Cambridge College
Early Childhood
Handbook
Table of Contents
Page
Mission Statement and Core Values……………………………………………………2
National Goals and Initiatives ………………………………………………………….3
Purpose………………………………………………………………………………….4
Philosophy………………………………………………………………………………4-5
General Guidelines and Beliefs…………………………………………………………5-6
Academic Content Guidelines…………………………………………………………..6-7
Rational and Objectives………………………………………………………………….8
Goals…………………………………………………………………………………..…9
Program Outcomes……………………………………………………………………….9
Program Admission………………………………………………………………………10-12
Matriculation Policy……………………………………………………………………..11
Initial Licensure Information…………………………………………………………….12
Non-Licensure Information………………………………………………………………12
Completion Criteria………………………………………………………………………13
Program Components…………………………………………………………………….14
Practicum Information……………………………………………………………………15
Appendix I:
Subject Matter Knowledge for Teachers………………………………………………..16
Appendix II:
Professional Standards for Teachers…………………………………………………….17-19
Appendix III:
Course Descriptions……………………………………………………….....................20-26
Appendix IV:
Program of Study…………………………………………………………………………28
Appendix V:
SEI Endorsement………………………………………………………………………….29
Bibliography………………………………………………………………………………..31
1
MISSION STATEMENT
The Cambridge College Graduate School of Education’s mission is to provide educators
in public and private schools and colleges with the knowledge, skills and values
necessary to enable their students to excel academically and socially. Its distinct
programs offer educators a blend of theory and practice as well as experienced faculty
who model what they teach. Educators are prepared to become agents of change in their
schools, and the local and global communities.
The School’s Core Values include
• Innovation in Curriculum and Teaching Strategies
• Diversity
• Academic Excellence
• Social Justice
• Honesty and Integrity
• Building Community
“Just as curriculum for young children is more than a list of skills to be mastered,
professional preparation for early childhood teachers is more than a list of competencies
to be assessed or a list of courses to complete.” (National Association for the Education
of Young Children, 2012, p. 13)
It is vital to the future of education that individuals be identified, encouraged and
prepared to become qualified educators. Limited resources, changing educational
definitions and government criterion and regulations, as well as the ever expanding need
for teacher involvement in and out of the classroom are but a few of the challenges facing
educators today.
Early childhood education students participate in the Cambridge College Model of
Teaching and Learning as they develop professional knowledge, skills and dispositions as
a community of learners. They work together to interpret readings, observations, field
experiences and group projects. Students learn to make connections between prior
learning, life experiences and new learning and transfer that skill to the elementary
classroom. Cambridge College students learn to self-assess and are active in promoting
themselves as students and professionals. Through our program, students strengthen
written and verbal communication skills and identify and use professional resources to
enhance teaching and learning. (National Association for the Education of Young
Children, 2012, p. 13)
Students in the Cambridge College Early Childhood Education program benefit from
instructors who are experts in the field, model the NAEYC Standards, design an
environment of caring learners, provides an environment that enhances the growth and
learning of each student, implements a course curriculum aligned with specific outcomes,
assesses student growth in meeting outcomes, and builds positive relationships with
students. (National Association for the Education of Young Children, 2012, p. 13)
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Cambridge College believes that teachers must possess superior competencies and
clinical skills, an understanding of learning and developmental theory, and the
understanding of the appropriate role of technologies in learning, teaching and
organization. As a result, the Master of Education with Initial Licensure in Early
Childhood (PreK-2 With and Without Disabilities) program is designed to prepare
teachers and leaders with the essential and critical skills and understandings of diverse
curriculum design and development.
National Goals and Initiatives
The United States Department of Education Strategic Plan for 2011-2014 includes
this Early Learning Goal “Improve the health, social-emotional, and cognitive outcomes
for all children from birth to third grade, so that all children, particularly those with high
needs, are on track to graduate from high school, college and career ready.” The sub goal
includes improving the quality and effectiveness of the early learning workforce so that
early childhood educators have the skills and abilities necessary to improve young
children’s health, social-emotional, and cognitive outcomes. (United States Department
of Education, 2011, p. 12)
What Does Research Say About Early Childhood Education?
“Understanding and applying research findings from early education to classroom
practice is an important step in achieving effective child outcomes. Program
administrators, educators, and researchers can find clear examples of educational research
findings that inform classroom practice. Basic theoretical principles of child development
and learning form the foundation for quality early childhood programs.”(S. Bredekamp,
R.A. Knuth, L.G. Kunesh, and D.D. Shulman, 1992)
The first national goal focuses directly on the early childhood years: "by the year 2000,
all children in America will start school ready to learn."(Bredekamp) Most educators
believe that from the time of birth, all children are ready to learn and parents are the first
teachers. According to Schulman, what we do or don't do as individuals, educators, and
collectively as society can impede a child's success in learning.(2001) Therefore, it is
incumbent on teachers to have a knowledge base of what are some of the developmental
practices and best practices needed to have each child reach his/her potential.
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PURPOSE
The purpose of the early childhood education program is to develop individuals who are
capable and committed to taking action in creating a learning environment that works for
every student and recognizes the diversity of all. An integral and essential focus is to
instill in our students the skills to ensure and promote effective educational opportunities
and safe and healthy learning environments for all students regardless of race, ethnicity,
national origin, age, sex, sexual orientation, gender identity, disability, language, and
socioeconomic status. (United States Department of Education Strategic Plan 2011-2014,
p. 39)
The program has been carefully designed for highly committed educators who desire an
intense, personally transforming, and team based teacher/leader program. The program,
like all Cambridge College programs, is cohort based. The cohort, meeting together in
Professional Seminar, serves as a professional development and support group for its
members. The Professional Seminar leader’s role is to serve as both facilitator to the
group process and mentor in the field of academics.
