纽约城市大学布鲁克林学院

The program in childhood education prepares teachers of children in first through sixth grade for initial and/or professional certification in liberal arts, bilingual education, science and environmental education, and mathematics. Through collaborative action, teaching and research, we develop our students' capacities to create socially just, intellectually vital, aesthetically rich, and compassionate communities that value equity and excellence, access and rigor. We design our programs in cooperation with liberal arts and sciences faculties and in conjunction with local schools in order to provide our students with opportunities to develop the knowledge, proficiencies, and understandings needed to work with New York City's racially, ethnically, and linguistically diverse populations. Our program is unique in that our students become highly skilled in content and methodology courses, adept in diversified literacy skills, and have the ability to integrate pragmatic tools of technology, including free and interactive Web 2.0 tools such as blogs, wikis, and podcasts. Our reflective graduates are astutely aware of the digital divide and the need to use source ware (free software) so no child is left behind in the Information Age, and the need to produce globally competitive students regardless of their socioeconomic status.

The following program applies to students who hold a New York State Initial Certificate in Childhood Education (grades 1-6) or its equivalent. This program leads to a New York State Professional Certificate in Childhood Education (grades 1-6).

Student Learning Outcomes

• Candidates 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)
• Candidates 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)
• Candidates 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)
• Candidates 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)
• Candidates demonstrate the ability to translate subject matter into meaningful learning experiences that support the intellectual, social and personal development of all students.
• Candidates 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.
• Candidates meet the needs of diverse students by using differentiated learning strategies and reflecting on instructional practice and student learning.
• Candidates 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.
• Candidates show increasing ability to improve as a teacher by critically reflecting on pedagogy and practice and to improve teaching by action research.