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Resources

School of Education

The teacher preparation programs at Anna Maria College aim to develop the student as a deeply committed, knowledgeable, and reflective practitioner. The programs are built on the idea that K–12 students are unique individuals, who are joined together as different members of a learning community. As learning community members, there is a responsibility to respect, support, and learn from each other. Both the individual and social dimensions of learning are stressed. AMC students are asked to consider how to help K–12 students grow in both their individual capabilities as learners and in their capabilities as responsible and cooperative co-learners.

Our goal is to cultivate educators who are supportive colleagues, maintain a high level of competence and integrity in their teaching practices, use feedback to improve their performance, embrace the diversity of their students, and ultimately serve as positive adult role models in their school community.

Anna Maria was ranked as one of the top 50 schools in Massachusetts providing excellence in education.  
Program Goals

  1. To develop capability as a planner of students’ learning: To gain confidence and competence in planning for classroom learning in and across various curriculum areas, taking into account the diverse developmental needs, interests, backgrounds, and learning styles of students

  2. To develop capability and versatility as a teacher: To gain confidence and competence in various modes of teaching, including, but not limited to, “direct” teaching (teacher-led demonstration and direction) and “indirect” teaching (facilitate, model, guide, coach, support, and co-learn)

  3. To learn to integrate teaching, learning, and assessment: To gain confidence and competence in assessing and evaluating classroom students’ learning and to adapt instruction accordingly

  4. To become a reflective practitioner: To learn to reflect on the process of teaching and learning and on the assumptions, values, and beliefs that underlie it
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Program Philosophy

Professional dispositions are the cornerstone of the Educator Preparation Program at Anna Maria College as we believe that professional dispositions often determine the success, or lack of success, of our educator candidates. The professional disposition indicators are threaded throughout the program in order for students to make connections from course content to their role as a professional educator. The Educator Preparation Program at Anna Maria College aligns course criteria, pre-practicum, and practicum experiences with the Massachusetts Department of Elementary and Secondary Education (DESE) Professional Standards. Students are provided with guidance and feedback to plan curriculum and instruction, deliver effective instruction, manage classroom climate and operations, promote equity, and meet professional responsibilities. The program philosophy is to model effective teaching practices, provide current research, promote theoretical appreciation, and make connections to practice for all students. {showhide}

The Educator Preparation Program integrates effective teaching strategies for curriculum planning to meet the needs of a diverse student body. Using the Massachusetts Department of Elementary and Secondary Education Curriculum Framework Standards, students are taught to target essential knowledge when planning learning objectives, create measurable evaluations of student learning, and provide evidence of differentiated instruction. Anna Maria College students are challenged to promote active learning, using standards-based instruction, and to share ideas and teaching strategies to begin their collegial experience even before they enter the teaching profession.

The Education Program faculty at Anna Maria College works closely with supervising practitioners to communicate the standards and expectations of the pre-practicum and practicum experience. We value feedback from the field and serve as a support system for students and practitioners during this learning process. Ultimately, AMC students will be future colleagues; therefore, we challenge supervising practitioners to model and discuss qualities of effective teaching to prepare our students for their role as a professional educator in the community. 

The Education Program places a high priority on active approaches to learning. AMC students are encouraged, for example, to help classroom students develop mathematical and scientific understanding through inquiry, questioning, problem solving, and investigation, and to connect this process between and among curriculum areas in their planning, based on a belief that learning naturally involves such connections. AMC students are encouraged to try different strategies in assessing classroom students’ learning and needs (e.g., journals, conferences, portfolios). {/showhide}


Summary of Programs

The following educator preparation programs prepare students for initial teacher licensure and are approved by the Massachusetts Department of Elementary and Secondary Education: 


Fifth-Year Option

Students who wish to pursue graduate or professional study in education can complete the requisite coursework through courses offered in the School of Education, the schools associated with their primary major, and the Colleges of Worcester Consortium. Through the Fifth-Year Option at Anna Maria College, advanced students may also earn up to two courses in advanced placement graduate credits. 