The program is designed to prepare graduates to become highly motivated educators who
are practitioners of educational innovation, and meet the subject matter knowledge and
professional regulations for licensure in Early Childhood (PreK-2 With and Without
Disabilities
PHILOSOPHY
The education of students today calls for the creation of a unified education system, with
major changes in organization, instructional practices, pre-service and in-service
personnel preparation. This preparation focuses on strategies and methods that enhance
the strengths of all students including but not limited to English Language Learners and
special students. According to Linda Darling Hammond, a good teacher education
program, first of all, is coherent. That is, it has an idea about what good teaching is and
then it organizes all of its course work, all of the clinical experiences, around that vision.
It's not just a random assortment of courses and experiences for people. (Thoughts on
Teacher Preparation, 2001) Our courses are connected to practice as well as to theory
and we believe that good teaching practices provide effective learning strategies for all
children. Today's economy requires and demands employees who---It is important that
our students can work in collaboration with a diverse population, a team member, and
who can work independently requiring minimal supervision, as well as creative selfstarters.
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Our educational system mandates that teachers provide diverse student learners an equal
opportunity to have their educational needs met by a highly qualified educator. A major
goal, and one that is being recognized increasingly, is the continued preparation and
educating of all teachers to work with students with special needs, English Language
Learners, and students from diverse socioeconomic and cultural backgrounds. This need
requires us to routinely revisit and revise our syllabi to ensure that we plan to routinely
consult the knowledge base about how children learn, the most efficient way to teach
English Language Learners, how to maximize children's potentials, and how best to
transfer what we know from learning theories and technology. Good research, whether
we call it best knowledge or best practice, can unleash a vast, dormant potential for
making every teacher more effective and efficient and making every student's life richer
and more interesting. Thus, the job of preparing educators to be effective with their
students also requires preparing them for assisting in the restructuring of their schools in
the 21st century as collaborative decision-making that ensures the academic needs of their
diverse students.
GENERAL GUIDELINES AND BELIEFS
The following guidelines/beliefs are the foundation of this program and are reinforced in all
coursework, and modeled by Cambridge College Elementary Education faculty:
1.
The basis for educational success is a belief in one's self, that he/she is capable of learning,
being caring and competent while mastering his/her environment, and that the process of
learning is engaging, exciting, and productive.
2.
All students can learn, have a unique learning style and learn at different rates. Often these
rates may differ according to content and the teacher’s approach. Educators need to be open
to the new technologies, theories, and strategies that support student learning.
3.
All teachers can learn. Each teacher has a unique learning style that is congruent with some
students but may not be with all students. All teachers can develop the flexibility to teach all
of their students.
4.
Most students and teachers can improve their learning potential and increase their learning
speed.
5.
Today's successful teachers are open to collaborate and work effectively in teams made up of
all members of the faculty and staff. Collaboration and collegiality are integral parts of a
successful learning community. Teachers benefit when they work together to improve their
students’ experiences.
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6.
Today's successful teachers prepare students to succeed in the 21st century with an
understanding of the diverse world in which they live, and the tools they need to be
successful.
We know that education of teachers must be based on assumptions about the future of society,
and what skills, attitudes, and dispositions will be needed for success in that society. The
Cambridge College faculty calls for change. Changes in curricular, instructional, and
organizational practices that are introduced in the training of future educators (e.g., cooperative
group learning; student-directed learning; active participation; multi-sensory presentations; a
focus on social skills and communication competencies) will better prepare them to help their
students succeed in the future -- a future that is already here.
ACADEMIC CONTENT GUIDELINES
These beliefs and guidelines are informed by solid research amassed over the last twenty years.
They must continue to include and improve upon the following categories:
Brain research. People learn and retain information only when knowledge has relevance
and meaning for them.
Basic skills and higher order thinking skills. Students learn best when basic skills are
taught in a realistic and engaging context that makes the skills meaningful. Low-performing
students stand to gain the most from approaches that incorporate basic skills into complex,
higher-order thinking tasks and problems.
Writing. Writing is an integral part of every person’s development. It is important that
writing is central to learning and is valued not only in Language Arts classes but in all
curriculum areas. The writing process provides the opportunity for learning through
thinking, creating and communication. When students are given ample opportunity to write
with guided instruction, they develop ownership of their ideas and are then better equipped
to think at higher levels and record that thinking on paper independently.
Reading. Reading is an immensely complex cognitive process which encompasses word
identification strategies such as: context, sight vocabulary, phonics and structural analysis
and even more importantly, engagement with text leading to the ultimate goal of
comprehension. Ongoing skill development, in conjunction with schema, promotes fluency
that allows the reader to comprehend connected text. Our goal, as educators, is to expose
students to different genre, model what good readers think and do and match books to the
levels and interests of students to foster a life-long interest in the printed word.
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Mathematics. Mathematics is the study of the integration of quantity and space. Quantity
(numbers) emerges from spatial investigations. Every mathematics idea involves three
components: linguistic (vocabulary, syntax, and translation); conceptual (models and
schemes); and procedural. Too often, our emphasis has been on procedural aspects of
mathematics (operations on "naked" numbers). The mastery of a mathematics concept by a
child is dependent on its gradual development through a complex process: from imitative to
communication of what the child has learned about that concept. Each individual construct
his or her meaning (schema) about a mathematics concept. Our job is providing symbolic
materials through an "appropriate" questioning process. Questioning (the use of mathematical
language) is the key. As questions instigate language production, language instigates models,
models instigate thinking, thinking instigates understanding, and understanding produces
competence, skills, knowledge, and mastery.
Leadership. Research shows that leadership is essential to substantive and enduring
progress. Teachers need to acquire leadership skills that help them to implement what they
have learned, what they believe, to become problem-solvers and clear goal-setters.
