Teacher of History Program (5-8) (8-12)
Our program for History (5-8) (8-12) prepares candidates to be teachers of history at either the middle school or high school level. Each program requires completion of six courses and a practicum at the appropriate grade level range, as well as the Communication and Literacy Skills and History MTELs. Candidates can complete the Licensure Program in as little as 12-18 months, but may take no longer than five years from the date the enrollment application is approved.
Candidates may come from either inside or outside the field of public education. A Bachelor’s degree is required.
All courses may be taken for graduate credit. For those interested in obtaining a graduate degree, graduate credits may be applied toward a M.Ed. – Curriculum & Teaching or a Certificate of Advanced Graduate Studies (CAGS), through the Collaborative’s partnership with Fitchburg State University. Graduate credit registration forms are available at the first session of each course. For graduate program procedures and information, contact Beverly Streeter.
Participants enrolling in the Teacher of History Program will:
- Meet MTEL and application requirements
- Complete 6 required courses
- Complete the Practicum
We look forward to helping you reach your career goals.
Additional Application Requirements
To enroll in the Teacher of History program, candidates should complete the Program Application and submit it to the Licensure program office with all required documentation. Passing scores on the MTELs are not required with the application, but full enrollment is contingent upon successful completion of the MTELs.
MTEL Requirements
- Communication and Literacy Skills Test
- History Test (5-8) (8-12)
Practicum
A 150-hour Supervised Practicum in the role of the license sought is required. In most instances, the practicum can be arranged in the classroom setting in which the candidate is working.
Courses
While every course in the CES Licensure Program may be taken individually (for PDPs or optional graduate credit), these six Licensure courses and a Practicum must be successfully completed to obtain an Initial License as a Teacher of History (5-8 or 8-12). Note: All courses in the Teacher of History Licensure program are 3-credit courses.
Fall
(3 CR) Integrating Reading & Writing into the Subject Area Curriculum
The purpose of this course is to prepare teachers to have a broad understanding of approaches to reading and writing as tools to promote and to evaluate learning in the content areas. A second purpose is to prepare teachers to use their knowledge of reading and writing theory and strategies in the context of classroom teaching and program development. This course primarily focuses on theory and strategies for learning content language/lexicon, reading expository texts, and writing to learn and demonstrate intellectual growth and development as social processes.
(3 CR) Introduction to Educational Technology (formerly Impact of Technology on Education)
This course explores the value of technology integration for teaching, learning, and curriculum development. We also examine the use of technology as a change agent in schools. Participants are exposed to a variety of technology tools and resources (many Web-based) to strengthen instructional strategies, deepen understanding of particular content, and make teaching materials more accessible to a heterogeneous population of students.
Spring
(3 CR) Literacy Learning for Pre-adolescents and Adolescents
This course is designed to assist participants in teaching intermediate students, including English language learners, to read and write and to use literacy skills for a variety of purposes. Sessions will focus on implementing effective literacy practices with groups of students, using observations of students’ reading and writing behaviors to effectively plan for different learners and establishing a supportive, well-managed environment for learning. Participants will gain experience in observational assessments, lesson planning, guided reading, writing process, and language/word study.
(3 CR) Positive Behavior Supports (formerly Managing Challenging Behaviors)
This course provides an overview of the research and best practices for assessing, planning, problem solving, and implementing individual, classroom, and school-wide positive behavior support. Students will examine evidence-based strategies for conducting an effective Functional Behavioral Assessment (FBA) and a Situational Analysis that includes an analysis of behavioral patterns, triggers, and lagging thinking skills. The results will be used to problem solve with the student and implement an Individual Behavior Support Plan. Students will also become more proficient in designing data collection sheets and collecting and graphing data. Systematic procedures for influencing behavior will be reviewed and critiqued. Federal and state legislation and regulations are examined with particular attention to the impact of their design and implementation on educational programs for students with disabilities.
Summer
(3 CR) Curriculum and Assessment for Teachers
This course is designed so that teachers will become knowledgeable about the theory and practice of standards-based curriculum and assessment. It explores the teacher’s role in designing instruction that helps all children achieve to high standards. Participants become familiar with the Massachusetts Curriculum Frameworks, focusing particularly on student work that reflects proficiency in those standards. Using a backward design model, teachers develop units of study that enable all students to reach clearly defined academic targets. Teachers who complete this course successfully approach teaching with an expectation that they will ultimately be leaders in the field of curriculum.
(3 CR) Using Primary Sources
The objective of this course is to introduce and assist teachers in using primary sources in their classrooms. This course emphasizes the analytical and interpretive approach by using documents, artwork, current events, and various levels of literature to help enhance history and English curriculum. This methodology helps students develop critical thinking skills by analyzing the who, what, and why of the sources used. There is a focus on how the selected works impacted society, who the intended audience was, and what effects the documents had in general. The Massachusetts Curriculum Frameworks will be used as a guideline; required topics will be covered. Common Core Standards for Language Arts and History/Social Studies will also be included. Teachers will be able to develop lesson plans that they may use in their classrooms.