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Undergraduate: Education and Teacher Certification

  • Program Overview

    Education and Teacher Certification 

    The Distributed Teacher and Leader Education (D-TALE) programs prepare students to become teachers of academic subjects in secondary schools (grades 7 through 12) and to become teachers of English to speakers of other languages (TESOL) in grades Pre-K through 12. Stony Brook's teacher certification programs are registered and approved by the New York State Education Department.

    Students complete the requirements of either a Departmental major or an interdisciplinary major in addition to teacher certification. It is recommended that students consult their planned major department as early as the second semester of the freshman year but no later than the second semester of their sophomore year to determine if the major includes the teacher education option. It is necessary to apply for admission to the Professional Education Program and to obtain guidance from program coordinators in completing teacher education and departmental major requirements for a degree. Teacher Education programs are offered in the following subject areas:

    1. Certification Grades 7 through 12:

    • English
    • Foreign Languages: Chinese, French, Italian, Japanese, Korean, and Spanish
    • Mathematics
    • Sciences: Biology, Chemistry, Earth Sciences, Physics (General Science 7-12 Extension Certification options are available for these programs)
    • Social Studies

    2. Certification Grades Pre-K through 12:

    • Teaching English to Speakers of Other Languages (TESOL)

    Accelerated Bachelor's/Master's Degree Programs are also available. Prospective students should contact the director of the certification program that they are interested in for information about this enrollment option.

    All graduate and five-year accelerated bachelor's/master's level programs include 5-6 extension options (except for TESOL, which is a PreK-12 program) with the addition of CEE 601 and CEE 602.

    All students seeking a certification and resulting NYS license in the teaching of a specific science (Biology, Chemistry, Earth Science, or Physics) at the adolescent level (Grades 7 to 12) can, by the completion of 18 credits in two or more sciences combined other than the primary science for which they are licensed, add a General Science Extension to their primary license. See your teacher preparation program director or academic advisor for additional information.

    University-Wide Coordination of the Programs

    The various programs, each of which is registered and approved by the New York State Education Depart­ment, are coordinated by the the nationally accredited Distributed Teacher and Leader Education (D-TALE) program. D-TALE performs a major role in the Long Island region by coordinating, supporting, streng­thening, and developing: 1) undergraduate and graduate (pre-service) and graduate (in-service) teacher certification and teacher education; 2) educational research and development; and 3) school-university partner­ship programs. D-TALE has had a significant positive impact upon the Long Island region and is widely recognized as a symbol of  Stony Brook Univ­ersity's commitment to teach­er education.

    The University-wide approach to teacher education adopted by Stony Brook provides graduates of our teacher education programs with the intellectual rigor of an academic major as well as a valuable professional credential that qualifies them to teach in New York State and many other states in the country through the Interstate Agreement on the Qualification of Educational Personnel.

     

     

     

     

  • Degrees and Requirements

    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.

    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
    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.

    •  a minimum cumulative g.p.a. of 2.75 in all of the mathematics courses listed above, or by permission of the program director.

    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

    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 (3 credits)
    5. SCI 410 Pedagogy and Methods for Science Education I
    6. SCI 420 Pedagogy and Methods for Science Education II
    7. SCI 449 Field Experience I
    8. SCI 450 Field Experience II
    9. SCI 451 Supervised Teaching-Middle Level Science (grades 7-9)
    10. SCI 452 Supervised Teaching-High School Science (grades 10-12)
    11. SCI 454 Science Student Teaching Seminar

    Note: To be eligible for SCI 410/SCI 449, students must have declared a major in one of the above sciences and the teacher education program and have taken at least four science laboratory courses.

    Social Studies Secondary Teacher Education Program

    PROGRAM DIRECTOR: Lawrence Frohman, Ph.D., 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 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 211 Syntax
    • LIN 301 Phonology
    • LIN 307 Introduction to Sociolinguistics
    • 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

     

     

     

  • Sequence

     

    Pathways to Certification

    Initial Licensure requires course work as indicated in the charts below.  Students must apply for admission and be formally accepted into each program

    Professional Licensure requires 3 Yrs. of Teaching at Level (1st year – mentored) and a functionally relevant Master’s Degree containing a minimum of 12 Cr. content course work in area of initial certification.