Instructional materials. Instructional materials are the medium through which teachers
present and students construct essential concepts and schemes. They are also the means by
which students access information and demonstrate their comprehension and understanding.
The traditional artifacts of learning and teaching -- textbooks, worksheets, paper and pencils
-- offer a narrow range of access and expression, particularly for our diverse students. The
more varied and rich the materials and activities, the more avenues for expression and
opportunities to capture evidence of the student's learning and mastery will improve
teachers’ ability to reach students with diverse learning styles. Instructional technology –
“Smart Boards”, calculators, laptop computers, digital devices etc., are the technological
tools of today. Materials can be adapted, modified or created to ensure that access to the
curriculum is more comprehensible, concrete, tangible, contextually based, simplified, and
matched to the student's learning style, strengths and aptitudes.
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RATIONALE AND OBJECTIVES
The Graduate School of Education at Cambridge College offers an Early Childhood Teacher
Preparation Program that has been developed to meet the new guidelines for teacher licensure as
established by the Administrator of Educator Preparation in Higher Education and passed by the
Board of Education on November 28, 2000. This leads to an Initial license.
The Early Childhood Program at Cambridge College is designed to educate teachers who are
dedicated to serving children in grades 1-6. Students are prepared to work as teachers, providing
direct services to children within a classroom setting.
These programs are designed to be flexible in meeting the needs of students on a part-time or fulltime basis. All courses are offered in the late afternoons, evenings or weekends to accommodate
students working in the field and/or career changers who are working during the day. Cambridge
College operates on a trimester system. Students may enter the program in any trimester.
This program responds to the tremendous changes that public schools are presently undergoing as
a result of pressures high stakes testing. The primary focus of public schools is to nurture students
who are knowledgeable about their society and function in the world as informed citizens.
Professional development in schools has stressed the importance of a collaborative operational
approach among administrators, teachers, support staff; parents, and community leaders in the
running of their schools. These programs use best teaching practices that include team leadership,
with emphasis on participative strategies that are researched-based, consensus seeking problem
solving. These strategies demand proactive and collaborative leadership from our students.
This program uses a great deal of what we have learned from our teacher education programs at
Cambridge College. For example, if we want our teachers to use collaborative and cooperative
learning in their classrooms, then our students should experience these during their preparation
and education at Cambridge College. Professors of Education at Cambridge College model
strategies for problem solving methods needed for teachers to meet the diverse needs of children
in public school classrooms.




They use materials and instructional technology in their teaching.
They use conflict resolution strategies, and develop personal responsibility in their
classroom management techniques.
They use techniques leading to a constructivist approach to concept formation.
They look at updated research and best practices in the field/profession.
It is our belief that if our future Early Childhood Education teachers have ample opportunities for
practicing complex roles and skills in their education programs at the College, they will feel
competent, comfortable and prepared to use these skills in their classrooms and their schools.
This program is guided by these experiences and by these assumptions.
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Today, there is an emphasis on math, science, technology, special needs and English Language
Learners as “high need areas”. And, with the national cry for the retooling of education
preparation programs, these areas of study are of great interest to this institution. Cambridge
College has trained numerous educators since its inception and many of these teachers are now in
important leadership and teaching positions and have reported to us that the model of education
that we have used in their education is a very viable one for their classrooms.
Goals
Cambridge College has designed the Elementary Education program with the following goals in
mind:
1. Develop and foster in each participant a contemporary base of knowledge about Early
Childhood Education- including personal characteristics, job roles and tasks,
developmentally appropriate practice and professional beliefs.
2. Develop and foster in each participant a set of skills, experiences, and expertise to provide a
foundation for success in their classrooms.
Program Outcomes
The College's education program strives for certain outcomes for its students.
1.
Each person must be able to realize his or her potential as a learner, as a teacher, as a mentor,
and as a leader.
2.
Each person is able to discover his or her preferred mode of learning, strengths, and
potential.
3.
Each person is exposed to teaching and learning environments that make it possible for him
or her to make sense out of his/her previous experiences and then build on them to move
further by acquiring skills, knowledge, and attitudes to ultimately become a lifelong learner.
4.
Each person leaves the program with the feeling and conviction that not only has s/he
acquired skills in content relating to teaching and learning, to manage and lead his/her
school, to provide opportunities for growth for others who work with him/her but also has
been affirmed as an individual and as a professional. S/he will be able to effectively function
as an educational leader for his/her community of learners: children, teachers,
administrators, parents from diverse backgrounds and diverse needs. S/he will be able to
create learning environments where the learners in turn realize their potentials.
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5.
Each individual leaves the program with the feeling and conviction that s/he has developed a
network of relationships with his/her fellow learners, other educational leaders, and with the
faculty both in and out of the College.
ADMISSION TO THE PROGRAM
Entrance Interview:
The objectives of the entrance interview are:
1.
2.
3.
To select candidates who possess strong oral and written communication skills.
To select candidates who are enthusiastic and sincere in their desire to become certified in an
area of Early Childhood Education.
To select students who exhibit a serious and sincere sense of purpose as they embark on their
graduate program.
The Entrance Interview consists of two parts:
A. An oral interview of the prospective student by representatives from the College's
Admissions Department
B. A written response to a pertinent question relating to the field of Elementary Education.
The Entrance Interview is used to assess the level of the perspective student's oral and written
communication skills. Communication skills will be assessed according to the following criteria:
organization and clarity of thought, the ability to communicate ideas, and the proper use of
English grammar. The Entrance Interview is also used to select Cambridge College students who
are enthusiastic and sincere in their intent to become a licensed educator. A successful candidate
will exhibit seriousness of purpose.
REQUIREMENTS FOR ADMISSION:
1. Candidates must possess a Bachelor's degree in arts, sciences or interdisciplinary major from
an accredited college.
2.
Completed Application form.
