Department of Teaching, Learning and Educational Leadership - Binghamton University

Binghamton University

Apr 03, 2025

2024-2025 Binghamton University Academic Guide

Accreditation

Binghamton University is accredited by the Middle States Commission on Higher Education. For programs leading to certification in New York State, the Department of Teaching, Learning and Educational Leadership received accreditation from the Association for Advancing Quality in Educator Preparation (AAQEP).

Academic Policies and Procedures

Students enrolled in the Department of Teaching, Learning and Educational Leadership’s teacher preparation programs must earn at least a B- in all courses to progress to subsequent semesters. Students are required to maintain at least a B (3.0) cumulative grade point average in all graduate credit coursework presented for the degree per Graduate School policy.

Students are referred to the Academic Policies and Procedures, Graduate section in the University Bulletin for additional policies and procedures.

Academic Grievance

If a student has a complaint about a grade or other academic grievances, the student should first try to resolve any grievance with their instructor. If, after meeting with the course instructor, the student wishes to pursue further action, he or she should meet with their program director or department chair to discuss options. A copy of the CCPA Grievance Procedure is available from the CCPA Dean’s Office. Academic Honesty The Student Academic Honesty Code can be reviewed on The Graduate School website.

Vision, Mission, Core Values

Vision

The Department of Teaching, Learning, and Educational Leadership’s vision is to create premier educational opportunities for all learners.

Mission

The mission of the Department of Teaching, Learning, and Educational Leadership is to prepare exceptional teachers, school leaders, and scholars; to conduct innovative and relevant educational research to solve important problems in education; and to engage in collaborative, creative partnerships that contribute to improving educational practice in communities, schools, the nation and the world.

Core Values

Faculty members strive to be leaders in the field of education.

Faculty and staff believe in, and use, socially just and culturally responsive practices in teaching, service, and research.

Teaching

Faculty prepare high-quality teachers and school leaders across curricula, age spans and diverse learning environments.

Faculty provide high-quality programming using a variety of research-based, innovative teaching tools and techniques, including clinically rich experiences for students at all levels (i.e., undergraduate, master’s, doctoral).

Culture, Climate and Collaboration

Faculty, staff, and students create and sustain a collaborative environment where ideas are valued and respected, and where successes are celebrated.

Faculty and staff have ongoing collaborative partnerships with other campus departments, as well as local, regional, national and international organizations, agencies and schools.

Research

Faculty are engaged scholars, actively conducting timely, meaningful research and scholarship.

Faculty research contributes to the field, schools and communities, and informs and improves practice.

Programs in the Department of Teaching, Learning, and Educational Leadership

The College of Community and Public Affairs (CCPA) Department of Teaching, Learning and Educational Leadership (TLEL) offers programs leading to the Master of Arts in Teaching (MAT), the Master of Science in Education (MSEd), the Master of Arts (MA) and the Master of Science (MS). Combined 4+1 degree options in mathematics, history and English (a combination of undergraduate BA or BS in the discipline and graduate MAT in teacher education) are also offered. Several programs culminate in teacher certification in New York State. The department also offers advanced certificate programs in four areas: community schools, educational leadership, Teaching English to Speakers of Other Languages: Clinically Rich Intensive Teacher Institute (TESOL/TESOL: CR ITI), and adolescence special education, as well as a Doctorate of Education (EdD) in Educational Theory, Research, and Practice.

The following degree programs are offered:

Master of Arts in Teaching (MAT) Adolescence Education, Grades 7-12 (Initial Preparation)
- biology
- chemistry
- earth science
- English
- mathematics
- physics
- social studies
Master of Science in Education (MSEd)
- Childhood Early Childhood, Birth-Grade 6 for Literacy,Special Education & PreK-12 for TESOL (initial preparation)
- Literacy Education, Birth-Grade 6 (advanced preparation)
- Literacy Education, Grades 5-12 (advanced preparation)
- Literacy Education, All Grades (advanced preparation
- Special Education, Birth-Grade 2 (advanced preparation)
- Special Education, Birth-Grade 6 (advanced preparation)
- Special Education, Grades 1-6 (advanced preparation)
- Special Education, Grades 7-12 (advanced preparation)
- Teaching English to Speakers of Other Languages (TESOL), PreK-12 (advanced preparation)