    License Maintenance requires 175 Hrs. of In-service Course work within 5 years
     

     

    English

    English

    Foreign Languages

    Foreign Languages

    Mathematics

    Mathematics

    Initial Licensure

    Undergrad

    Graduate

    Undergrad

    Graduate

    Undergrad

    Graduate

    Intro to Human Development  (UG); Human Development  (Grad)  

    PSY 327 @@

    PSY 595 ^

    PSY 327 @@

    PSY 595 ^

    PSY 327 @@

    PSY 595 ^

    Foundations of Educ. (U.G.)/; Educ. Theory & Pract. (Grad)  

    SSE 350

    CEE 505

    SSE  350

    CEE 505

    SSE 350

    CEE 505

     Intro to Spec. Ed. (U.G.)/Principles and Practices of Spec. Ed. (Grad)

     CEF 347

     CEF 547

     CEF 347

     CEF 547

     CEF 347

     CEF 547

    Methods Courses

    EGL 440

    EGL 441

     

    CEE 588

    CEE 593

     

    FLA 339

    FLA 340

     

    FLA 505

    FLA 506

     

    MAE 311

    MAE 302

    MAE 447

    MAE 510

    MAE 520

    MAE530

    Field Experience

    EGL 449

    EGL 450

    CEF 551

    CEF 552

    FLA 449

    FLA 450

    FLA 549

    FLA 550

    MAE 312

    MAE 540

    Literacy Course (for new certifications)

    LIN 344

    LIN 544

    LIN 344 or FLA 440

    FLA 540

    LIN 344

    LIN 544

    Student Teaching

    EGL 451

    EGL 452

    CEQ 591

    CEQ 592

    FLA 451

    FLA 452

    FLA 507 or
    FLA 540

    MAE 451

    MAE 452

    MAE 551

    MAE 552

    Student Teaching Seminar

    EGL 454

    CEE 590

    FLA 454

    FLA 554

    MAE 454

    MAE 554

    36 Credits in Content (U.G.);  15 Cr. Additional Content in MAT Degree Programs (Except Mathematics which requires only 12 Cr. Additional Content)

    English ●

    English ●

    CHI, FRN, ITL, JPN, KOR, RUS, SPN

    FRN, ITL, RUS, SPN

    Mathematics & Applied Math and Statistics

     

    MAT, AMS

    1 Yr. of Language

    *

    *

    *

    *

    *

    *

    Seminars in Child Abuse, Substance Abuse, Violence Prevention, & Harassment, Bullying and Discrimination (DASA)

    #

    #

    #

    #

    #

    #

    NYSTCE — Standardized Exams

    +

    +

    +

    +

    +

    +

     

     

     

    Sciences

    Sciences

    Social Studies

    Social Studies

    TESOL

    TESOL

    Initial Licensure

    Undergrad

    Graduate

    Undergrad

    Graduate

    Undergrad

    Graduate

    Intro to Human Development  (UG); Human Development  (Grad)

    PSY 327 @@

    PSY 595 ^

    PSY 327 @@

    PSY 595 ^

    PSY 327 @@

    PSY 595 ^

    Foundations of Educ. (U.G.)/; Educ: Theory & Pract. (Grad)

    SSE 350

    CEE 505

    SSE 350

    CEE 505

    SSE 350

    CEE 505

    Intro to Spec. Ed. (U.G.)/Principles and Practices of Spec. Ed. (Grad)

     CEF 347

     CEF 547

     CEF 347

     CEF 547

     CEF 347

     CEF 547

    Methods Courses

    SCI 410

    SCI 420

    SCI 510

    SCI 520

    SSE 397

    SSE 398

    CEE 577

    CEE 578

    LIN 375

    LIN 378

    LIN 524

    LIN 529

    Field Experience

    SCI 449

    SCI 450

    SCI 549

    SCI 550

    SSE 449

    SSE 450

    CEF 548

    CEF 549

    LIN 449 @

    LIN 450 @

    LIN 579 @

    Literacy Course (for new certifications)

    LIN 344

    LIN 544

    LIN 344

    LIN 544

    LIN 344

    LIN 532

    LIN 541

    Student Teaching

    SCI 451

    SCI 452

    SCI 551

    SCI 552

    SSE 451

    SSE 452

    CEQ 581

    CEQ 582

    LIN 451

    LIN 452

    LIN 581

    LIN 582

    Student Teaching Seminar

    SCI 454

    SCI 554

    SSE 454

    CEE 580

    LIN 454

    LIN 574

    36 Credits in Content (U.G.);  15 Cr. Additional Content in MAT Degree Programs

    BIO, CHM, ESS, PHY

    BIO, CHM, ESS, PHY

    AFS, ANT, ECO, HIS, POL, SOC  (S.S. 48 cred)

