Childhood Education Teacher (1-6), Special Education (all grades), B.S.

Admission Requirements and Academic Standing

Students must present a G.P.A. of at least 2.70 or higher based on a minimum of 30 credits in liberal arts and science courses for admission into the major. Each education course must be completed with a grade of C or higher. Students must present a GPA of at least 3.00 overall and a GPA of at least 3.00 in education courses prior to student teaching CBSE 4201.

An application process is required for student teaching. A completed application must be submitted and accepted a semester prior to the beginning of your student teaching placement. Only accepted students will be given permission to register for student teaching. Fingerprint clearance is required. Student teaching is 14 weeks in length, full-time, in an educational setting, and in alignment with the daily schedule and annual calendar of that educational setting.

All students accepted to the School of Education are required to submit fingerprint verification before signing up for most education classes. Fingerprint verification is required for work in New York City Department of Education schools if you already have fingerprint records or not. Follow these instructions.

Student Learning Outcomes

Special Education (All Grades)

• Collect and analyze formative assessment data related to student learning, evaluate data, and change instruction according to student needs in different curriculum areas.
• Develop knowledge and skills to work collaboratively with colleague, parents and families, and communities for the benefits of students with diverse learning needs and culturally and linguistically diverse backgrounds in a wide range of educational settings.
• Design learning environments using principles of universal design for learning to develop accessible lessons and engagement for all students.

Childhood Education (1-6)

• Critically reflect on their own assumptions about their practices, the students with whom they work, the communities in which they work and their own development as professionals. (Critical Self-Reflection)
• Foster relationships and know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and the community to support students’ learning and well-being and also create classrooms that foster opportunities for student collaboration thereby enhancing student learning and social development. (Collaboration)
• Demonstrate in their practice strategies that support every student’s effort to reach the highest level of academic achievement and to use pedagogies that embrace the wide range of cultures represented in today’s classrooms. (Social Justice)
• Show in their practices a sensitivity to, knowledge about, and understanding of their own and others’ racial, ethnic, religious, class, sexual, gender, cultural and linguistic identities, and implement a variety of teaching strategies that encourage students to develop critical-thinking and problem-solving skills. (Diversity)
• Demonstrate the ability to translate subject matter into meaningful learning experiences that support the intellectual, social, and personal development of all students.
• Plan instruction by using the New York Common Core Learning Standards for Birth–12 and actively engaging students in learning that promotes critical thinking and problem solving.
• Meet the needs of diverse students by using differentiated learning strategies and reflecting on instructional practice and student learning.
• Gain skills for creating a nurturing learning environment in a high-needs urban elementary school by intersecting best classroom practices with an understand of the social, economic, and cultural context of the students and their families.
• Show increasing ability to improve as a teacher by critically reflecting on pedagogy and practice and to improve teaching by action research.
• Develop capacity for incorporating collaborative learning, motivations, communication, and management in a childhood classroom.
• Communicate effectively with students, parents, other school personnel and community members.
• Demonstrate the skills in curriculum development, instructional planning, differentiated instruction, inquiry-based teaching, use of instructional technology, and formal and informal assessment tools in a high-needs urban context.
• Gain the knowledge and skills for dealing with child safety, substance abuse, and health concerns.
• Demonstrate the ability to collaborate with colleagues, parents, and other professionals to improve teacher candidate’s pedagogy and practice.
• Demonstrate a commitment to professional growth through professional development activities and professional organization seminars.

Contact

Contact the Childhood, Bilingual, and Special Education Department for information on academic advisers and office hours.

Or contact:

Office of Undergraduate Admissions

222 West Quad Center
2900 Bedford Avenue
Brooklyn, NY 11210
E: adminqry@brooklyn.cuny.edu

To make an appointment with an undergraduate admissions counselor, visit:

Virtual Admissions Counselor Appointments