3. Three sealed letters of recommendations.
4. Official transcripts in English from each College or University attended.
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5. An essay describing educational goals and expectations.
6. A copy of the Communication and Literacy MTEL with a passing score.
7. TOEFL passing score for international students.
8. Maximum number of transferable credits (see Admissions Handbook) into the
program is 12 graduate credit hours. All transferable course work must have a minimum
grade point average (GPA) of B (3.0) or better. All requests for credit transfer must be
submitted before matriculation along with passing the Communication and Literacy MTEL.
9. All transcripts will be reviewed by the Program Chairs/Coordinators to verify regulatory
compliance.
10. At the beginning of the student’s first semester, each candidate seeking admission must attend
an orientation session conducted by the Dean of Student Services, College Administrators
and Program Coordinators.
Special Circumstances:
Candidates who earned the equivalent of a bachelor’s degree in a country outside the U.S. must
have transcripts evaluated for U.S. Bachelor’s Degree equivalency by the Center for Educational
Documentation (617-983-5232).
Matriculation Policy
Approved Licensure Program Matriculation Policy: Based on Passing of MTEL/ State
Literacy and Communications Teacher Competency Test and Maintaining Satisfactory
Academic Progress
Students who wish to enroll in one of the Cambridge College graduate education programs,
leading to State Licensure must register as non-licensed students until they have passed the MA
Communication and Literacy MTEL and/or its equivalent as mandated by their State Board of
Education. Students who enter the college with a successful “pass score” in the above test, may
register in the Licensure version of their desired program of study. It is highly recommended that
an individual who enters a non-licensure program of study, take and successfully pass the above
tests within the first semester of their enrollment. Cambridge College will provide students who
demonstrate difficulty in passing this test with workshop classes focusing on the skills necessary
to achieve a passing score. These workshops are offered to students at an additional nominal fee.
Students enrolled in Licensure Programs will have their Grade Point Average (G.P.A.) posted at
the end of each semester. Students in programs leading to State Licensure must maintain an
overall G.P.A. of 3.0 or better. Should a student’s GPA drop below 3.0, they will receive an
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academic warning and will be placed on academic probation. Students will not be allowed to
graduate from their licensure program with a GPA of less than 3.0.
EARLY CHILDHOOD EDUCATION INITIAL LICENSURE
PROGRAM
The Cambridge College Masters of Education Program with a concentration in Early Childhood
Education is designed for adult students who hold an undergraduate degree in arts or sciences. A
student with an interdisciplinary major must show evidence of courses meeting the requirements
for licensure (603 CMR 7.06 -07). Education majors, as well as other undergraduate majors with
some experience and knowledge of child development and learning theories will also be accepted
into the program. For students lacking such experience or knowledge, prerequisite course are
required and must be completed before embarking the program. The Chair of the program along
with the Dean of the School of Education will review and advise all students on the required
academic criteria for successful completion of the Master of Education
Non-Licensure
Cambridge College offers a non-licensure program that allows a student to earn a master’s degree
with a concentration in early childhood education that is aligned with the licensure model without
the Practicum and Practicum Seminar. Since they graduate with a degree in an approved
education program, they would be eligible to return at a later date to complete the Practicum and
Practicum Seminar upon passing the MTELs.
COMPLETION CRITERIA
Success as an Early Childhood Educator is based on the development of a wide range of skills
and academic courses in order for the student teacher to adequately participate in the challenges
that he/she will face in the changing face of instruction. Each student will graduate complete a
written reflection of their classes as it relates to their impending student teaching experience.
Prior to the student practicum, he or she will complete:

An Independent Learning Project (research component) selected by the student in an
area in their concentration that is mutually agreed upon by the student and the
Professional Seminar leader. The Independent Learning Project (ILP) must be
completed by the student prior to Practicum.

Seventy-five pre-practicum hours are assignments imbedded in classes which require
the student to participate in pertinent and constructive fieldwork. These must be
completed prior to the practicum.
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
The Practicum is a rigorous application of all of the focused operational concepts of all
the required courses. The Practicum may be taken only after the students have completed
all course work, completed the ILP and have taken and passed all the required MTEL
(Massachusetts Test for Educator License): Communication and Literacy, Early
Childhood Test, Foundations of Reading. This will allow for maximum exposure to the
necessary knowledge and skills to be successful in the classroom.

Beginning July 1, 2014, to qualify for an Initial License as a PreK-12 teacher or a core
academic subject, you must also qualify for a new SEI (Sheltered English Instruction)
Endorsement. (Core academic subjects are elementary, early childhood, reading,
mathematics, science, and special education.)

Each student will develop an electronic Exit Performance Portfolio on Taskstream
which shows evidence of his or her knowledge and skills in teaching students in
Elementary Education and attaining mastery in the Professional Standards for Teachers
and Subject Matter Knowledge. (See Appendix)
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PROGRAM COMPONENTS
Master of Education in Early Childhood PreK-2
With and without disabilities
Core Curriculum
Elementary Professional Seminars
ECE691N
Professional Seminar I
ECE692N
Professional Seminar II
ECE693N
Professional Seminar III
6 credits
ECE800
3 credits
Independent Learning Project
Practicum and Practicum Seminar
5 credits
Elementary Education 1-6 required courses
28 credits
Number
ECE600
ELE 500
ELE521
ESP512
ESP592
ESP594
ELE653
ELE656
ELE594
ELE620
MAT618
MAT623
Courses
Development of Young Children
Phonemic Awareness(prerequisite) for ELE521
Teaching Reading and Writing in the Early Childhood and
Elementary Curriculum (prerequisite ELE500)
Inclusion and Behavior Management
Adapting Materials for Students w/Disabilities in Gen Ed
Classrooms
Collaboration & Consultation Techniques
Teaching Science & Technology in early Childhood and
Elementary Curriculum
Teaching Social Science, History & Multicultural Education
in Early Childhood and Elementary Curriculum
Integrating Physical Education into the Early Childhood and
Elementary Curriculum
Integration of Children’s Literature in Early Childhood and
Elementary Curriculum
Math Essentials
Numeric and Geometric Structures
Credits
PrePracticum
3 credits
0 credits
10 hours
3 credits
15 hours
3 credits
1 credit
10 hours
2 credits
3 credits
10 hours
3 credits
10 hours
1 credit
3 credits
10 hours
3 credits
3 credits
10hours
10 hours
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Practicum


All courses, ILP, and MTEL requirements including the SEI Endorsement must be
completed before the start of the practicum.(As of July 2014)
If you are currently the teacher of record, you may use that site for your practicum with
the permission of the building principal or administration. If you are a paraprofessional,
you must be able to act in the role of a teacher for the entire practicum. All required
hours must be logged on the timesheet and turned in at the end of the practicum and
included in the Exit Portfolio on Taskstream.
