English Teacher (7–12), B.A.

Major Requirements (40–44 Credits)

Students must complete the following English Department requirements for the B.A. degree program for English teacher:

I. English

2120 and 2121 (8 credits)
English 2120 and 2121 are required. Majors in the English teacher program should complete English 2120 or 2121 or be enrolled in one or the other, before continuing in other electives. No ENGL course numbered lower than 2115 may count toward the major.

II. Period Courses (7–8 credits)

One course from each of two of the following six historical periods; one course must be chosen from Fields 1 or 3 and one must be chosen from Fields 4 through 6:

1. 900–1500: English 3111, 3112, 3520, 4101; Comparative Literature 3614
2. 1500–1680: English 3120, 3121, 3122, 3123, 3124, 3125, 4102; Comparative Literature 3615
3. 1660–1800: English 3131, 3132, 3133, 3234, 4103; Comparative Literature 3616
4. 1800–1900: English 3140, 3141, 3142, 3143, 3145, 3151, 3160, 3240, 4104, 4107; Comparative Literature 3606, 3617
5. 1900–1950: English 2402, 3152, 3153, 3160, 3161, 3162, 3164, 3165, 3170, 3171, 3172, 3173, 3193, 4108; Comparative Literature 3607, 3610, 3618, 3622, 3623, 3624, 3625
6. 1950–present: English 2402, 3154, 3161, 3162, 3166, 3167, 3174, 3180, 3187, 3193, 3194, 3254, 3256, 4109, 4112, 4113, 4114; Comparative Literature 3609, 3611, 3619, 3621, 3622, 3623, 3625, 4601, 4602

III. Field Concentration: English Teaching (16 credits)

Four courses, one from each of the following groups:

• A. Language: English 3520, 3521, 3522, 3523, 3524, 3256, LING 2001or a course in linguistics
• B. Composition: English 2115, 2116, 2301, 2302, 3177, or any other writing-intensive course
• C. Shakespeare: English 3122 or 3123
• D. Children’s and Young Adult Literatures: English 3189

IV. Electives (9–12 credits)

1. Breadth and Depth Area Studies (one course each from areas A and B):

• A. A course that addresses race/ethnicity or empire/post-colonialism (e.g., English  3158, 3160, 3161, 3162, 3166, 3169, 3180, 3194, 3234, 3240, 3256, 3282, 3526, Comparative Literature 3620, 3623, 3625, 3632, or another course with permission of the chair)
• B. A genre course, or a thematic studies course (addressing a theme such as memory, migration, environmental humanities, literature and psychology, gender and sexuality), or an Interdisciplinary Studies course (English 3156, 3157, 3158, 3159, 3163, 3181, 3182, 3183, 3184, 3185, 3186, 3188, 3189, 3190, 3191, 3192, 3193, 3256,  3265, 3281, 3282, 3286, 3287, 3288, 3292, 4107, 4110, 4111, Comparative Literature 3601, 3602, 3603, 3604, 3605, 3608, 3612, 3613, 3628, 3629)

2. One additional English Department elective, or one seminar in English or Comparative Literature numbered in the 4000s.

The following pedagogical courses in the Department of Secondary Education: Secondary Education 2001, 2002, 3401, 3402, 3456 4401, 4407, 4482, 4541 (total of 28 credits):

Consult the Secondary Education section in the Undergraduate Bulletin for additional information on sequencing, pre-requisites and specific requirements (including GPA) to take particular Secondary Education courses.

This program reflects changes in teacher certification requirements recently implemented by the New York State Education Department. Degree programs in adolescence education and include a major in an appropriate department of the college and in the case of social studies may also include an approved selection of interdepartmental courses.

Completion of an adolescence education program as part of a major in English, one of the appropriate social sciences, mathematics, or one of the sciences qualifies students for New York State initial certification in adolescence education for grades seven through 12.

Students must complete 28 credits in the Department of Secondary Education as specified above.

All students accepted to the School of Education are required to submit fingerprint verification before signing up for most education classes. Fingerprint verification is required for work in New York City Department of Education schools if you already have fingerprint records or not. Follow these instructions.

Student Learning Outcomes

English Education graduates demonstrate the knowledge, dispositions, and pedagogical expertise to design, implement, and assess equitable, culturally and linguistically responsive English Language Arts instruction that fosters critical thinking, creativity, and social justice for diverse learners in grades 7–12.

Learning Objectives for English Education (7-12)

1. Alignment with Standards for Content and Teaching Mastery

Develop pedagogical-content knowledge to support all students, including English Language Learners, students with special learning needs, and students from all racial, cultural, and gender identities, aligned with the National Council of Teachers of English National Standards, International Reading Association, New York State Education Department (NYSED) English Learning Standards, and NYSED Next Generation Learning Standards.

2. Adolescent Development and Social-Emotional Learning

Develop knowledge of adolescent development and Social-Emotional Learning to support students to acquire knowledge, skills, and attitudes to develop healthy identities, show empathy, maintain positive relationships and make responsible decisions.

3.  Creating Instructional Plans

Apply knowledge of adolescent learners, learning theory, curriculum design, pedagogy, differentiation, and educational technologies when creating instructional plans that support all students in actively engaging with and constructing meaning from a wide range of texts, including print and digital media, while considering the social and cultural contexts of language use in English Language Arts.

4. Supporting Diverse, Equitable, and Positive Learning Environments

Informed by the NYSED Culturally-Responsive Sustaining Education Framework, candidates demonstrate they have knowledge of the impact of culture and language on learning, implement culturally responsive practices while fostering a positive learning environment, and develop the skills required for working with colleagues, parents, guardians, and communities for the benefits of all students.

5. Analysis of Student Work to Improve Instruction

Analyze and evaluate student work for evidence of learning, errors, and misconceptions and use findings to engage in reflective practice supporting the improvement of learning and teaching.

English Language Arts (7-12)

Goal 1: Mastery of ELA Content and Pedagogy

Graduates demonstrate deep understanding of English Language Arts content and effective teaching practices. They design instruction that integrates reading, writing, speaking, listening, and media literacy pertaining to texts, composition, language, and languaging while aligning with state and national standards to meet the needs of all students.

Goal 2: Equity, Diversity, and Inclusion in Practice

Graduates enact culturally responsive and sustaining pedagogies that affirm students’ identities and experiences. They critically examine how race, language, and power shape schooling and create inclusive classrooms that honor every learner’s voice.

Goal 3: Reflective and Professional Practice

Graduates engage in reflective inquiry, collaboration, and continuous professional learning. They build partnerships with colleagues, families, and communities, and advocate for equitable literacy education grounded in ethical and socially just teaching.

Degree Maps

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Contact

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