The following Master of Education programs are approved by the Massachusetts Department of Elementary and Secondary Education for teacher licensure preparation:

  • Preparation for Initial Teacher Licensure
    Early Childhood; Teacher of Students with and without Disabilities (Pre K-2)
    Elementary (1-6)
    Visual Art (PreK-8;5-12)
    Reading (All levels)
    Moderate Special Needs (PreK-8;5-12)
  • Preparation for Professional Teacher Licensure
    English Language Arts 

In addition, eligible students have the opportunity to achieve a non-licensure master’s degree.  More information can be found on the School of Education Graduate Programs website. 


Learning Outcomes for the School of Education Programs (PDF)

______________________________________________________________________________________________________________________________

Chris Holmes-webDean of the School of Education
Christine Holmes, Ed.D. 
(508) 849-3418

Dr. Christine Holmes has been associated with Anna Maria College since 1999. As Director of Education Programs, Dr. Holmes has infused AMC’s educator preparation programs with rigor and excellence, helping to produce professional teachers and educators who have been recognized in their fields. Respected by her colleagues both on and off campus, Dr. Holmes was promoted to full professorship in 2011 and received the AMC Excellence Award for academic year 2011–2012.
 
A graduate of Fitchburg State College, Dr. Holmes received her M.S. from Wheelock College in Boston, Massachusetts, and earned her Ed.D. from the University of Massachusetts Amherst. Her background and experience in the areas of human development and education complement her ongoing research that focuses on college teacher beliefs and conceptions about teaching and learning, preservice teacher preparation, inservice and mentor teacher training, affective learning, and ways of teaching and learning both face to face and online.
 
Dr. Holmes is cofounder of the Center for Teaching Excellence and serves as its Director as well as a faculty mentor. In this capacity, her work focuses on faculty development and developmental supervision.
Middle / Secondary Education
Teacher Preparation & Licensure


Anna Maria College has a long and respected tradition of teacher preparation. The College's programs, built on solid relationships with schools and educational personnel in Central Massachusetts, prepare students for initial teacher licensure, according to Massachusetts state guidelines. License preparation includes Early Childhood: Teacher of Students With and Without Disabilities (Pre-K-2), Elementary (1-6), Music (All), Visual Art (Pre-K-8; 5-12), English (5-8; 8-12), and History (5-8; 8-12).  All teacher preparation programs are approved by the Massachusetts Department of Education.  Students in teacher education programs are required to complete a liberal arts or sciences major to qualify for licensing. All students participate in a minimum of 80 hours of pre-practicum field experiences and a full-semester of student teaching.

The initial license qualifies students to begin teaching in the state of Massachusetts, and is reciprocal with most other states. It should be noted that the initial teacher license is the second of three levels of licensure for Massachusetts schools. A passing score on the Massachusetts Tests for Educator Licensure is required to become licensed to teach in the State of Massachusetts.

Admission to Teacher Licensure Preparation
Students may begin their Education major in the first semester. Students, however, are not formally admitted to teacher preparation until the completion of 60 credits. Admission to Anna Maria College does not guarantee admission to teacher licensure preparation programs. To be eligible for teacher preparation, students must meet the following requirements:

Completion of a minimum of 60 credits
Declared major in liberal arts or sciences
Minimum overall Grade Point Average (GPA) of 2.7
Recommendation from faculty, or an employer in the field of education
Passing score on the Communication and Literacy section of the Massachusetts Tests for Educator Licensure (MTEL)

General Requirements for Initial Teacher License
A liberal arts or sciences major
Courses that meet the Common Teaching Standards
Minimum of 80 hours of pre-practicum field experiences
15-week practicum and concurrent seminar
Evidence of sound moral character
Evidence of professional dispositions
Passing scores on the Communication and Literacy and the Subject Knowledge portions of the Massachusetts Tests for Educator Licensure (MTEL)

For more information, please contact:

Christine L. Holmes, Ed.D.
Teacher Licensure Officer
(508) 849-3418
cholmes@annamaria.edu

Massachusetts Tests for Educator Licensure (MTEL) Pass Rates for Previous Cohorts:
> 2007-2008
Early Childhood / Elementary Education Licensure

Anna Maria College has a long and respected tradition of teacher preparation. The College’s programs are built on solid relationships with schools and educational personnel in Central Massachusetts. The Professional Development Schools, co-sponsored by the College and area schools, are considered models in the state. The College’s programs prepare students for initial teacher licensure, according to Massachusetts Department of Elementary and Secondary Education guidelines.