Suggestions for Course Completion

Professional Seminar 1 is taken in the first semester.

Your Professional Seminar leader is your advisor for the entire program.

Communication and Literacy MTEL should be taken in the first semester or prior to
entrance into the program. There are two pars to the test and may be taken together or
separately. Students find they are more successful if they take the components
separately.

Eight (8) credits per semester are considered a full class load during the school year.

The list of courses from the catalogue for the program is listed on the next page. On the
right hand column you will find the semester in which they are offered. Please plan
accordingly.
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Appendix I
7.06: Subject Matter Knowledge Requirements for Teachers
(5) Early Childhood: Teacher of Students With and Without Disabilities (Levels: PreK-2)
(a) The following topics will be addressed on the Foundations of Reading test:
1. Reading theory, research, and practice.
a. Knowledge of the significant theories, approaches, practices, and
programs for developing reading skills and reading comprehension.
b. Phonemic awareness and phonics: principles, knowledge, and
instructional practices.
c. Diagnosis and assessment of reading skills using standardized,
criterion-referenced, and informal assessment instruments.
2. Development of a listening, speaking and reading vocabulary.
3. Theories on the relationships between beginning writing and reading.
4. Theories of first and second language acquisition and development.
(b) The following topics will be addressed on a test of other subject matter knowledge:
1. English language arts
a. Children's literature: genres, literary elements, literary techniques,
vocabulary demands.
b. Approaches and practices for developing skill in using writing
tools.
c. Writing process and formal elements of writing.
2. Basic principles and concepts related to PreK-2 grade mathematics in
number sense and numeration, patterns and functions, geometry and
measurement, and data analysis.
3. Basic principles and concepts of the physical and life sciences appropriate
to the PreK-2 grades.
4. Basic principles and concepts of history, geography, government, and
economics appropriate to the PreK-2 grades.
5. Basic theories of cognitive, social, physical, language, and emotional
development in children and adolescents, including learning through play,
as they apply to children with and without disabilities.
6. Preparation, implementation, and evaluation of Individualized Education
Programs (IEPs).
(c) Topics in basic principles and concepts of the arts, health, and physical education appropriate
to the PreK-2 grades shall be included in an approved program but will not be addressed on a
written test of subject matter knowledge.
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APPENDIX II
7.08: Professional Standards for Teachers
(1) Application. The Professional Standards for Teachers define the pedagogical and other
professional knowledge and skills required of all teachers. These Standards are used by teacher
preparation providers in preparing their candidates, by the Department in reviewing programs
seeking state approval, and by the Department as the basis of performance assessments of
candidates. Candidates shall demonstrate that they meet the Professional Standards by passing a
Performance Assessment for Initial License:
(a) In the practicum or practicum equivalent phase of preparation for the Initial License; or
(b) As part of the Performance Assessment Program.
The Department will issue guidelines for each type of performance assessment to reflect
differences in growth in professional knowledge and skills.
(2) Standards for All Teachers Except Library and Speech, Language, and Hearing
Disorders Teachers
(a) Plans Curriculum and Instruction.
1. Draws on content standards of the relevant curriculum frameworks to plan
sequential units of study, individual lessons, and learning activities that
make learning cumulative and advance students' level of content
knowledge.
2. Draws on results of formal and informal assessments as well as knowledge
of human development to identify teaching strategies and learning activities
appropriate to the specific discipline, age, level of English language
proficiency, and range of cognitive levels being taught.
3. Identifies appropriate reading materials, other resources, and writing
activities for promoting further learning by the full range of students within
the classroom.
4. Identifies prerequisite skills, concepts, and vocabulary needed for the
learning activities.
5. Plans lessons with clear objectives and relevant measurable outcomes.
6. Draws on resources from colleagues, families, and the community to
enhance learning.
7. Incorporates appropriate technology and media in lesson planning.
8. Uses information in Individualized Education Programs (IEPs) to plan
strategies for integrating students with disabilities into general education
classrooms.
9. Uses instructional planning, materials, and student engagement approaches
that support students of diverse cultural and linguistic backgrounds,
strengths, and challenges.
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(b) Delivers Effective Instruction.
1. Communicates high standards and expectations when beginning the lesson:
a. Makes learning objectives clear to students.
b. Communicates clearly in writing and speaking, and through the use
of appropriately designed visual and contextual aids.
c. Uses engaging ways to begin a new unit of study or lesson.
d. Builds on students' prior knowledge and experience.
