The School of Education Brooklyn College

Introduction

We welcome you to the emotionally rich, intellectually challenging and deeply rewarding world of teaching, and we invite you to share with us a vision of teaching as it continues to evolve in the Undergraduate Program in Adolescence Education and Special Subjects at Brooklyn College. Perhaps of all the professions, teaching carries with it the greatest responsibility; we teachers are responsible for the lives of other people’s children. We offer young people ways to gain access to new worlds, to deepen understanding of their own worlds and to act consciously and ethically to change the world. We struggle to develop nurturing relationships with our youth and strive to nourish them with our knowledge, wisdom and compassion. But teaching is not only about doing for others. Teaching provides those who teach opportunities to continually learn about themselves and others in a place like no other - the classroom. While teaching demands that we fight to create possibilities for our students, as we would for our own family members, while it demands a commitment to learning as much as possible about our subject matter, our students and our educational system, and while it demands that we think critically and act with moral and political consciousness, it also demands that we continually work on ourselves. If we remain open, if we are willing to be self-reflective, and if we risk exploring the unfamiliar, teaching can help us realize our own potential to be full human beings.

The undergraduate program in Adolescence Education and Special Subjects at Brooklyn College, which leads to New York City licensing and New York State certification, is committed to developing teachers, who teach, guide and inspire, who work as practitioners, researchers and change agents, and who can respond to the complex educational needs of our city’s young people. Our programs focus on the urban experience, and offer developmental and cultural perspectives on what it means to grow up and attend schools in New York City. We are committed to developing teachers who not only will succeed in our city’s schools, but will work to change those schools for the better.

Our curriculum is interdisciplinary. Our courses approach education, schooling, and teaching from several perspectives: historical, philosophical, psychological, aesthetic, moral, sociological, anthropological, scientific and political. Our curriculum is continually evolving in response to your needs, to changes in state and city requirements for teachers, and to the needs of the city’s schools, student bodies, and communities. Each course offers students practical experiences in the schools, even before you do student teaching. As you become familiar with schools as political and cultural institutions, with our city’s cultural resources and with the lives of our city’s young, you will analyze your experiences through the lenses of your education courses and your major. Your teachers will invite you to share your interpretation of these experiences and analyses. You will also be developing the skills that will allow you to feel confident in leading your own classes and advocating for your students and their families.

Teaching is very challenging work, requiring focused effort, initiative, sensitive attention to students and open-minded collaboration with colleagues. It is the work that sustains and extends democratic society. It will draw upon all your skills and interests, for experience is inside and outside, and the skills that are required to know the world are as diverse as experience itself: language, logic, the use of tools to scan the skies, the earth, the eye. Teachers offer our young access to the world, to its richness, complexity, and possibilities, and whenever a child accepts this gift of teaching, the teacher experiences, once again, the excitement of discovery and the thrill of achievement. We welcome you to the community of educators and we will do all we can to help you succeed in this important endeavor.

The Program
The undergraduate program in Adolescence Education and Special Subjects is registered with the New York State Education Department as an approved program leading to initial certification for teaching specific subject areas in grade 7 through grade 12 or grade K (kindergarten) through grade 12. Completion of the program qualifies students for New York State initial teacher certification and New York City licensing. It is designed for students who wish to teach one of the following subjects: English (7-12), Math (7-12), Modern Languages (7-12), Music (K-12), Physical Education (K-12), Science (7-12), or Social Studies (7-12). In order to qualify to teach one of these subject areas, you MUST:

Students interested in the program are invited to consult with Professor Stephen Phillips, Coordinator of Adolescence Education and Special Subjects, in 2201 James Hall (951-4800), or with Mr. John Stahlnecker in 2105 James Hall. Students interested in being certified to teach music should consult with Professor Jane Palmquist or Professor Bruce MacIntyre in the Conservatory of Music, 424 Whitehead.

Students must see Mr. Stahlnecker in 2105 James Hall (951-5447) for permission before enrolling in any education course in the program.

