ÌÇÐÄVlogÆƽâ°æ

Yes, in the following programs: Childhood Education, Grades 1-6; Early Childhood Education, Birth-Grade 2; Secondary Education, 7-12. 

Successful completion of coursework and other academic requirements.

The School of Education offers a Master of Science in Education with a concentration in one of the following areas: Early Childhood Education, Birth-Grade 2; Childhood Education, Grades 1-6; Secondary Education, 7-12; Teaching Literacy, Birth-Grade 12; Teaching English to Speakers of Other Languages (TESOL); Educational Supervision; Educational Administration.

Please see below for frequently used links:

Exams

Organizations

General Education Requirements: 60 Credits

Behavioral Science and Early Childhood Education

Undergraduate Courses: 45 Credits

Early Childhood Education Graduate Courses

Completed for B.S. degree: 15 Credits

Master of Science in Early Childhood Education, Birth-Grade 2

Course work completed during B.S. degree: 15 Credits

Course work completed during M.S. degree: 24 Credits

Total: 144 Credits

New York State requires completion of the following undergraduate prerequisites for students seeking the Early Childhood Education, Birth–Grade 2 Certification, which will fulfill part of the General Education requirements:

• Mathematical Processes
• Scientific Processes*
• Historical and Social Sciences
• Language other than English
• Information Retrieval
• Communications/Humanities/Written Analysis and Expression
• Artistic Expression

A course in Child Development is required. PSYN 254 is acceptable.
* Coursework in Environmental Science, Evolution, Nutrition or Plants and People is not acceptable for teacher certification requirements.

For specific major requirements please refer to the Behavioral Science section of this catalog listed within the School of Social and Behavioral Sciences.

The Early Childhood graduate courses that must be completed for the B.S. degree are the following:

• EDUC 500 Edu Fnd Diverse Perspectives
• EDUC 502 Fndtns Educ Sdnts w/Dsblts
• EDUC 505 Tchng English as 2nd Lang
• EDUC 507 Aprchs Lit: EChldhd-Adolescenc
• EDUC 513 Intr Erl Chld Ed:Fndtn/Meth/Mt

The above 15 credits are taken as an undergraduate student as part of the B.S. degree program. The remaining 24 credits are taken as a graduate student after receiving the B.S. degree and after meeting the admission requirements for acceptance into the M.S. degree program. Please see the Graduate Catalog for course descriptions of the above courses and for specific requirements for the M.S. degree.

The total credits for B.S. and M.S. degrees in Behavioral Science and Childhood Education, Birth–Grade 2, is 144 credits.

The above 15 credits are taken as an undergraduate student as part of the B.S. degree program. The remaining 24 credits are taken as a graduate student after receiving the B.S. degree and after meeting the admission requirements for acceptance into the M.S. degree program. Please see the Graduate Catalog for course descriptions of the above courses and for specific requirements for the M.S. degree.

The total credits for B.S. and M.S. degrees in Behavioral Science and Childhood Education, Birth–Grade 2, is 144 credits.

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Mercy is the first institution in the United States to be awarded initial national accreditation by the National Council for the Accreditation of Teacher Education (NCATE) and the Council for the Accreditation of Educator Professionals (CAEP).

 To remain in the Five-Year Program, a student must:

• Maintain a cumulative GPA of at least 3.0 each semester at ÌÇÐÄVlogÆƽâ°æ
• Register for an introductory 3-credit graduate education course in the upper junior year, or upon completion of 70-75 undergraduate credits with a B or better average
• Register for 12 credits in graduate education courses in the senior year

Please note that all graduate course descriptions as well as specific teacher certification parameters can be found in the ÌÇÐÄVlogÆƽâ°æ Graduate Catalog.

Additionally, all matriculated ÌÇÐÄVlogÆƽâ°æ students are required to demonstrate an appropriate level of achievement in each of the six college competencies to ascertain that they can communicate clearly and effectively both orally and in writing.  They must also demonstrate their ability to use critical thinking and established methods of computation and use of contemporary technology.  

Please refer to the general requirements for admission and matriculation in the Graduate Admissions section of the course catalog. Please review the prerequisite preparation for each program and consult with the program chair or associate dean.

To be accepted into the B.S. and M.S. Education program, a student must:

• Be a high school graduate who has earned a New York State Regents Diploma with an 85 average or better

or

• Be a high school graduate with a score of 500 or better on the verbal portion of the SAT and 500 or better on the math portion of the SAT or corresponding ACT

or

• Place at ENGL 111 and MATH 115 on the ÌÇÐÄVlogÆƽâ°æ Placement exam

Student must have earned an associate degree in Liberal Arts with an overall GPA of 3.0 Students must maintain a GPA of 3.0 each semester at ÌÇÐÄVlogÆƽâ°æ to remain in the Five-Year Program and must adhere to the above requirements. An interview is also required. 

Students who do not meet the above admission criteria may apply to the dual program upon completion of the 60-credit General Education requirement and completion of at least 15 credits in their major field of study with a GPA of 3.0 or better. Thirty credits must be taken in residency at ÌÇÐÄVlogÆƽâ°æ.

Students must submit an Effective Educator Statement to complete their application. You can download requirements here. 

Please submit the completed statement to your . 

Goals of the School of Education

The unit goals establish the shared vision, mission, philosophy and guiding principles agreed to by members of the faculty and other stakeholders in the learning community. The unit's proficiencies, strategies and assessments are designed to ensure to ensure that candidates acquire the academic, pedagogical, professional and interpersonal skills required of teachers and other school professionals who prepare students to succeed in a rapidly changing global environment. The six goals reflect the integrated knowledge, skills and dispositions that together ensure that candidates develop as effective educators and reflective practitioners. These goals are as follows:

Content Knowledge:

Candidates demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice.

Pedagogical and Professional Knowledge:

Candidates employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students' intellectual, social and emotional development.

Diversity:

Candidates understand the diverse cultural, linguistic, learning and social strengths and needs of all populations and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school-services.

Technology:

Candidates employ technology to deliver information, instruction and professional services to all members of the school community.

Reflection:

Candidates reflect on professional practice to make educational decisions and enhance student learning.

Dispositions:

Candidates demonstrate positive dispositions that enable them to work as effective educators, citizens and practitioners within the school and broader community.

The six unit goals are supported by the professional literature including theories, research, wisdom of practice and education policies.

• B.S. Behavioral Science & M.S. Early Childhood Education

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