Personal Statement:

Initial Preparation Program (2-3 pages):
Collectively, faculty members from the Department of Teaching, Learning and Educational Leadership identified the Professional Dispositions they see as essential to the development of an effective educator or educational leader. These Professional Dispositions include a readiness 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; and
• Demonstrate professional competence and conduct.

For the personal statement, applicants should describe how one or more of these professional dispositions has (a) influenced the decision to become a teacher and/or (b) will contribute to the individual’s effectiveness as a teacher. Applicants should approach this by telling a story about an incident or event from personal experience that illustrates that particular characteristic.

The personal statement will be evaluated by faculty and staff members on the basis of how well the applicant addressed the prompt and the skill at organizing, developing and conveying, in the standard written English, an event or story that illustrates how the applicant has demonstrated (or perhaps observed) the characteristic.
Applicants should be sure the response directly addresses the prompt. Personal statements should be a minimum of 500-750 words (approximately two to three pages, double-spaced, Times New Roman font, size 12, 1” margins). Personal statements must be uploaded directly into the Binghamton University application system and are not mailed or emailed to a faculty or staff member.

Advanced Preparation Programs:

Dispositions are the values, commitments, and professional ethics that influence an individual’s behavior towards students, families, colleagues, and communities. An individual’s dispositions affect their opinion of student learning, motivation, and development, as well as an individual’s professional growth.

Collectively, faculty members from the Department of Teaching, Learning, and Educational Leadership identified the Professional Dispositions they see as essential to the development of an effective educator or educational leader. These Professional Dispositions include a readiness 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; and
• Demonstrate professional competence and conduct.

Keeping these dispositions in mind, please answer the following questions in one or two paragraph(s). They will be evaluated on the basis of how well you organize, develop and convey clear thoughts through your writing.
1. What inspired you to seek certification in Literacy, Special Education or TESOL and how will your studies enable you to reach your professional goals and support students?
2. What are the most important skills or characteristics a teacher should possess, and why do you believe they are most important?

Childhood and Early Childhood Education, Grades PreK-12, Initial Preparation Program Course Requirements

In order to prepare students to understand and respond to children’s diverse needs and abilities, there are three pathways toward the master’s degree:

1) Childhood, early childhood and literacy

2) Childhood, early childhood and special education

3) Childhood, early childhood and TESOL

Students pursuing the MSEd in Childhood and Early Childhood Education must complete a minimum of 54 credits of graduate level coursework, including a group of shared courses and courses specific to each individual pathway, as follows:

Literacy Education Program Course Requirements

Literacy Education, All Grades (must be eligible or possess initial certification in a classroom teaching title such as early childhood education, childhood education, special education, speech/language, ESL, a grade 7-12 academic subject, visual art, music, etc.)

Students pursuing the MSEd in Literacy Education must complete the following requirements:

Special Education Program Course Requirements:

Four program options are available, corresponding with the age/grade level of the applicant’s initial certificate:

• Early Childhood Special Education - Birth to Grade 2 (requires initial certification in Early Childhood Education)
• Early Childhood and Childhood Special Education - Birth to Grade 6 (requires initial certification in Early Childhood and Childhood Education)
• Childhood Special Education - Grades 1 to 6 (requires initial certification in Childhood Education)
• Adolescence Special Education - Grades 7 to 12 (requires initial certification in a Secondary Content Area)

Students pursuing the MSEd in Special Education must complete the following requirements for their chosen program option:

Teaching English to Speakers of Other Languages (TESOL), PreK-12 Program Course Requirements:

The MSEd TESOL (33 credits) is designed for those already possessing (or about to possess) New York state teacher certification and who are looking to teach English as a New Language (ENL) in pre K-12 settings. This program leads to NYS certification, provided the candidate has completed the prerequisite language requirements.

Students pursuing the MSEd in TESOL PreK-12 must complete 33 credits of graduate coursework as follows:

• EDUC 583 - Second Lang. Acq.
• EDUC 584 - Methods & Assessment for ELLs
• EDUC 588 - Content Bsed ESL Curric Instru
• EDUC 529 - Grammar for English Teachers
• EDUC 591 - Internship in TESOL
• EDUC 504 - Foundat Biling & Multicult Edu
• EDUC 581 - Linguistics for Teachers
• EDUC 585 - Global Contexts for TESOL
• EDUC 587 - L2 Reading, Writing Technology
• EDUC 595 - TESOL Capstone Proj or Thesis
• LTRC 518 - Literacy Assessment & Teaching

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. 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.

Faculty members developed the TLEL Professional Dispositions, supplementing the Ethics and Integrity Policies and Procedures, which applies to all students taking courses within the College of Community and Public Affairs (CCPA). All candidates in initial and advanced programs must receive a rating of “Meets Expectations” in each area of professional disposition for admission and advancement.

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

Clinical Education Requirement and Policy

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.

Candidates from initial preparation programs complete both early field experiences and a culminating internship experience.

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.

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

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 candidates’ 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 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.