Educational Studies, MS

Location(s): University Downtown Center

The mission of the Department of Teaching, Learning and Educational Leadership (TLEL) 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. Our program prepares 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.

Our 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.

The MS offers two programs: Educational Studies and Educational Studies with Community Schools Concentration (fully online option available).

Admission Requirements

Admissions is on a rolling basis. Students who are interested in applying for graduate assistantships are encouraged to submit their applications by February 1. Applications received by February 1 will be given funding priority.

In addition to the requirements listed on the Graduate School website, TLEL applicants with an interest in the MS Educational Studies with a concentration in Community Schools program must provide the following credentials. For specific details, visit the TLEL Admissions website:

Personal Statement (two to three pages):
- Why you are interested in the Educational Studies program with a concentration in community schools
- Your professional goals, including what the applicant hopes to contribute to the field of education
- An issue or topic you might like to research for your culminating master’s paper/project (a couple of paragraphs)

Program Requirements

Educational Studies MS Course Requirements

This program is designed for three groups of students:

Those who work in non-teaching but education-related professions.
International students seeking to learn about educational systems in the United States.
Teachers with a certification or qualification to teach in a subject area not offered at Binghamton, who need to fulfill the New York state requirement for a related master’s degree for a permanent teaching certificate.

Students pursuing the MS in Educational Studies must complete 30 credits of graduate level coursework. The student must take coursework in each of three educational areas: foundations, teaching and learning, and research. Other courses may be appropriate as determined by the student’s advisor. Required courses are as follows:

Foundations of Education 1
Foundations of Education 2
Teaching and Learning 1
Teaching and Learning 2
Research in Education
Education Elective 1
Education Elective 2
Three Electives in any field (3 credits each)

Educational Studies with Community Schools Concentration MS Course Requirements

This program is designed for two groups of students:

Those interested in a master’s degree in education but not seeking teacher certification.
Teaching social service, health, or other professionals who desire preparation in education and wish to work in Community Schools (integrated systems of support) or with agencies associated with the Community Schools strategy.

Students pursuing the MS in Educational Studies with Community Schools Concentration must complete 30 credits of graduate level coursework. The student must take coursework in each of three educational areas: foundations, teaching and learning, and research. Other courses may be appropriate as determined by the student’s advisor. Required courses are as follows:

CSC 501 - Fundamentals Whole Child Educ.
CSC 502 - Structural Elements of Comm Sc
CSC 503 - Community School Programs
CSC 504 - Whole School Strats Comm Sch
CSC 505 - Capstone/Intersh Final Project
EDUC 541 - Applied Research Techniques
Education Elective 1
Education Elective 2
Two Electives in Any Field (3 credits each)

Capstone Project

A culminating capstone paper/project is typically completed in the final semester of study. Some examples of capstone papers/projects include: a formal research paper on a major educational issue, a research report of a field-based study, or a reflective portfolio of teaching and curricular materials. For students completing the Community Schools concentration, the capstone will be completed during CSC 505: Capstone Internship/Final Project.

The student, in consultation with the capstone supervisor, will determine the focus and scope of the paper or project. The capstone supervisor will be the Department of Teaching, Learning, and Educational Leadership faculty overseeing the Education Studies, MS program.

Additional Information About the Program

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.

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).

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.

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 situation(s) should consult the state’s certification board and the program coordinator before submitting an application for admission.

For more information on the Educational Studies MS program, please refer to the TLEL department website for more information. To apply to the Educational Studies MS program, please visit the University Admissions website.