The Major
In order to teach English (7-12), Math (7-12), Modern Languages (7-12), Music (K-12), Physical Education (K-12), Science (7-12), or Social Studies (7-12), you must major in an appropriate discipline. The following are acceptable majors:

Subject Area	Major
English	English
Math	Math
Modern Languages	French, Italian, Spanish
Music	Music
Physical Education	Physical Education
Science	Biology, Chemistry, Geology, Physics
Social Studies	Africana Studies, Anthropology and Archeology, Economics, History, Political Science, Puerto Rican and Latino Studies, Sociology

* If you plan to teach social studies, you must make sure that you have taken 21 credits in global and U.S. history. You should consult with the undergraduate deputy in your major department, if you have questions about this.

Courses and other requirements for these majors are found under the appropriate departmental listing in the current Undergraduate Bulletin. Students, however, should consult with Mr. Stahlnecker, or Professors Rubal-Lopez and Phillips regarding course offerings.

We strongly encourage you to declare your major by the time you have earned 60 credits; otherwise, you will not be eligible for financial aid nor will you be able to do student teaching.

In addition to having a major, students who wish to teach must complete a sequence of education courses offered by the School of Education. These courses must be taken in sequence and are as follows:

For students wishing certification in teaching music the following education courses must be taken in addition to the music courses:

Study of teaching, linking theory and practice and connecting the philosophical, historical, and cultural foundations of education with the curriculum and the art of teaching. Relation of significant educational movements, philosophies, and teaching practices to all students’ educational experiences, including students with special needs and English language learners, from birth through adolescence. Opportunities through class discussion, portfolio preparation, and field experiences for reflection on interactions between school and community, teachers’ roles, and issues of diversity and social justice.

Prerequisite: English 1

Relationships between basic developmental processes of children and adolescents and their educational experiences in schools and communities. Role of culture, ethnicity, race, gender, and social class upon biological and psychological processes. Emphasis on children in urban, multicultural schools, including students with special needs and those who are English language learners, from birth through adolescence. Field trips to a variety of educational sites; observations and interviews of children; continuation of portfolio development; reflection upon field experience.

Prerequisite or Corequisite: Education 16

Current theory and methods of teaching the use of written and spoken language in all subject areas of the curriculum from grades 7-12. Includes issues of language development and diversity, differences between written and spoken language, teaching students of diverse linguistic and cultural backgrounds and those with special needs, and the relationship between identity formation and writing, reading and speaking.

Prerequisite: Education 16 and 34

Principles for integrating multidisciplinary, multicultural and aesthetic perspectives into the curriculum. Relating skills, knowledge, and instructional technology through connecting themes issues and activities. Innovative and alternative research-based models and practices for inclusive settings, special education, reading and writing across the curriculum.

Prerequisite: Education 16, 34. Prerequisite or Corequisite: Education 64.1

Four hours recitation, weekly supervised teaching (total 20 days, 150 hours) 5 credits.

Objectives, variations in methodology and curriculum construction, evaluation, and role of materials and resources applied to teaching specific subject areas at grade levels appropriate for State certification requirements; selection of supervised instructional experiences structured to evolve professional awareness; development of self- reflective teaching styles and assessment procedures to address the learning needs of a diverse student population, students with special needs, and English language learners; continued application of knowledge of language acquisition and literacy development by native English speakers and English language learners, and of strategies for integrating technology into the classroom. Students spend a minimum of two hours each day in the school. Daily supervised student teaching in grades appropriate for State certification requirements. Observing, developing, and studying curriculum in light of teaching experiences and observations.

Prerequisite: Education 64.1 unless otherwise specified by Department and approval of the chairperson of the major department and the Head of Adolescence Education and Special Subjects.

7. ED 72.01 Advanced Seminar on Methods of Teaching English, Student Teaching II

Four hours recitation, weekly supervised teaching, (total 20 days, 150 hours); 4 credits.

Advanced theories and methods of teaching English at grade levels appropriate for State certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating newly adopted English curriculum and classroom and school cultures responsive to the needs of diverse students, and students with special needs, particularly in urban settings; developing advanced methods of teaching English language learners and applying knowledge of language acquisition. Students enroll in workshops in identifying, reporting and responding to child abuse and in substance abuse, fire and arson prevention and safety education. Students spend the equivalent of twenty days in the schools, during which time they engage in daily, supervised student teaching.