Master of Arts (MA) in Teaching English to Speakers of Other Languages (TESOL)
Master of Science (MS) Educational Studies
- Educational Studies
- Educational Studies with Community Schools Concentration (fully online program)
- HDEV (BS) - Educational Studies (MS) (please see the CCPA Combined Undergraduate/Graduate section of the University Bulletin for more information).
Advanced Certificate Programs
- Adolescence Special Education
- Community Schools
- Educational Leadership (CAS)
- TESOL
- TESOL: CR ITI

Doctorate of Education (EdD) in Educational Theory, Research and Practice

Certification Programs

The Department of Teaching, Learning and Educational Leadership focuses on the preparation of teachers and education leaders. Initial preparation programs for students who do not have an undergraduate degree in education or initial certification to teach are offered in Childhood/Early Childhood Education: Grades B-6 and Adolescence Education: Grades 7-12 in biology, chemistry, earth science, English, mathematics, physics, and social studies. Advanced preparation programs for students who already have an undergraduate degree in education and initial certification are offered in Adolescence Education: Grades 7-12 (same subject areas as above), Literacy Education: Birth-Grade 6, Grades 5-12, All Grades, Special Education: Grades B-2, Grades 1-6, Grades B-6, Grades 7-12 and ESOL: Grades PreK-12. A certificate of advanced study program is offered in Educational Leadership for students with permanent or professional teacher certification and three years of teaching experience. All coursework and New York state teacher certification requirements must be successfully completed in order to receive New York state teacher or administrator certification.

Professional Dispositions Policy

As a professional school, the Department of Teaching, Learning, and Educational Leadership (TLEL) at Binghamton University is dedicated to preparing teachers and scholars who are well-grounded in their discipline and in pedagogical practice. Candidates and program participants engage in rigorous coursework that integrates theory, research, and applied practice focused on learning across disciplines, grade levels, and educational environments. Clinically rich field experiences and internships throughout our graduate programs enhance and further develop skills attained through coursework.

Whether in coursework or while engaged in fieldwork in school and community settings, the TLEL faculty members expect all teacher candidates and program participants to demonstrate the professional dispositions expected of an educator. These include the values, commitments and professional ethics that influence behaviors towards students, families, colleagues and communities that affect student learning, motivation and development, as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as accountability, respect, honesty, integrity and professional competence and conduct.

Faculty members developed the TLEL Professional Dispositions from the standards advanced by the Interstate New Teacher Assessment and Support Consortium (InTASC), the New York State Education Department (NYSED), and the content and specialization areas represented in TLEL. Additionally, stakeholder groups (i.e., superintendents, teachers and other education professionals) provided feedback on the items included, providing a means to confirm their validity as the dispositions expected by teachers, administrators and teacher educators of novice teachers. The TLEL Professional Dispositions supplement the Ethics and Integrity Policies and Procedures, which establish the values, principles and standards expected of all students taking courses within the College of Community and Public Affairs (CCPA). Advisors and course instructors should make candidates aware of both policy documents.

According to the TLEL Professional Dispositions, candidates in both initial and advanced programs are expected to:

Demonstrate a commitment to learning and diversity.
Build rapport and serve as a strong role model to peers, colleagues and learners.
Display effective communication skills (oral and written) in all settings.
Demonstrate professional competence and conduct.

All candidates in initial and advanced programs must receive a rating of “Meets Expectations” in each area of professional disposition for admission and advancement. Faculty advisors and the TLEL Senior Director of Academic Affairs and Clinical Partnerships will ensure all candidates meet this expectation in coursework by review of program data. Similarly, faculty advisors and the Assistant Director of Clinical Experiences will review feedback on dispositions provided by cooperating teachers and University supervisors. If a teacher candidate receives a rating of “Emerging” or “Does Not Meet Expectations” rating in a field experience or from a course instructor, he/she may be asked to complete another field experience successfully before advancing in the program and/or before applying for the internship semester. In some instances, failure to meet expectations may lead to dismissal from TLEL programs.

For the full professional dispositions policy, visit the TLEL Resources webpage.

Clinical Education Expectations

Throughout their preparation, candidates from both the initial and advanced preparation programs must complete clinical experiences. These clinical experiences provide candidates with opportunities to apply instructional and leadership techniques learned in coursework in a classroom, school or community setting.