    See

    Footnote●●

    Linguistics

    Linguistics

    1 Yr. of Language

    *

    *

    *

    *

    2 Yrs. of Language**

    2 Yrs. of

    Language**

    Seminars in Child Abuse, Substance Abuse, Violence Prevention, & Harassment, Bullying and Discrimination (DASA)

    #

    #

    #

    #

    #

    #

    NYSTCE — Standardized Exams

    +

    +

    +

    +

    English Language Proficiency

    English Language Proficiency

     

     

    Notes:

    Please note that segments dealing with: Integration of Technology in the Curriculum, Inclusion of the Special Child, Multi-Culturalism and Diversity in the Classroom, and Literacy (the teaching of reading and writing English in each content field) must be included in the two foundations courses and in the methods courses as well as in a specially designed course that will be taught across the curricula.

    * One year of a language other than English is required of all teachers in the State of New York, and may include American Sign Language (ASL).  A minimum grade of “C” is required in each course to be considered valid for meeting certification program requirements.

    ** Two years of a language other than English is required for TESOL and may include ASL.  A minimum grade of “C” is required in each course to be considered valid for meeting certification program requirements.  

    # All teachers are required to submit evidence of completion of Child and Substance Abuse, and Violence Prevention Seminars. A six hour seminar in Harassment, Bullying and Discrimination Prevention and Intervention (DASA-Dignity for All Students Act) is also required, in addition to Fingerprint certification. 

    + All teachers must submit evidence of having passed the NYSTCE standardized tests required by the New York State Education Department. The following website provides information about these requirements (http://www.nystce.nesinc.com).

    @ Field is a co-requisite of each methods course.   

    @@ Formerly SSE 327. 

    ^ Formerly CEE 565.  Effective fall 2008, CEE 565 will no longer be accepted towards completion of Stony Brook’s registered and approved graduate level teacher education programs.

    ● English credits must include specific content areas. Contact Program Director for specifics.

    ●● Applicants must have an undergraduate degree in history or one of the other social sciences, excluding psychology (plus a minimum 18 credits in history).

    Undergraduate majors in Chinese, Japanese, and Korean require 30 credits in the content field.

    €€ Graduate Students in the Foreign Language programs are also required to take FLA 571, Technology and Education.

    New Special Education course requirements CEF 347 (U.G.) and CEF 547 (Grad) effective September 1, 2011.

    Initial Certification: All students who have been formally admitted to and successfully complete an initial certification program at Stony Brook University, are eligible for an initial certification with institutional recommendation.

    International Students:  All international students who graduate from a “registered and approved” program at Stony Brook and obtain an initial certification may work in New York State with an appropriate visa. These individuals who hold an initial license must become naturalized citizens or obtain a permanent-resident green card within five years of receiving their initial certification or their license will expire.

    Professional Certification: All teachers in New York State must earn a functionally relevant master’s degree containing a minimum of twelve credits in the content area of initial license and teach at level (grade level range encompassed within initial certification) for a minimum of three years, the first of which must be mentored.  All teachers in New York State must be U.S. citizens or non-U.S. citizens who have obtained lawful permanent resident status.  Otherwise they will not be licensed. 

    For information about our five-year accelerated bachelor's/master's programs, please contact the program director for the certification program of your interest in order to obtain advisement on course requirements, and also visit the following link: http://sb.cc.stonybrook.edu/bulletin/current/policiesandregulations/special_academic_op/accelerated.php




  • Contact

    Education and Teacher Certification

    Programs in Education and Teacher Certification

    Distributed Teacher and Leader Education (D-TALE) program,  accredited by NCATE, National Council for Accreditation of Teacher Education

    D-TALE is administered by the School of Professional Development

    Interim Dean: Richard Gerrig

    Interim University Teacher Certification Officer: Rachael Lee, (631) 632-7055

    Office Manager: Linda Varga, (631) 632-7049

    Phone: See  contact information for program directors  

    E-mail: See  contact information for program directors  

    Web address:  http://www.stonybrook.edu/dtale

    Secondary Education and Teacher Certification Programs in English; Foreign Languages (Chinese, French, Italian, Japanese, Korean, Spanish); Mathematics; Sciences (Biology, Chemistry, Earth Sciences, Physics); and Social Studies

    Pre-Kindergarten through Grade 12 Certification in Teaching English to Speakers of Other Languages (TESOL)

     

     

     

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