Teacher licensure preparation includes: Early Childhood Education: Teacher of Students with and without Disabilities (Pre-K–2) and Elementary (1–6). The initial license qualifies students to begin teaching in the state of Massachusetts, and is reciprocal with most other states under the Interstate Certification Compact. It should be noted that the initial teacher license is the second of three levels of licensure for Massachusetts schools. The Teacher Preparation programs are interwoven with strong liberal arts learning experiences. Students in Teacher Preparation programs are required to complete a liberal arts or sciences major to qualify for licensure. The liberal arts or sciences major for students in Early Childhood Education is usually Human Development and Human Services.  Students interested in Elementary Education may select one of the following majors: English/Language Arts, History, Humanities, or Liberal Studies.

The College collaborates with a number of area schools and educators in providing field based experiences for students in the Teacher Preparation programs. Students participate in a minimum of 80 hours of pre-practicum field experiences and a full-semester teaching practicum (student teaching). Field experiences provide opportunities for students in Teacher Preparation programs to learn from teachers in classroom settings and to apply what they have learned in course work to the development and education of children.


General Requirements for Initial License
  • A liberal arts or sciences major, or an interdisciplinary major in liberal arts and sciences
  • Courses that meet the Common Teaching Standards
  • A minimum of 80 hours of pre-practicum field experiences
  • A 15-week practicum and concurrent seminar
  • Passing scores on the Communication and Literacy and the Subject Knowledge portions of the Massachusetts Tests for Educator Licensure (MTEL)
  • Evidence of sound moral character

Teacher Licensing Requirements for Subject Matter Knowledge and Professional Standards require all students planning on applying for a Teacher License to participate in coursework as follows:

            Subject Matter Knowledge appropriate to the major course of study
            Teaching and Learning Methods Courses (combined with at least 80 hours of field work experience)
            Human Development
            Special Needs
            Technology
            Seminar
            Student Teaching Practicum (300 hours/15 weeks)

Major in Liberal Arts or Sciences for Early Childhood
Students pursuing licensure in Early Childhood Education or Elementary Education may major in one liberal arts or sciences area, or in an interdisciplinary program with a concentration in liberal arts or sciences. The usual major at Anna Maria College for Early Childhood Education or Elementary Education licensure preparation is Human Development and Human Services. Students may also select a major to include English/Language Arts, History, Humanities, or Liberal Studies.

Early Education and Care Certification Preparations
Students who may not be interested in Massachusetts Department of Elementary licensure may be interested in working in the field of early education and care. An option for these students includes preparation for the Early Education and Care (EEC) certification. These students would major in Human Development and Human Services and select one of the minors listed below to complete requirements for Early Education and Care Certification.
See the School of Justice and Social Sciences for specifics about the major and optional minors (listed below).

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Early Childhood Early Education and Care (EEC) Certification Track (Birth to 8 Years) 

HDS 205 Guiding Children’s Behavior
EDU 310 Language Arts and Children’s Literature
HDS 310 Observation, Documentation, and Assessment
EDU 312 Math & Science Education for Early Childhood
EDU   Special needs course in addition to any course used for Cultural Competency
BIO 130 Nutrition and Health OR Wellness

Out of School Time (Ages 5-13 Years)

HDS 205 Guiding Children’s Behavior
EDU 310 Language Arts and Children’s Literature
EDU 314 Out of School Time Curriculum (To be developed)
HDS 310 Observation, Documentation, and Assessment
EDU Special needs course in addition to any course used for Cultural Competency
BIO 130 Nutrition and Health OR Wellness

Early Education and Care Leadership

BLP 110 Leadership
BUS 260 Principles of Management  
BLP 320 Group Management and Team Building Strategies
300-400 elective Discuss with advisor
300-400 elective Discuss with advisor
EDU 658 Childcare Administration (5th year option) {/showhide}

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EDU 200 Introduction to Teaching (3)

Introduces the student to the teaching profession by providing a series of integrated topics in discussion group and workshop formats. Modules will concentrate on subjects essential to effective teaching such as educational careers; requirements for Massachusetts teacher licensure; professional expectations and organizations; policies governing education at the local, state, and federal levels; early childhood, elementary, middle school, and secondary school curricula; ethical issues; diversity in the classroom; classroom management; lesson planning; and effective teaching practices and educational research. Prerequisite: EDU 201.