2. Communicates high standards and expectations when carrying out the
lesson:
a. Uses a balanced approach to teaching skills and concepts of
elementary reading and writing.
b. Employs a variety of content-based and content-oriented teaching
techniques from more teacher-directed strategies such as direct
instruction, practice, and Socratic dialogue, to less teacher-directed
approaches such as discussion, problem solving, cooperative
learning, and research projects (among others).
c. Demonstrates an adequate knowledge of and approach to the
academic content of lessons.
d. Employs a variety of reading and writing strategies for addressing
learning objectives.
e. Uses questioning to stimulate thinking and encourages all students
to respond.
f. Uses instructional technology appropriately.
g. Uses effective strategies and techniques for making content
accessible to English language learners.
h. Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in
planning, differentiating and delivering effective instruction for
English language learners at various levels of English language
proficiency and literacy.
3. Communicates high standards and expectations when extending and
completing the lesson:
a. Assigns homework or practice that furthers student learning and
checks it.
b. Provides regular and frequent feedback to students on their
progress.
c. Provides many and varied opportunities for students to achieve
competence.
4. Communicates high standards and expectations when evaluating student
learning:
a. Accurately measures student achievement of, and progress toward,
the learning objectives with a variety of formal and informal
assessments, and uses results to plan further instruction.
b. Translates evaluations of student work into records that accurately
convey the level of student achievement to students, parents or
guardians, and school personnel.
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(c) Manages Classroom Climate and Operation.
1. Creates an environment that is conducive to learning environment that
values diversity and motivates students to meet high standards of conduct,
effort and performance.
2. Creates a physical environment appropriate to a range of learning activities.
3. Maintains appropriate standards of behavior, mutual respect, and safety.
4. Manages classroom routines and procedures without loss of significant
instructional time.
(d) Promotes Equity.
1. Encourages all students to believe that effort is a key to achievement.
2. Works to promote achievement by all students without exception.
3. Assesses the significance of student differences in home experiences,
background knowledge, learning skills, learning pace, and proficiency in
the English language for learning the curriculum at hand and uses
professional judgment to determine if instructional adjustments are
necessary.
4. Helps all students to understand American civic culture, its underlying
ideals, founding political principles and political institutions, and to see
themselves as members of a local, state, national, and international civic
community.
5. Collaborates with families, recognizing the significance of native language
and culture to create and implement strategies for supporting student
learning and development both at home and at school.
(e) Meets Professional Responsibilities.
1. Understands his or her legal and moral responsibilities.
2. Conveys knowledge of and enthusiasm for his/her academic discipline to
students.
3. Maintains interest in current theory, research, and developments in the
academic discipline and exercises judgment in accepting implications or
findings as valid for application in classroom practice.
4. Collaborates with colleagues to improve instruction, assessment, and
student achievement.
5. Works actively to involve parents in their child's academic activities and
performance, and communicates clearly with them.
6. Reflects critically upon his or her teaching experience, identifies areas for
further professional development as part of a professional development plan
that is linked to grade level, school, and district goals, and is receptive to
suggestions for growth.
7. Understands legal and ethical issues as they apply to responsible and
acceptable use of the Internet and other resources.
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COURSE DESCRIPTIONS
20
APPENDIX III
Early Childhood
Education (ECE, ELE)
ECE691 Professional Seminar I: Early Childhood - 2 credits
The Professional Seminar is a signature element of the adult learning model at Cambridge
College. It grounds learning in a cohort group of students with a faculty leader licensed in early
childhood education. This seminar builds upon the first seminar. It continues to engage students
in developmentally appropriate practices that meet the needs of young students with and without
disabilities as well as English Language Learners PreK to grade 2. Students will learn
instructional strategies that incorporate various movements, visual, performance and language
arts as art of an integrated program. The cohort studies professional standards for early childhood
teachers and the requirements for state licensure. Students integrate their learning from classes,
research, and observations. The seminar also supports students’ work on their independent
learning projects, from identifying topics, to guiding the research and writing, to completion.
The seminar leader approves the finished projects.
ECE692 Professional Seminar II: Early Childhood - 2 credits
The Professional Seminar is a signature element of the adult learning model at Cambridge
College. It grounds learning in a cohort group of students with a faculty leader licensed in early
childhood education. This seminar builds upon the first seminar. It continues to engage students
in developmentally appropriate practices that meet the needs of young students with and without
disabilities as well as English Language Learners PreK to grade 2. Students will learn
instructional strategies that incorporate various movements, visual, performance and language
arts as art of an integrated program. The cohort studies professional standards for early childhood
teachers and the requirements for state licensure. Students integrate their learning from classes,
research, and observations. The seminar also supports students’ work on their independent
learning projects, from identifying topics, to guiding the research and writing, to completion.
The seminar leader approves the finished projects.
ECE693 Professional Seminar III: Early Childhood - 2 credits
The Professional Seminar is a signature element of the adult learning model at Cambridge
College. It grounds learning in a cohort group of students with a faculty leader licensed in early
childhood education. This seminar explores ways to create a standards-based, inclusive
21
early childhood setting. The seminar explores multicultural education, inclusive teaching,
assessment strategies, management techniques and parent-community relationships. There is a
continuation of planning teaching strategies for language arts, math, and science and classroom
management. The seminar leader is the students’ academic advisor and guides them through their
graduate program. The cohort continues to study the professional standards for early childhood
teachers and the requirements for state licensure. The seminar also supports students’ work on
their independent learning projects, from identifying topics, to guiding the research and writing,
to completion. The seminar leader approves the finished projects.
ECE790 Practicum: Early Childhood (preK-2) 400 hours 3 credits
400 hours. Prerequisites: Pre-practicum 75 hours, all initial licensure courses. Pass all teacher
tests required by Massachusetts (or your own state) for this license. Practicum Seminar required
concurrently:
ECE791.Students must participate in the role and at the level of the license sought, under a
cooperating practitioner with the appropriate license, with Cambridge College supervision. The
Practicum experience provides student teachers with an opportunity to gain insights into
the profession, refine their teaching skills, and to master the current Professional Standards for
Teachers by working with young people in public schools and classrooms. Students work with
the guidance and support of an experienced educator and by observing his/her instructional
and classroom management strategies utilize contemporary teaching techniques and differentiate
instruction to meet the needs of all learners in action. Students develop instructional strategies
and align lesson plans with the Massachusetts Curriculum Frameworks, appropriate curriculum
materials, classroom management skills, strategies for creating a learning environment that
fosters an appreciation of diversity and interactive learning. Students reflect on their own
professional growth and examine theory through actual classroom practice. An Exit Performance
Portfolio documents their experiences.
