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Adolescence Education: Biology with Students with Disabilities Certification

Description

Students in this program will engage in Biology and Education courses while also exploring how adolescents learn, how to teach complex ideas, and how to make science exciting. This program combines rigorous Biology coursework with practical training in learning theory, science communication, and instructional engagement. Students study core topics in ecology, human anatomy, genetics, and more, while learning how adolescents learn and how to teach complex ideas clearly and inclusively. In addition, students are trained and prepared to become Special Education teachers for all grade levels. Through collaborative placements with experienced classroom teachers, students observe daily teaching practice, participate in classroom activities, and receive mentoring to develop the skills needed to inspire and educate the next generation of biology learners.

This program meets the requirements for the following initial certifications as outlined by the New York State Education Department (NYSED):

  • Adolescence Biology, 7-12
  • Adolescence Biology, 5-6
  • Students with Disabilities, All Grades

Admission to the Program

Students will need to meet SUNY 3.0 GPA requirements for acceptance into the program in one of the following ways:

First-year students criteria

First-year students must meet at least one of the following admissions criteria:

  • High School GPA of a B or better
  • High School Rank in top 30%
  • SAT (Evidence-Based Reading and Writing+Math) ≥ 1140
  • ACT ≥ 24
  • Brockport GPA ≥ 3.0 based on at least 12 credits

Transfer Students Criteria

Transfer students must meet at least one of the following admissions criteria:

  • High School GPA of a B or better
  • High School Rank in top 30%
  • SAT (Evidence-Based Reading and Writing+Math) ≥ 1140
  • ACT ≥ 24
  • Transfer GPA ≥ 3.0 based on at least 12 credits
  • Brockport GPA ≥ 3.0 based on at least 12 credits

Program Requirements

General Education Requirements and Cognates (24 credits)

Students in this program must meet the general education requirements in effect at the time of matriculation. Some general education requirements also count toward major requirements. You will need to seek advisement to complete this major successfully and satisfy the College’s General Education Program:

Specific SWD (All Grades) Requirements (not covered by Content & Pedagogical Core)

  • English (6 credits)
    • ENG 112 College Composition (3 credits) (Q)
    • ENG 210 Creative Writing (3 credits) (F)
    • or by advisement
  • Social Studies (6 credits)

Other SUNY Brockport General Education Requirements

  • Two courses from the following categories not completed with the W course above:
    • One Diversity elective (D) (3 credits)
    • One Perspectives on Gender elective (W) (3 credits)
    • One World History elective (O) (3 credits)

Recommendation: Combine a Perspectives on Gender elective (W) (3 credits) course with a second Gen Ed code from the following categories: Humanities (H), Social Science (S), or Diversity (D)

Content Area Course Work plus Co-Requisites (53-54 credits)

Core:

  • BIO 201 Biology I* (4 credits)
  • BIO 202 Biology II* (4 credits)
  • BIO 221 Survey of Anatomy & Physiology (4 credits)
  • BIO 302 Genetics (4 credits)
  • BIO 304 Genetics (3 credits)
  • BIO 305 Genetics Laboratory (1 credit)
  • BIO 303 Ecology (4 credits)
  • BIO 310 Biological Chemistry (3 credits)
  • BIO 311 Biological Chemistry Lab (1 credit)
  • BIO 315 Cell Biology (3 credits)
  • BIO 411 Evolution (3 credits)

Additional Requirements:

  • CHM 205 College Chemistry I* (4 credits)
  • CHM 206 College Chemistry II (4 credits)
  • CHM 305 Organic Chemistry I (4 credits)
  • PHS 205 Introduction to Physics I (4 credits)
  • MTH 122 Pre-Calculus (4 credits)

Prerequisites (0-3 credits)

  • MTH 111 College Algebra (3 credits)

Pedagogy Coursework (43 credits)

Pre-phase (whenever once admitted to major)

  • EDI 413: Intro to Special Education (3 credits)
  • EDI 430: Education and Society (3 credits)
  • EDI 459: Adolescent Development and Learning (3 credits)

Phase 1

  • EDI 431: Teaching Literacy in Middle & High School Content Areas I (3 credits)
  • EDI 447: Inclusive Middle Level Teaching in Science (3 credits)
  • PRO 430: Adolescence Field Experience I (1 credit)

