Middle Childhood Education (5–9) General Science Teacher, M.A.

Matriculation Requirements

Applicants must have 15 credits in science. Students deficient in science credits may be accepted on condition that they complete additional coursework as recommended by the program coordinator of science education.
Applicants for initial certification take the Multi-subject New York State Content Specialty Test.

Applicants must have a minimum undergraduate grade point average (GPA) of 3.00. A minimum GPA of 3.00 in graduate courses is required to maintain matriculation.

International applicants whose first language is not English and who did not receive the equivalent of a four-year U.S. undergraduate education from an institution where English is the official language of instruction, must take the Test of English as a Foreign Language (TOEFL) and arrange to have official score reports sent to the Office of Admissions. See the section, “Additional admission requirements for students with international credentials,” in the Graduate Bulletin or the program web page for more updated and complete information on minimum passing score requirements. At the discretion of the program, additional English courses may be required as a condition for admission.

General matriculation and admission requirements of the Division of Graduate Studies are in the section “Admission” of the Graduate Bulletin.

Degree Requirements (30–40 Credits)

Thirty to 40 credits are required for the degree depending on applicants’ qualifications. Students must complete 15 credits in courses in biology, chemistry, earth and environmental science, physics, and general science.

Students who have not already completed 30 credits in the science discipline of specialization upon admission must take courses in that discipline until the 30-credit requirement has been met. Once the 30-credit requirement has been met, students may take additional course work in a science other than the discipline of specialization.

The program of study must be approved by the program head of middle school science education.

All required education courses and some education electives require permission for registration as indicated in the Schedule of Classes.

Each student is evaluated individually based upon prior experiences. Based upon this evaluation and current certification requirements of the New York State Education Department, courses in education or another department may be substituted for required courses with permission of the program head of middle school science education.

Middle childhood education with a specialization in biology, chemistry, physics, or earth science leads to a Master of Arts in education and a New York State Professional Certificate in Middle Childhood Education with a specialization in biology, chemistry, physics, or earth science (grades 5–9). Matriculation requirements for all three options below include an undergraduate major in biology, chemistry, physics, or earth and environmental science or the equivalent.

Student Learning Outcomes

Our Science Teacher Education programs prepare reflective professionals who integrate strong science content knowledge with culturally responsive pedagogy, inquiry-based instruction, and social-emotional learning. Candidates design community-connected science curriculum, conduct research in their own classrooms, and critically examine their teaching in alignment with NYSED Science Standards and the Next Generation Science Standards (NGSS). The program prepares educators to support diverse learners and to continually improve their professional science teaching practice.

Learning Objectives

• Alignment with Standards for Content and Teaching Mastery: Develop and apply pedagogical content knowledge in science to support all students, including English Language Learners, students with special learning needs, and students from diverse racial, cultural, and gender identities, in alignment with the NYSED Science Learning Standards and the Next Generation Science Standards (NGSS).
• Adolescent Development and Social-Emotional Learning: Apply knowledge of adolescent development and social-emotional learning (SEL) to support students’ engagement in science learning, including the development of identity, empathy, collaboration, responsible decision-making, and participation in inclusive and equitable science classrooms.
• Creating Instructional Plans: Apply knowledge of adolescent learners, learning theory, curriculum design, pedagogy, differentiation, and educational technologies while creating instructional plans that reflect research-informed, transformational pedagogy, with attention to NGSS-aligned science concepts, disciplinary core ideas, and crosscutting concepts, including environmental science as a complex and multifaceted phenomenon encompassing human behavior, political and historical contexts, and natural systems. Instruction engages students in scientific practices and in the critical analysis of science and scientific methods, and approaches science education through developmentally appropriate, interdisciplinary experiences connected to real-world and community contexts, sustainability, and care.
• Supporting Diverse, Equitable, and Positive Learning Environments: Implement culturally responsive-sustaining science teaching informed by the NYSED Culturally Responsive-Sustaining Education Framework. Candidates foster positive learning environments, support student engagement with local and global scientific issues, and collaborate with families, colleagues, and communities to support science learning for all students.
• Classroom Research to Improve Student Learning: Become familiar with critical aspects of practitioner inquiry, including qualitative and quantitative approaches and the interpretive analysis of classroom practice, and engage in systematic inquiry into one’s own teaching practices and examine questions or challenges arising from the social, economic, cultural, and emotional dimensions of teaching and learning, informing ongoing reflection and improvement in practice.

Admissions Requirements

• Fall Application Deadline: May 15
• Spring Application Deadline: November 15. Applications after this date may be accepted on a rolling basis until all places are filled.

Supporting Documents for Matriculation

Submit the following documents to the Office of Graduate Admissions:

• Transcripts from all colleges and universities attended. Applicants who earned a bachelor’s degree outside the United States need to submit a course-by-course international transcript evaluation. See Graduate Admissions for more information.
• Two letters of recommendation
• Résumé
• Photocopy of New York State or other state teaching certificate
• Brief biographical statement of 500 to 1,000 words describing your reasons for pursuing the specific graduate program to which you are applying and your future professional goals.

Required Tests

• F-1 or J-1 international students must submit English Proficiency Exam. TOEFL—79, IELTS—6.5, PTE—58–63, Duolingo—105–160.

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.

Refer to the instructions at Graduate Admissions.

Contact

Alexakos Konstantinos, Program Coordinator

2617 James Hall
E: ude.y1771584612nuc.n1771584612ylkoo1771584612rb@ks1771584612okaxe1771584612la1771584612
P: 718.951.5000 ext. 3869

Or contact:

Office of Graduate Admissions

222 West Quad Center
2900 Bedford Avenue, Brooklyn, NY 11210
E: ude.y1771584612nuc.n1771584612ylkoo1771584612rb@sd1771584612arg1771584612
P: 718.951.4536

Office Hours

Mondays–Fridays, 9 a.m.–5 p.m.

Schedule an appointment with a graduate admissions counselor.