Prerequisite: Permission of the chairperson of the major department and the Head of Adolescence Education and Special Subjects. Prerequisite or corequisite: 71.01

Four hours recitation, weekly supervised teaching, (total 20 days, 150 hours); 4 credits

Advanced theories and methods of teaching specific subject areas within Social Studies at grade levels appropriate for State certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating newly adopted Social Studies curriculum and classroom and school cultures responsive to the needs of diverse students, and students with special needs, particularly in urban settings; developing advanced methods of teaching English language learners and applying knowledge of language acquisition. Students enroll in workshops in identifying, reporting and responding to child abuse and in substance abuse, fire and arson prevention and safety education. Students spend the equivalent of twenty days in the schools, during which time they engage in daily, supervised student teaching.

Prerequisite: Permission of the chairperson of the major department and the Head of Adolescence Education and Special Subjects. Prerequisite or corequisite: Education 71.02.

Four hours recitation, weekly supervised teaching, (total 20 days, 150 hours); 4 credits

Advanced theories and methods of teaching Mathematics at grade levels appropriate for State certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating newly adopted mathematics curriculum and classroom and school cultures responsive to the needs of diverse students, and students with special needs, particularly in urban settings; developing advanced methods of teaching English language learners and applying knowledge of language acquisition. Students enroll in workshops in identifying, reporting and responding to child abuse and in substance abuse, fire and arson prevention and safety education. Students spend the equivalent of twenty days in the schools, during which time they engage in daily, supervised student teaching.

Prerequisite: Permission of the chairperson of the major department and the Head of Adolescence Education and Special Subjects. Prerequisite or corequisite: Education 71.03.

Four hours recitation, weekly supervised teaching, (total 20 days, 150 hours); 4 credits

Advanced theories and methods of teaching Science at grade levels appropriate for State certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating newly adopted science curriculum and classroom and school cultures responsive to the needs of diverse students, and students with special needs, particularly in urban settings; developing advanced methods of teaching English language learners and applying knowledge of language acquisition. Students enroll in workshops in identifying, reporting and responding to child abuse and in substance abuse, fire and arson prevention and safety education. Students spend the equivalent of twenty days in the schools, during which time they engage in daily, supervised student teaching.

Prerequisite: Permission of the chairperson of the major department and the Head of Adolescence Education and Special Subjects. Prerequisite or corequisite: Education 71.04.

ED 72.11 Advanced Seminar on Methods of Teaching a Modern Language, Student Teaching II

Four hours recitation, weekly supervised teaching, (total 20 days, 150 hours); 4 credits

Advanced theories and methods of teaching a Modern Language at grade levels appropriate for State certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating newly adopted Modern Language curriculum and classroom and school cultures responsive to the needs of diverse students, and students with special needs, particularly in urban settings; developing advanced methods of teaching English language learners and applying knowledge of language acquisition. Students enroll in workshops in identifying, reporting and responding to child abuse and in substance abuse, fire and arson prevention and safety education. Students spend the equivalent of twenty days in the schools, during which time they engage in daily, supervised student teaching.

Prerequisite: Permission of the chairperson of the department of Modern Languages and the Head of Adolescence Education and Special Subjects. Prerequisite or corequisite: Education 71.11.

Four hours recitation, weekly supervised teaching, (total 20 days, 150 hours); 4 credits

Advanced theories and methods of teaching Physical Education at grade levels appropriate for State certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating newly adopted Physical Education curriculum and classroom and school cultures responsive to the needs of diverse students, and students with special needs, particularly in urban settings; developing advanced methods of teaching English language learners and applying knowledge of language acquisition. Students enroll in workshops in identifying, reporting and responding to child abuse and in substance abuse, fire and arson prevention and safety education. Students spend the equivalent of twenty days in the schools, during which time they engage in daily, supervised student teaching.

Prerequisite: Permission of the chairperson of the department of Physical Education and the Head of Adolescence Education and Special Subjects. Prerequisite or corequisite: Education 71.13.

