Major Requirements

View the 2017-2018 Academic Catalog to find course titles, numbers and descriptions.

Students interested in Secondary Teacher Licensure (grades 5-8 or 8-12) will complete the subject area major and the education major outlined below. Subject area majors leading to teacher licensure at the secondary level are: art, biology, chemistry, English literature, history, mathematics and Spanish.

Four-Year Sequence for Secondary Education

First Year

• EDUC1111 The Great American Experiment
• PSYCH2403 Adolescent Development

Second Year

• EDUC2311 Learning, Teaching and the Secondary Curriculum
• EDUC2312 Teaching All Students, Grades 5-12*

Third Year

• EDUC3311 Managing the Classroom Learning Environment*

English Majors:

• EDUC3318 English Language Arts Instructional Methods Grades 6-12

History Majors:

• EDUC3315 Social Studies Methods: Grades 3-12

English, Mathematics, Science and Spanish Majors:

• Cross Registration at Simmons College, Fall Semester:
• GEDUC471 English Curriculum
• GEDUC472 Modern Language Curriculum
  GEDUC476 Science Curriculum
  GEDUC478 Mathematics Curriculum

Fourth Year

• EDUC4300 Sheltered English Instruction: Teaching English Language Learners**
• EDUC4467 Student Teaching Practicum
• EDUC4468 Student Teaching Capstone Seminar

* Includes pre-practicum field-based experience
** May enroll junior year

Learning Goals & Outcomes

The program of study in elementary and secondary education is designed to develop students' abilities in the seven performance areas required for initial licensure in elementary and secondary teaching in the state of Massachusetts. Upon completion of the elementary or secondary education programs at Emmanuel, students will be able to:

• Create safe and well-managed learning environments which promote equity and collaboration among heterogeneous learners and nurture development across the cognitive, emotional and social domains.
• Plan learning experiences which involve learners as sense-makers and promote deep understanding of disciplinary ideas by engaging learners in active exploration of real-world problems, materials, and challenges, and examining student work products to make assessments of learning and teaching.
• Utilize a broad range of instructional practices, reflective of the ways of knowing in the disciplines they teach, to ensure that all learners regardless of differences in readiness, background, learning style, culture, or language competency have opportunities to learn through access to a rich curriculum.
• Forge positive relationships with families and engage in regular, two-way, culturally proficient communication with families about students and their learning, and build into the curriculum materials the richness of the cultures and heritage of the students they teach.
• Develop curricula which deepens learners' appreciation for American civic culture, its underlying ideals, founding principles and political institutions and which actualizes learners' capacities to participate and lead in their communities, both locally and globally.
• Advance issues of social justice within the classroom, school and community.
• Contribute to the knowledge base about learning, teaching and assessment and participate in a culture of reflective practice and inquiry.