The Clinical Education Office coordinates all early field experiences and internships for initial and advanced preparation programs. The Clinical Education Office collaborates with local schools and community partners to identify meaningful and relevant placements with exceptional mentors, allowing candidates to gain diverse learning experiences in multiple settings.

Candidates from initial preparation programs complete:

Early field experiences provide candidates with clinical practice opportunities that meet New York State Education Department requirements. These experiences may provide opportunities for candidates to work in small groups, offer tutoring during or after school hours, and practice the pedagogical skills developed in coursework. Across TLEL programs, field education is addressed by semester-long, one-day-a-week (or the equivalent) experiences and a full-day, week-long experience.
A culminating internship provides candidates with opportunities to work alongside a cooperating teacher for an extended time period. This allows the candidates to integrate and apply pedagogical skills, gain meaningful feedback and reflect on their teaching practice.
Note that programs leading to multiple certifications have additional field education requirements.
Candidates from advanced preparation programs complete:
Advanced field experiences, which focus on the techniques or methods described in coursework. Students in these programs may complete these field experiences within their school or district (if appropriate and approved by the administration) or may need additional placements. Students should speak with their program advisor regarding the expectations of their program and appropriate field experience placement.
Internships, which can be completed either alongside a cooperating teacher or in the individual’s own classroom or school setting. These extended clinical experiences provide opportunities for demonstrating the professional skills and competencies developed in coursework.

For the full fieldwork policy, please visit the TLEL Field Education webpage.

Field Education Attendance Policy

Candidates, in coordination with their cooperating teacher, establish a field education schedule for each semester. In an emergency, if a candidate cannot attend, the missed day must be rescheduled with their cooperating teacher within three calendar days. Additionally, candidates should contact their University supervisor, advisor, and Clinical education office to inform them of their absence(s).

Advancement in certification programs is contingent upon multiple factors including meeting required attendance expectations.

Felony Statement

Candidates should be aware that some states, including New York, may restrict or deny professional licensure for people with felony convictions, misdemeanor convictions or actions taken against them by a professional organization. Binghamton University’s Department of Teaching, Learning, and Educational Leadership cannot guarantee licensure upon completion of the program.

In addition, candidates in teacher and educational leader preparation programs must complete field experiences, including internships, in schools or other educational settings. For placement into field experiences, candidates are required to provide personal information, fingerprints and may be subject to a criminal background check. Candidates admitted into the program are not guaranteed a field placement or internship placement as schools, districts and other educational settings have the right to refuse placement based on information collected during any background check or from the candidate’s own disclosure.

Candidates with such situations should consult the state’s certification board and the program coordinator before submitting an application for admission.

Additional Certification Requirements

Binghamton University confers master’s degrees, not teacher certification. In New York State, only the State Education Department can grant teacher certification. Teacher certification conveys that the applicant is prepared to teach a particular subject at the prescribed grade level, having fulfilled all education, experience and examination requirements, including knowledge and skills to address state learning standards. Binghamton University teacher education programs are designed to give students the coursework and field experiences to meet these requirements.

Programs leading to New York state certification in teaching and educational leadership include key assessments to gauge candidate readiness to meet professional standards. These occur throughout a candidate’s program during coursework and fieldwork opportunities. A candidate must achieve an adequate score on all required key assessments to continue to progress in their program. If a candidate fails to meet expectations on a key assessment, a plan for improvement may be required or a candidate may be in jeopardy of severance from a program. Additional information regarding key assessments is provided within course syllabi and on the department website.

In some instances, failure to meet expectations in field experiences, on key assessments or with professional dispositions may lead to dismissal from TLEL programs.

TEACH System: Register with TEACH, the system that the New York State Education Department uses to process applications for teacher certification. TEACH also records the fulfillment of all other New York state requirements for teacher certification.

Fingerprinting: Submit fingerprints following guidelines established by NYSED.

Workshops: Complete workshops in Child Abuse Identification, School Violence Prevention (Project SAVE) and Dignity for All Students Act (DASA).

New York State Examinations: Pass New York State Teacher Certification Examinations (NYSTCEs) required for certification. It is best to take each examination after completing relevant coursework.

Taskstream: Candidates enrolled in teacher preparation programs in the Department of Teaching, Learning, and Educational Leadership, will be required to enroll in Taskstream, a software data management system. Consult the department for more information.