At different points in your progress through the program, you will have to meet certain requirements and plan appropriately. Each semester, you should consult with your departmental advisor, Professor Stahlnecker and/or Professor Rubal-Lopez to make sure your grade point average, your course distributions and your sequencing of courses are appropriate for your program.

To begin the sequence in Adolescence Education, ED 16 and ED 34, you must have a GPA of 2.50 or higher overall based on a minimum of 30 credits in liberal arts and sciences.

To take ED 64.1 and ED 69 you must have a GPA of 2.5 overall in liberal arts and sciences courses and a GPA of 2.75 or higher in ED 16 and 34.

To take ED 71.01-.13 you must have a GPA of 2.75 overall in liberal arts and sciences courses, a GPA of 2.75 in education courses (ED 16, 34, 64.1 and 69), a GPA of 2.75 or higher in your major, 24 credits in your major, and permission of the chair of the major department, your program advisor in Adolescence Education and Special Subjects.

To take ED 72.01-.13 you must have a GPA of 3.0 or higher in ED 71.01-.13, a GPA of 2.75 or higher in your major, and permission of the chair of the major department and your program advisor in Adolescence Education and Special Subjects.

Student teaching (supervised teaching in a designated school) is what your studies in education and your major have been preparing you for. Student teaching is the gateway to New York state certification and New York city licensing, and constitutes the capstone courses in your Adolescence Education program. We urge you to take both semesters in your senior year.

ED 71.01-.13 and 72.01-.13 consist of four-hour seminars in teaching your specific subject area, and a Practicum in which you are in the schools for no less than two hours a day, five days a week, for the semester. We encourage you to spend more than two hours a day in your school.

The two semesters of student teaching require concentrated energy and time. You will be responsible for your own course work in the seminars as well as teaching a class at your school site. Because you will be teaching, you will be responsible for lesson plans, developing assignments, correcting assignments, creating and grading student work and giving extra-help.

You must apply for the fall seminars and student teaching by March 15 of the previous semester, and for the spring seminars and student teaching by October 15 of the previous semester.

APPLICATION DOES NOT GUARANTEE ACCEPTANCE. Your application will be evaluated by both the department in which you are majoring and your program advisor in Adolescence Education and Special Subjects.

Depending on your discipline and on your supervisor, your seminar will take place at either Brooklyn College or the site of your student teaching. YOUR SUPERVISOR WILL ARRANGE FOR YOUR SCHOOL ASSIGNMENT. You will be notified in advance of your school placement. The location for your seminar will appear in the "Schedule of Classes."

You must obtain an application for your student teaching in Room 2309 James Hall (951-9502). Remember to get your application in by the specified deadlines. You must submit the following with your application: a copy of a recent TB test; if any of your undergraduate course work has been completed at an institution other than Brooklyn College, please submit those transcripts with your application. We will obtain your Brooklyn College transcripts;

You will be notified by mail as to your acceptance, conditional acceptance or non-acceptance after all your records have been reviewed.

Accepted: This means you may register for Student Teaching. Some disciplines have orientation sessions before the seminar and student teaching start, and if yours is one of these, you will be notified in your acceptance letter of the date, time and location for the orientation.

Accepted with Conditions: This means that you will have to complete certain prerequisites and/or raise your GPA before you can do the student teaching. The conditions will be specified in your letter of notification. If you are accepted with conditions, you should consult with your departmental advisor or Professor Stahlnecker in 2105 James

Non-accepted: This means that for one or more reasons you have not been accepted to student teaching. Your GPA may be too low, you may need too many prerequisite courses, or there may be other reasons. You are welcome to discuss the decision with your advisor in your major department, with Professor Stahlnecker in 2105 James, or with your program advisor in Adolescence Education and Special Subjects.

1. Attendance: You must be in the school no fewer than 10 hours a week. You will be responsible for a class of students, and if you cannot come in to teach, you must notify the following people: your cooperating teacher, your department head, your supervisor at Brooklyn College and the school’s switchboard.

2. Record keeping: You must keep accurate time records, essential for state and city certification. You may obtain these time sheets from the professor of your seminar. Make sure that all required signatures are on your time sheets.

