must have declared a major in either mathematics or applied mathematics and statistics, and the teacher education program.

3. With the permission of the Director of Mathematics Education, a well-prepared student may substitute MAT 364 for MAT 360.

4. Students are strongly encouraged to take MAE 330, AMS 301, and a one-year sequence that uses mathematics in physics, chemistry, biology, engineering science, or economics.

Science Secondary Teacher Education Program

PROGRAM DIRECTOR: Keith Sheppard, Ed.D., Department of Biochemistry and Cell Biology PROGRAM ASSOCIATE DIRECTOR: Linda Padwa, M.A., Department of Biochemistry and Cell Biology PHONE: (631) 632-7075

The Science Secondary Teacher Educa­tion Program offers undergraduate science education courses satisfying New York State requirements for initial certification as a secondary school teacher of biology, chemistry, earth science, general science, and physics. This program is only open to students with majors in biology, chemistry, earth and space sciences, physics.

Consult the Science Secondary Teacher Education Program concerning professional development courses. While the Program Director or Associate Director will advise regarding professional education requirements toward certification, students should approach de­partmental Teacher Educa­tion Pro­gram Directors for advisement concerning content requirements only relative to obtaining a license within a given cognate field.

Biology Secondary Teacher Education Program

This program is designed for students preparing to teach biology in secondary schools. Consult the director of undergraduate studies in biology for more details about appropriate biology courses. The content Director for undergraduate Biology majors is Dr. J. Peter Gergen. The undergraduate Biology Advisor for the Teacher Preparation Program is Dr. Kira Shultheiss.

Chemistry Teacher Preparation Program

This program is designed for students preparing to teach chemistry in secondary schools. Consult the director of undergraduate studies in chemistry for more details about appropriate chemistry courses. The content Director for the undergraduate Chemistry program is Dr. Susan Oatis.

Earth Sciences Secondary Teacher Education Program

This program is designed for the student who is preparing to teach earth sciences in secondary schools. Consult the director of undergraduate studies in the Department of Geosciences for further details about appropriate disciplinary courses. The content Director for the undergraduate Earth Science program is Dr. Gilbert Hanson.

Physics Secondary Teacher Education Program

This program is designed for the student who is preparing to teach physics in secondary schools. Consult the director of undergraduate studies in physics for further details about appropriate physics courses. The content Director for the un­der­graduate Physics program is Dr. Robert McCarthy.

Requirements for Initial Certification in any of the Sciences

A.  Completion of the requirements for the biology, chemistry, earth and space science or physics major

Professional educational requirements:

1. PSY 327 Human Development in an Educational Context
2. SSE 350 Foundations in Education
3. LIN 344 Language Acquisition and Literacy Development
4. CEF 347 Introduction to Special Education
5. SCI 410 Pedagogy and Methods in Science Education I
6. SCI 449 Field Experience I (co-requisite SCI 410)
7. SCI 420 Pedagogy and Methods in Science Education II
8. SCI 450 Field Experience II (co-requisite SCI 420)
9. SCI 451 Supervised Student Teaching 7-9
10. SCI 452 Supervised Student Teaching 10-12
11. SCI 454 Student Teaching Seminar

To be eligible for SCI 410/SCI 449, students must have declared a major in biology, chemistry, earth and space science, or physics, added the teacher preparation program (TP) to the major, and have taken at least four science laboratory courses.

B. Supporting science competencies:

Candidates for NYS Teaching Certification in Biology, Chemistry, Earth and Space Science, and Physics are required to complete supporting competencies in each of the sciences in addition to their science major. The courses required in other sciences for the major and Teacher Preparation include the following, but note that the program advisor for each science major may make modifications on an individual basis:

Biology majors:

• Chemistry courses: See Requirements for Biology major

• Earth and Space Science courses: GEO 122 or GEO 102 & GEO 112 or GEO 103 & GEO 113, or AST 101 & AST 112 or AST 203, or ATM 102 or ATM 205

• Physics courses: See Requirements for Biology major

Chemistry majors:

• Biology courses: BIO 201 or BIO 202 (& BIO 204 or other BIO lab if completing the Biological Option)

• Earth and Space Science courses: GEO 122 or GEO 102 & GEO 112 or GEO 103 & GEO 113 or AST 101 & AST 112 or. AST 203, or ATM 102 or ATM 205

• Physics courses: See Physics courses required for Chemistry major

Earth and Space Science majors:

• Biology courses: BIO 201, BIO 202, BIO 204

• Chemistry courses: See courses required for Earth and Space Science TP or Geology major

• Physics courses: See courses required for Earth and Space Science TP or Geology major

Physics majors:

• Biology courses: BIO 201 or BIO 202, and BIO 204

• Chemistry courses:
  • General Chemistry: CHE 129, 130 & 132, or CHE 131 & 132, or CHE 141 & 142; or Molecular Science course CHE 152
  • Students are encouraged to take General Chemistry Laboratory: CHE 133 & 134, or CHE 143 & 144; or Molecular Science course CHE 154
• Earth and Space Science courses: GEO 122 or GEO 102 & GEO112, or AST 101 & AST 112, or AST 203 or ATM 205

C. To qualify for the General Science (grades 7-12) certification, candidates must complete a minimum of 18 semester hours in two or more sciences other than their major science. Additional elective courses in science may be needed to meet this requirement. Consult with Program Advisor or Teacher Preparation Advisor for more information.

