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Adolescence Education: Earth Science with Students with Disabilities Certification

Description

This dual certification major is designed to prepare students for initial certification in Earth Science in grades 5 and 6, Earth Science in grades 7 to 12, and Student with Disabilities (SWD)- All Grades.

The major in Adolescence Education: Earth Science with Students with Disabilities Certification includes 43 credits of EDI (Education and Human Development), and 54 credits to complete the Earth Science Content Core. Due to the large number of required credits in this major, students should plan carefully and consult with advisors in both the departments of Earth Sciences and Education, Languages, and Instructional Design.

Admission to the Program

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

First-Year Students Criteria

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

Transfer Students Criteria

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

Students must also demonstrate preparation for entry into mathematics coursework at the 112 (or higher) level.

Students must meet NYSED requirements for minimum acceptable grades during completion of the program, including grades of C or above for all Content Core and Pedagogical Core coursework. Students must re-take courses where grades have not met this minimum acceptable grade standard.

Program Requirements

General Education Requirements (28 credits)

Major Department Requirements (54 credits)

Required Core Courses (34 credits)

  • GEL 201 Introduction to Physical Geology* (4 credits)
  • ESC 211 Introduction to Meteorology* (4 credits)
  • ESC 222 Introduction to Water Resources (4 credits)
  • ESC 350 Computational Methods in the Field Sciences (3 credits)
  • Upper-division electives to meet the minimum requirement of 34 total credits

Required Corequisite Courses (20 credits)

  • MTH 201 Calculus I* (4 credits)
  • CHM 205 College Chemistry I* (4 credits)
  • PHS 205 Introduction to Physics I (4 credits)

Pedagogy Content (43 credits)

Phase I

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

Phase II

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

Phase III

  • EDI 331 Adolescence Classroom Management (corequisite EDI 467) (1 credit)
  • EDI 432 Teaching Literacy in Middle & High School Content Areas II (pair w/ EDI 467, prerequisite EDI 431) (3 credits)
  • EDI 467 Teaching Science Inclusively (Spring only, prerequisite EDI 447) (3 credits)
  • PRO 431 Adolescence Field Experience II (corequisite EDI 467) (1 credit)

Phase IV

  • EDI 414 Methods in Special Education (prerequisite EDI 413) (3 credits)
  • EDI 419 Assessment for Special Education (prerequisite EDI 413) (3 credits)
  • PRO 432 Adolescence Field Experience III (corequisite EDI 414) (1 credit)

Student Teaching

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

Total: 125 credits

*denotes courses that meet both major and general education requirements

Additional Degree Requirements

Continuation Requirements (Once Enrolled)

  • Maintain ≥ 2.0 cumulative Brockport GPA
  • Earn ≥ C in all content core (including cognates, for inclusive programs), EDI, PRO, and world languages courses
  • Earn an “S” in all required PRO courses
  • Complete prerequisite course(s) before moving to the next program phase
  • Minimum grade levels apply to transfer courses. See community college advising guides
  • Demonstrate the dispositions necessary in the teaching profession
  • Acquire and maintain an acceptable level of professional performance

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 Earth Science, 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.

Workshops

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

Note: Students may complete the CAD and SAVE workshop requirements by taking the course PRO 370 (1 credit) or PBH 301 (3 credits). See the page on certification resources for more information.

Licensure & Certification

University Endorsement

Students must complete this program and submit the recommendation form to be eligible for the University’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 Teacher candidates must pass the following New York State Teacher Certification Examinations (NYSTCE) to obtain initial certification in the State of New York:

Certification Exams

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

Students with Disabilities Certification Exams

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

Student Learning Outcomes

Upon completion of the program, students will be able to:
  1. Collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
  2. Create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
  3. Analyze the results of assessments to measure learning in individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals.
  4. Implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
  5. Model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.