3. Expectations: You are expected to observe one class, teach one class and meet for one period with your cooperating teacher. You are not required, nor do we want you to do secretarial work for your cooperating teacher. You are there to learn and to practice your skills as a teacher. We do, however, expect you to be collegial and help out where necessary. Your professor and supervisor will advise you regarding your specific responsibilities as a student teacher. Schools vary widely in their rules and regulations, and it is expected that you will assume the responsibility for conducting yourself so that your student teaching will be of maximum benefit to you.

4. Evaluation: Students will receive a grade for both the seminar and the student teaching. Those grades will be averaged to arrive at one grade. Seminar instructors and supervisors will discuss the student’s performance and arrive at a grade. Seminar instructors will have the final say in the grade. Procedures for evaluation will be determined by the seminar instructor and the supervisor. Evaluation forms will be filled out on each of the three visits by the supervisor and once a semester by the cooperating teacher.

Where should I go to get information about the program in Adolescence Education and Special Subjects?

ANSWER: The best place to go for advisement is Room 2105 James Hall. There you should consult with Professor John Stahlnecker or Professor Rubal-Lopez.

Where should I go to get information about student teaching and obtain an application for student teaching?

ANSWER: You should go to Room 2201 James Hall to obtain an application. You may also wish to speak with Mr. Stephen Phillips, coordinator for Adolescence Education, or with your program advisor.

Are any of the required courses in education offered during the summer or intersession?

ANSWER: Schools for student teaching are chosen by your Professor of ED 71.01-.13 and 72.01-.13

When I am doing the student teaching, do I follow Brooklyn College’s calendar or the calendar for public schools?

ANSWER: You are legally bound to student teach from the beginning of Brooklyn College’s semester until the end of Brooklyn College’s semester, but because you will have your own class and your students will come to depend on you, we encourage you to begin and end your student teaching at the same time the public school’s semester begins and ends. In terms of holidays, you follow the public school’s calendar, not Brooklyn College’s calendar.

What is certification and what do I have to do to get certified and licensed?

ANSWER: New York Teacher Certification allows you to be eligible to teach full time in a permanent position in the state of New York. Completion of the program in Adolescence Education teaching (ED 16, 34, 64.1, 69, 71.01-.13, 72.01-.13, satisfaction of the requirements of your major, and one year of a language), assures you that you have completed all the course work necessary for New York State Certification. Nevertheless, three certification tests, namely, the L.A.S.T. (Liberal Arts and Science Test)and the A.T.S.-W. (Assessment of Teaching Skills - Written) and the C.S.T. (Content Speciality Test) must be passed before you can be granted initial certification in New York. During one of your seminars in ED 71.01-.13, Professor Stahlnecker will explain what else you must do to become certified and licensed by New York state and city. If you want more information, you may consult him in Room 2309 James Hall.

ANSWER: The L.A.S.T. is recommended to be taken when you have no more than two Core classes to be completed. The A.T.S.-W. should be taken during the first semester of your student teaching or in the following semester. It is recommended that these two tests be taken on two different testing dates. However, if your time constraints do not permit you to wait for separate testing dates, it is possible, although not recommended, to take these tests on the same day. In addition, we highly recommend that you enroll in a preparatory course for the L.A.S.T. before you attempt to take it. Information about such a course and an application for certification can be obtained in 2105 James Hall.

ANSWER: Transfer students should speak to a counselor in Room 2105 James Hall, before registering for any courses. We recommend that you bring a copy of your transcript from your former school(s) to this meeting, or a copy of your evaluation of credits done by Brooklyn College. During your first semester at Brooklyn College, you should receive an evaluation of credits taken at your pervious school(s). This yellow form delineates the courses and credits that you will receive from your previous school(s). In order to expedite such a process, you must make sure that you have forwarded your transcripts to Brooklyn College. These transcripts must include all courses taken at your previous school(s). If you do not receive such an evaluation, you should go to the Transfer Student Office located in Room 2110 Boylan Hall.

What follows is only a suggested course of action. We urge you to plan your program with the help of an advisor, either Professor Rubal-Lopez or Professor Stahlnecker, in Room 2105 James Hall.