EDU 201 Education, Culture, and Society (3)

Examines cultural, social, and global questions and values in relation to curriculum, the teaching learning process, and educational purpose and philosophy. Includes topics in social and cultural diversity, multiculturalism, modernism, holism, democratic values, and learning communities.

EDU 212 Developmental Disabilities (3)

Introduces the concepts of learning disabilities, developmental delay, retardation, and emotional

disturbance. Focuses on one major area per course module. Requires no prior formal training or experience.

EDU 215 Integrating Special Needs (3)

The course will integrate special education terminology, laws, service delivery and strategies for classroom teachers to apply in meeting a child's physical, intellectual, social and emotional challenges. Awareness of Areas of Disability are covered. Components include observation of children with concerns, the referral process, IEP development and implementation, and working cooperatively as a Team Member with Professional specialists.

EDU 310 Language Arts and Children’s Literature (3)

Introduces the history, development, and current trends in the teaching of children’s literature. Demonstrates strategies to integrate the teaching of all the language arts: reading, writing, listening, and speaking. Examines award-winning children’s books. Emphasizes literature study groups, author studies, and multicultural literature.

 EDU 312 Mathematics and Science Education for Early Childhood (3)

Integrates experiences and teaching approaches in mathematics and science. Emphasizes approaches that foster inquiry, investigation, problem solving, comprehension, and skill development. Includes lesson planning and field experiences in Pre- K–2 settings. Massachusetts Curriculum Frameworks are used for reference.

EDU 314 Out of School Time Curriculum (3)

Examines appropriate out-of-school programs for school-age children. Students have the opportunity to gain knowledge and skills in using a collaborative approach involving children, teachers, family and community in the process of creating an emergent curriculum that promotes interdependent and self-directed learning and meets the developmental needs, interests, and issues of five- to twelve-year-old children Students will develop activity plans which cover the diverse needs of the school-age population with appropriate physical, cognitive, social, creative and language experiences. The essential role of the involved adult leader will be stressed. Includes field experience.

EDU 315 Teaching and Learning Reading (3)

Introduces methods of reading instruction. Emphasizes the teaching of reading through literature. Includes the development of study centers, learning activity plans, and the reading/writing connection. Simulates classroom applications of reading instruction. Includes lesson planning and field experiences in public school settings. Prerequisite: Admission to Teacher Education.  

EDU 316 Teaching and Learning Mathematics and Science (3)

Integrates experiences and teaching approaches in mathematics and science. Emphasizes approaches which foster inquiry, investigation, problem-solving, comprehension, and skill development. Includes lesson planning and field experiences in public school settings.   

EDU 332 Learning Disabilities (3)

Studies the identification and remediation of specific learning problems that impact a student’s ability to listen, think, speak, read, write, spell, or do mathematics.  Reviews the federal and state regulations and definitions of a specific learning disability, eligibility criteria for services and strategies to enhance student learning.  Administration of an individual achievement test will enable students to recognize learning differences and the need for IEP goals and objectives. Prerequisite: PSY 207 or equivalent.

EDU 336 Psychology of the Exceptional Child (3)

This Introductory course will provide students with a comprehensive overview of the federal and state laws pertaining to special education, as well as the role and responsibilities of the teacher of students with moderate special needs.  Students will examine the characteristics of children with exceptional needs and approaches to intervention and remediation in inclusive and substantially separate programs.  Students will become familiar with the development and implementation of IEP’s (Individual Education Plans), and teaching strategies and methods that are research-based and support a variety of learning styles. Prerequisite: PSY 207 or equivalent.

EDU 409 / EDU 410 Field Placement (0 credit)
Students participate in a 40 hour field placement experience in conjunction with methods courses. Field placement is arranged, with student input, by the Education Programs Field Placement Coordinator.

EDU 412 Methods of Teaching - Middle/Secondary School (3)
Explores the interrelated aspects of teaching and learning in middle/secondary schools.  Students examine the practices of effective teachers, demonstrate various teaching methods, and develop reflective practice skills while connecting theory with practice.  Includes lesson planning and a 40 hour field placement.   