D. OPTIONAL: To qualify for certification in another science, additional credits in the science are needed. Consult with the Teacher Preparation Advisor for more information.

Social Studies Secondary Teacher Education Program

PROGRAM DIRECTOR: Charles Backfish, M.A., Department of History

The Social Studies Secondary Teacher Education Program prepares undergraduates for initial certification as secondary school (7-12) social studies teachers. Students wishing to apply to the program should consult with the program director as early as possible in their academic careers to insure that all program requirements are completed in a timely manner and graduation is not delayed. This program is only open to students with majors in Africana studies, anthropology, economics, history, political science, and sociology.

Requirements for Initial Certification

Students must complete the following requirements:

A. Preparation in Social Sciences

1. A major in one of the following social science departments: Africana Stu­dies, Anthropology, Economics, History, Political Science, or Socio­logy. These are the only majors that are acceptable for social studies certification.
2. A minimum of 48 credits in the social sciences, including courses in the departments mentioned above but excluding psychology, linguistics and multidisciplinary studies. Stu­dents should note that not all courses offered through interdisciplinary programs (Africana Studies and Women's Studies, in particular) are considered social science courses for the purpose of state certification. Check with a program advisor before enrolling in such courses.
3. The Program has established a number of specific requirements that must be satisfied through the 48 social science credits required by the program. Consult with the Program Director for detailed information.

B. Professional educational requirements:

1. PSY 327 Human Growth and Development in the Educational Context
2. SSE 350 Foundations of Education
3. CEF 347 Introduction to Special Education
4. LIN 344 Language Acquisition and Literacy Development
5. SSE 397 Teaching Social Studies
6. SSE 398 Social Studies Teaching Strategies
7. SSE 449 Field Experience I
8. SSE 450 Field Experience II
9. SSE 451 Supervised Teaching-Social Studies, Grades 7-9
10. SSE 452 Supervised Teaching-Social Studies, Grades 10-12
11. SSE 454 Student Teaching Seminar

Notes:

1. To enroll in SSE 397/SSE 449, students must have declared a major in an appropriate social science department, and been accepted into the teacher education program.
2. Courses taken for Pass/No Credit may not be used to satisfy the 48-credit Requirement A, Preparation in Social Science.
3. Business courses may not be used to satisfy the economics course requirement.
4. Students must have a g.p.a. of 3.00 or higher to qualify for student teaching. Exceptions are at the discretion of the program director.

Teaching English to Speakers of Other Languages (TESOL) Pre-K-12 Teacher Education Program

INTERIM PROGRAM DIRECTOR: Annette Shideler, Ed.D., Department of Linguistics

The TESOL Teacher Education Program prepares undergraduates for initial certification as Pre-K-12 teachers of English to Speakers of Other Languages. Students wishing to apply to the program must major in Linguistics and have a minimum g.p.a. of 3.00 overall and 3.00 in the major. Exceptions are at the discretion of the program director.  Prospective applicants must consult with the Undergraduate Director in Linguistics and the Director of the TESOL Program as early as possible in their academic careers to ensure completion of the program requirements in a timely manner. The D-TALE Undergraduate Application form must be submitted to the Director of the TESOL Education Program by April 15 for Fall admission and by November 15 for Spring admission. Students must maintain a 3.00 overall g.p.a. and a 3.00 g.p.a. in the major in order to remain in the program. Exceptions are at the discretion of the program director.

Requirements for Initial Certification

A. Completion of all requirements for the major in Linguistics.

B. A 3.00 g.p.a. in the major and a 3.00 overall g.p.a. Exceptions are at the discretion of the program director.

C. Two years of college-level study of a language or languages other than English. (Completion of Skill 3/LANG SBC Basic Foreign Language Competence satisfies the first year of this requirement.)

D. Linguistics and foundations courses:

• LIN 101 Introduction to General Linguistics
• LIN 201 Phonetics
• LIN 311 Syntax
• LIN 301 Phonology
• LIN 307 Introduction to Sociolinguistics
• LIN 405 Writing in Linguistics
• LIN 431 Structure of an Uncommonly Taught Language
• Plus one additional 3 credit upper division linguistics course

E. Professional educational requirements:

1. PSY 327 Human Growth and Development in the Educational Context
2. SSE 350 Foundations of Education
3. CEF 347 Introduction to Special Education
4. LIN 344 Language Acquisition and Literacy Development
5. LIN 375 TESOL Pedagogy: Theory and Practice
6. LIN 378 Content-based Language and Literacy Development
7. LIN 449 Field Experience I (1 credit co-requisite of LIN 375)
8. LIN 450 Field Experience II (1 credit co-requisite of LIN 378)
9. LIN 451 Supervised Student Teaching in TESOL (grades P-6)
10. LIN 452 Supervised Student Teaching in TESOL (grades 7-12)
11. LIN 454 Managing Instruction, Assessment and Resources

Note: To be eligible for LIN 375, students must have:

1. Declared a major in linguistics      
2. Been accepted into the TESOL Education program
3. Received a grade of C or higher in LIN 101, LIN 201, or LIN 211
4. For non-native speakers of English, received a SPEAK score of 57 or higher or TOEFL (iBT) Speaking score of 28