ECE791 Practicum Seminar: Early Childhood - 2 credits
Practicum required concurrently: ECE790. Exit Performance Portfolio
required for credit.
The seminar for classroom experience supports students’ growth as they assume the teaching role.
It is the setting for students to interpret their field-based experiences and transform them into
skills, knowledge constructs, attitudes and values. The seminar provides a cohort support for
students to address problems and find solutions, while utilizing current academic research and
practices. They master understanding and practice of the Massachusetts Curriculum Frameworks
and become familiar with the current reforms, changes in state regulations on educator licensure,
and teachers’ Code of Ethics. Students present an Exit Portfolio as part of their evidence of the
Pre-service preparation experience
ECE800 Independent Learning Project: Early Childhood - 3 credits
The Independent Learning Project is a culminating learning experience that helps educators
integrate their personal and formal learning with their professional experiences into a meaningful
whole. It reflects the general guidelines for early childhood educators and articulates the
individual’s educational and administrative philosophy. The project is research- and action-based,
on a focused topic chosen by the educator, within the area of licensure. It engages educators in
sustained research into educational practice and curriculum development in early childhood
education.
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ELE500 Teaching Phonemic Awareness and Phonics -0 credits
Prerequisite for ELE521.
A balanced reading program includes direct and explicit instructional strategies for teaching. A
major thrust for instructional strategies for teaching. A major component for instructional
strategies is the teaching of phonemic awareness and phonics. This workshop is designed
to teach phonics/phonemic awareness which are part of the primary foundation for
reading.
ELE521 Teaching Reading & Writing for the Early Childhood & Elementary Curriculum.
3 credits
Prerequisite: ELE500. Pre-practicum: 10 hours of directed field-based training required.
This course emphasizes the development of children’s reading and writing skills in early
childhood and the elementary grades and the learning environment that supports the development
of such skills. The course reviews and analyzes relationships between theories and current
research on emergent literacy, oral language, vocabulary development, comprehension, the
reading and writing process, and assessment. Participants review and discuss whole language,
balanced literacy, effective teaching strategies, use of research-based literacy programs,
literature-based instruction, and use of different assessment tools to inform instruction, standardsbased instruction, federal funding, culture, and democracy.
ELE593 Integration of Visual Arts for the Early Childhood & Elementary Curriculum. - 1
credit
This course introduces basic art techniques and inexpensive, easily available materials that are
simple to use. Visual arts can engage students with various learning styles and reach students who
might not otherwise succeed. Using the arts as teaching tools can sharpen and develop
observation, critical thinking, and writing skills. Educators learn how to create works of art and
develop lessons that integrate the visual arts into general curricula and enrich the learning and
understanding of other disciplines, in accord with Learning Standard #10 in the Massachusetts
Arts Curriculum Framework. Educators develop an appreciation of art history and learn strategies
to incorporate art-historical images into the curriculum.
ELE594 Integrating Physical Ed. in the Early Childhood & Elementary Curriculum. - 1
credit
This course reflects current thinking and practices in physical education
for the classroom teacher. Emphasis is on the importance of quality physical education programs
and to raise awareness of teachers combining their expertise and content to integrate with other
disciplines. It is here that we see a widening of achievement and gained knowledge in student
performance.
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ELE620 Integration of Children’s Literature in Early Childhood & Elementary
Curriculum. - 3 credits
Pre-practicum: 10 hours of directed field-based training required. This course introduces some of
the best literature—children’s, young adult, adult and contemporary—and helps children become
lifelong learners and readers. Students gain knowledge of the Massachusetts English Language
Arts Curriculum Frameworks. Many genres of literature are explored, along with basic literacy
elements and techniques including the necessary basics of the English language with emphasis
on correct grammar, usage and composition. Lesson plans and models for teaching literature are
presented.
ESP512 Inclusion and Behavior Management
3 credits
Pre-practicum: 10 hours of directed field-based training required.
In this course students learn the basic components of an effective inclusionary program. In
addition, they understand the etiology of learning problems and strategies to remediate these
problems. They learn how to fully include students with disabilities in the regular classroom.
Emphasis is on learning behavior management skills that are effective with both regular and
special education students.
ESP592 Adapting Material and Instruction for Special Needs Students in Regular
Classrooms 1 credit
This course introduces students to adapting materials and modifying curriculum as identified in
students’ Individual Education Programs (IEP). Models of inclusion and teaching techniques
For students with disabilities in general education classrooms will be explored and developed.
Teachers engaged in special educations and general education discuss solutions to difficult
problems focusing on academic interventions in subjects such as math, reading and writing skills.
In addition, students in the class develop strategies to increase participation of their students in
inclusion classrooms by positive learning environment. They will also work together to design
reasonable classroom accommodations, realistic alternatives, positive models of classroom
management, and adapting assessments. They will demonstrate understanding through class
discussion and lesson presentation,
ESP594 Collaboration and Consultation
2 credits
The course explores the concept of school and community working together as partners to support
each other in a strong coalition. A school district serves several smaller communities in one, and
rarely does a community act as a sing entity. To establish and sustain community and school
linkage is critical to an effective partnership. The course explores the core mission of public
schools and creates an environment that helps young people learn and achieve at high standards.