Phase 2

  • EDI 331: Adolescence Classroom Management (1 credit)
  • EDI 432: Teaching Literacy in Middle & High School Content Areas II (3 credits)
  • EDI 467: Teaching Science Inclusively (3 credits)
  • PRO 431: Adolescence Field Experience II (1 credit)

Phase 3

  • EDI 414: Methods in Special Education (3 credits)
  • PRO 432: Adolescence Field Experience III (1 credit)
  • EDI 419: Assessment for Special Education (3 credits)

Student Teaching

  • EDI 464: Seminar in Adolescence Inclusive Education (3 credits)
  • PRO 433: Practicum in Adolescence Inclusive Education (9 credits)

Total Credits (124 credits)

*denotes courses that meet both major and general education requirements

Additional Degree Requirements

  • GEP 100 Academic Planning Seminar (1 credit)
  • A minimum grade of “C” in BIO 201 and BIO 202 is required before Biology majors students are allowed to take further biology courses in the major
  • Completion of all college-wide degree requirements

Workshops

Students must complete the following workshops and trainings for program completion:

Licensure & Certification

SUNY Brockport Endorsement

Students must complete this program and submit the recommendation form to be eligible for the College’s recommendation for New York State certification. Students should consult the Brockport Certification Office for the full list of New York state requirements for certification.

New York State Initial Teacher Certification Exams

Prospective Adolescence Education: Biology with Students with Disabilities Certification candidates must pass the following New York State Teacher Certification Examinations (NYSTCE) to obtain initial certification in the State of New York:

Certification Exams to teach Biology:

  • Educating All Students (EAS)
  • Content Specialty Test (CST) – Biology

Students with Disabilities Certification Exams

  • Content Specialty Test (CST) – Students with Disabilities
  • Multi-subject Secondary Teachers (7-12) Exam

Continuation Requirements (Once Enrolled)

  • Maintain ≥ 2.0 cumulative Brockport GPA
  • Earn ≥ C in all content core (including cognates), EDI, and world languages courses
  • Complete prerequisite course(s) before moving to the next program phase
  • Minimum grade levels apply to transfer courses. Community college advising guides are available here
  • Demonstrate the dispositions necessary in the teaching profession
  • Acquire and maintain an acceptable level of professional performance
  • A ≥ 2.5 cumulative Brockport GPA is required to student teach


Continuation in the program may be denied to any teacher candidate whose level of performance and/or dispositions do not adequately meet academic or professional standards. Decisions with respect to retention or dismissal of a teacher candidate are made by the faculty and staff of the Department of Education and Human Development, in consultation with the faculty in the Department of Biology, and not by any one person.

Students should note that admission into most graduate education programs in New York State will require a minimum 3.0 cumulative GPA for admittance.

Program Co-Advisors

José Morales Collazo, Ed.D.
Professor in Education and Human Development
(585) 395-5019
jmoralescollazo@brockport.edu

Laurie B. Cook, Ph.D.
Professor of Biology
(585) 395-5757
lcook@brockport.edu

Amy McNulty, MS.Ed.
Adolescence Education Advisement Coordinator
(585) 395-5516
amcnulty@brockport.edu


Student Learning Outcomes

Upon completion of the program, students will be able to:

  1. Plan learning units of study and equitable, culturally responsive opportunities for all students based upon their understanding of how students learn and develop science knowledge, skills, and habits of mind. Effective teachers also include appropriate connections to science and engineering practices and crosscutting concepts in their instructional planning.
  2. Plan for engaging all students in science learning by identifying appropriate learning goals that are consistent with knowledge of how students learn science and are aligned with standards. Plans reflect the selection of phenomena appropriate to the social context of the classroom and community, and safety considerations, to engage students in science and science and engineering practices. Effective teachers create an anti-bias, multicultural, and social justice learning environment to achieve these goals.
  3. Demonstrate biological safety protocols in their classrooms and workspace. They also implement ethical treatment of living organisms and maintain equipment and chemicals as relevant to their fields of licensure.
  4. Provide evidence that students have learned and can apply disciplinary core ideas, crosscutting concepts, and science and engineering practices because of instruction. Effective teachers analyze learning gains for individual students, the class, and subgroups of students disaggregated by demographic categories, and use these to inform planning and teaching.
  5. Strive to continuously improve their knowledge of both science content and pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.