CES offers preparation for these Initial middle and high school licenses:
- Teacher of High School Mathematics (8-12)
- Teacher of Middle School Math/Science (5-8)
- Teacher of General Science (5-8)
- Teacher of Biology (5-8, 8-12)
- Teacher of Chemistry (5-8, 8-12)
- Teacher of Earth Science (5-8, 8-12)
- Teacher of Physics (5-8, 8-12)
Note: We also offer a Middle School Math Teacher preparation program.
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 CES’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 these licensure programs will:
- Meet MTEL and application requirements
- Complete 6 required courses
- Complete the Practicum
MTEL Requirements: Teacher of High School Mathematics (8-12)
- Communication and Literacy Skills Test
- Mathematics Test (8-12)
MTEL Requirements: Teacher of Middle School Math/Science (5-8)
- Communication and Literacy Skills Test
- Middle School Math Test and Middle School Science Test or Middle School Math/Science Test
MTEL Requirements: Teacher of General Science (5-8)
- Communication and Literacy Skills Test
- General Science Test
MTEL Requirements: Teacher of Biology (5-8, 8-12)
- Communication and Literacy Skills Test
- Biology Test (5-8, 8-12)
MTEL Requirements: Teacher of Chemistry (5-8, 8-12)
- Communication and Literacy Skills Test
- Chemistry Test (5-8, 8-12)
MTEL Requirements: Teacher of Earth Science (5-8, 8-12)
- Communication and Literacy Skills Test
- Earth Science Test (5-8, 8-12)
MTEL Requirements: Teacher of Physics (5-8, 8-12)
- Communication and Literacy Skills Test
- Physics Test (5-8, 8-12)
Practicum
150 hours
Courses
While every course in the CES Licensure Program may be taken individually (for PDPs or optional graduate credit), six Licensure courses and a Practicum must be successfully completed to obtain an Initial License as a Teacher of Mathematics (5-8) or Teacher of Middle School Math/Science.
Fall
(3 CR) Integrating Reading and Writing into the Subject Area
The purpose of this course is to prepare teachers of math and science 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 is designed to provide K-12 educators with the reasoning and common practices for incorporating accessible technology into the daily curriculum. Learners in this course will examine and explore technology integration strategies within k-12 networked computing environments. Content will include an examination of technology integration techniques using various application tools, instructional software, productivity software, the Internet, and Internet based software applications.
Spring
(3 CR) Teaching for Mathematical Understanding
This course focuses on the curriculum and pedagogy of standards-based mathematics. Participants engage in problem solving and representing the mathematical concepts and professional teaching standards. Participants use graphing calculators, electronic probes, and internet resources.
The course addresses the application of the Massachusetts Mathematics Curriculum Framework (MMCF) and the Massachusetts Professional Standards for Teachers (PST). Learning standards from all five strands of the MMCF for grades six through eight and nine through twelve are included, as appropriate, with an emphasis on developing skills for improving instruction, assessment and student achievement.
(3 CR) Positive Behavior Supports (formerly Managing Challenging Behaviors)
The course addresses the differentiated approaches and the common approaches to successfully educating together typical children and youth and those with the most challenging behaviors. Course participants learn how to:
- create an environment that is conducive to learning;
- create a physical environment appropriate to a range of learning activities;
- maintain appropriate standards of behavior, mutual respect, and safety; and
- use the appropriate management of classroom routines, procedures and student behavior as an element of instruction.
While the title of the course can be interpreted to mean “controlling” students, the contrary is true. The skills, processes, structures, and ways of working with all children allow them to accept greater responsibility with adult guidance. Readings will include a principal text on this topic. The course is organized so that there can be a focus, as appropriate, for course participants on younger special needs students, older special needs students, and typical middle school students.
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) Inquiry Science
This course focuses on learning science through inquiry. Specifically, it considers how teachers can help students acquire knowledge of the material world through direct investigation. It will acquaint teachers with the process of scientific inquiry described in the Massachusetts Curriculum Frameworks and with standards-based approaches to science education.
Rather than survey the wide range of topics that can provide subject matter for high school and middle school science, participants will pursue a deeper understanding of specific topics through their own investigations. They will also consider ways to facilitate student explorations of these topics. Participants will evaluate published curriculum materials in light of the Massachusetts Curriculum Frameworks and reflect on the varied approaches to subject matter taken by other teachers. Strategies for assessment and evaluation will be introduced.
Participants will be expected to complete readings, written assignments, observations of natural phenomena, visits to middle school or high school science classes, and a curriculum project.