EDU 420 Student Teaching Seminar (3)
Provides opportunities for student teachers to work in teams to observe and assist in classrooms, to plan learning activities across a variety of curriculum areas, and to reflect on their teaching experiences. Includes reflection and dialogue on classroom teaching-learning activities with student teachers, classroom teachers, and college instructors and/or supervisors. Taken concurrently with Teaching Practicum and aligns with the Department of Elementary licensure requirements.

EDU 423 Teaching Practicum (Early Childhood) (12)
Engages teacher education students in observing, assisting, and teaching in early childhood classrooms for 300 or more hours during the semester, including 150 hours at the preschool or K level and 200 hours at the grade 1 or 2 level. Directed by school personnel and college supervisors. The Department of Elementary and Secondary Education Pre-Service Performance Assessment is the assessment tool for this experience.

EDU 424 Teaching Practicum (Elementary) (12)
Engages teacher education students in observing, assisting, and teaching in elementary classrooms for 300 or more hours during the semester, including a minimum of 135 hours of direct teaching. Directed by school personnel and college supervisors. The Department of Elementary and Secondary Education Pre-Service Performance Assessment is the assessment tool for this experience. 

EDU 434 Teaching Seminar (Agency Preschool) (3)
Provides opportunities for students to plan learning activities for preschool settings. Includes reflections and dialogue on preschool teaching-learning activities. Taken concurrently with EDU 435.

EDU 435 Teaching Practicum (Agency Preschool) (12)
Engages students in observing, assisting, and teaching in preschool settings for 150 hours under the direction of agency personnel and college supervisors. Full-time day division.

EDU 499 Internship (3-6)
An opportunity for senior students who are on non-licensure track to gain experience in a public or private educational setting.

{/showhide}

For more information, please contact:

Christine L. Holmes, Ed.D.

Dean, School of Education
(508) 849-3418

cholmes@annamaria.edu

Teacher Preparation Major

Anna Maria College has a long and respected tradition of teacher preparation. The College's programs, built on solid relationships with schools and educational personnel in Central Massachusetts, prepare students for initial teacher licensure, according to Massachusetts state guidelines. License preparation includes Early Childhood: Teacher of Students With and Without Disabilities (Pre-K-2), Elementary (1-6), Music (All), Visual Art (Pre-K-8; 5-12), English (5-8; 8-12), and History (5-8; 8-12).  All teacher preparation programs are approved by the Massachusetts Department of Education.  Students in teacher education programs are required to complete a liberal arts or sciences major to qualify for licensing. All students participate in a minimum of 80 hours of pre-practicum field experiences and a full-semester of student teaching.

The initial license qualifies students to begin teaching in the state of Massachusetts, and is reciprocal with most other states. It should be noted that the initial teacher license is the second of three levels of licensure for Massachusetts schools. A passing score on the Massachusetts Tests for Educator Licensure is required to become licensed to teach in the State of Massachusetts.

Admission to Teacher Licensure Preparation
Students may begin their Education major in the first semester. Students, however, are not formally admitted to teacher preparation until the completion of 60 credits. Admission to Anna Maria College does not guarantee admission to teacher licensure preparation programs. To be eligible for teacher preparation, students must meet the following requirements:

Completion of a minimum of 60 credits
Declared major in liberal arts or sciences
Minimum overall Grade Point Average (GPA) of 2.7
Recommendation from faculty, or an employer in the field of education
Passing score on the Communication and Literacy section of the Massachusetts Tests for Educator Licensure (MTEL)

General Requirements for Initial Teacher License
A liberal arts or sciences major
Courses that meet the Common Teaching Standards
Minimum of 80 hours of pre-practicum field experiences
15-week practicum and concurrent seminar
Evidence of sound moral character
Evidence of professional dispositions
Passing scores on the Communication and Literacy and the Subject Knowledge portions of the Massachusetts Tests for Educator Licensure (MTEL)

For more information, please contact:

Christine L. Holmes, Ed.D.
Teacher Licensure Officer
(508) 849-3418
cholmes@annamaria.edu

Massachusetts Tests for Educator Licensure (MTEL) Pass Rates for Previous Cohorts:
> 2007-2008