The community school approach supports young people’s academic, social, and interpersonal
goals by creating an effective learning atmosphere. Schools are a microcosm of societal values
and community philosophy that daily affects students’ lives. The power structure of a community
its formal and informal networks and the people in them that makes things happen is studied.
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ELE653 Teaching Science & Technology in Early Childhood & Elementary Curriculum
3 credits
Pre-Practicum: 15 hours of directed field-based training required. This course provides the
knowledge, tools and methods for making early childhood and elementary science an exciting,
hands-on learning experience for children. Educators learn how to develop lessons that address
student experimentation and design techniques using readily available materials. Safe laboratory
practices for the classroom are also addressed. A standards-based approach to science education
is our template for lesson development, covering the major domains in science: life, physical,
earth, inquiry-applied and engineering technology; and historical scientific discoveries in each
area. Alignment of curriculum is emphasized; national benchmark standards in elementary
science are also supported. We examine open-response questions from the Massachusetts State
MCAS test at grade five.
ELE656 Teaching Social Science History and Multicultural Early Childhood & Elementary
Curriculum 3 credits
Pre-practicum: 10 hours of directed field-based training required. This course prepares educators
to teach social studies that includes the multicultural contributions of the world. They gain skills
and varied methods for teaching basic information in social studies, history and geography. This
course examines the development of current curriculum that will influence the teaching of social
studies. Students gain a basis for researching issues in social studies and history that give
their students more universal perspectives. The materials chosen are appropriate to the
Massachusetts Curriculum Frameworks in history and social studies. Students will gain the basic
information and know the principles for teaching social sciences, history and geography as
outlined in the Massachusetts regulations for educator licensure.
ECE791 Practicum Seminar 2 credits
Practicum required concurrently: required for credit.
The seminar for classroom experience supports students’ growth as they assume the teaching role.
It is the setting for students to interpret their field-based experiences and transform them into
skills, knowledge constructs, attitudes and values. The seminar provides a cohort support for
students to address problems and find solutions, while utilizing current academic research and
practices. They master understanding and practice of the Massachusetts Curriculum Frameworks
and become familiar with the current reforms, changes in state regulations on educator licensure,
and teachers’ Code of Ethics. Students present an Electronic Exit Performance Portfolio as part of
their evidence of the pre-service preparation experience
ECE800 Independent Learning Project: Elementary Education - 3 credits
The Independent Learning Project is a culminating learning experience that helps educators
integrate their personal and formal learning and their professional experiences into a meaningful
whole. It reflects the general guidelines for early childhood educators and articulates the
individual’s educational and administrative philosophy. The project is research- and action-based,
25
on a focused topic chosen by the educator, within the area of licensure. It engages educators in
sustained research into educational practice and curriculum development in elementary education.
MAT618 Mathematics Essentials 3 credits
Pre-practicum: 10 hours of field-based training required
This course focuses on the essential components of a college level course in algebra, probability
and statistics. Major topics include algebraic, linear and non-linear models; functions and graphs;
sequences and series; collecting, organizing and displaying data; using appropriate statistical
methods and prediction based on data; developing and evaluating inferences; and applying basic
concepts of probability theory to everyday situations.
MAT623 Numeric and Geometric Structures 3 credits
Pre-practicum: 15 hours of directed field-based training required
This course covers the basic foundation of the mathematics curriculum in terms of its numerical
and geometric structures. Major topics include: number sense, numeration, and estimation,
mental math, modeling operations using concrete objects, geometry, spatial sense and
measurement.
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APPENDIX V
Program of Study
27
28
Appendix V
SEI Endorsement Information
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TO CAMBRIDGE COLLEGE EDUCATOR LICENSURE STUDENTS
There is a New Massachusetts Licensure Requirement!
Beginning July 1, 2014, to qualify for an Initial License as a PreK-12 teacher
of a core academic subject, you must also qualify for a new SEI (Sheltered
English Instruction) Endorsement. (Core academic subjects are elementary,
early childhood, reading, mathematics, science, and special education.)
Who must qualify for the SEI Endorsement?
Every core academic educator with even 1 ELL must have the SEI
Endorsement. This includes current teachers of ELLs, AND students who are
candidates for licensure. (Note: The administrator who evaluates your
performance also needs an SEI Endorsement.)
Am I affected? Yes. (This affects all Massachusetts colleges and
universities.)
3 Ways to Qualify for the SEI
Endorsement!
1. Hold an ESL or ELL license, or
approved graduate courses in linguistics,
teaching ESL, etc.
2. Complete a state-approved SEI
Endorsement Course (in your CC
licensure program, or in a district.
3. Pass a new SEI MTEL that is now
being developed for Spring 2014.
What do I need to do?
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You will pass the SEI Endorsement course at Cambridge College, as
part of your program (elementary, early childhood, reading, mathematics,
science, & special education).
If you are a candidate for ESL licensure…
…completing the ESL licensure program will make you automatically
eligible for the SEI Endorsement. You will apply simultaneously for both
the ESL License and the SEI Endorsement.
If you are a candidate for Health, Family, and Consumer Science
licensure…
…speak with your faculty advisor. You are not now required to have the
SEI Endorsement, but you may wish to seek the endorsement, depending
on your teaching situation.
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Bibliography
Developmentally appropriate practice in early childhood programs serving children from
birth through age 8. (ex. ed.). Washington, DC: NAEYC, S. Bredekamp, R.A. Knuth,
L.G. Kunesh, and D.D. Shulman, 200 Developmentally appropriate practice in early
childhood programs serving children from birth through age 8. (ex. ed.). Washington,
DC: NAEYC. 2002
National Associaltion for the Education of Young children, 2012 p. 13
Massachusetts Department of Elemenatry and Secondary Education, 603 CMR, 7.06
Massachusetts Department of Elemenatry and Secondary Education, 603 CMR, 7.08
Education.gov
United States Department of Education, National Goals and Inititives, 2011, p.12
32