In the junior year, Early Childhood and Elementary education students participate in an intensive classroom experience as part of their methods courses. While enrolled in ED 301 Math Methods, ED 302 Science Methods, and ED 306 Social Studies Methods, students complete approximately 75 hours of field experience including observing overall classroom environment, implementing student designed learning experiences, and reflecting on best practice.
Students in Early Childhood or Elementary education complete a full-semester practicum in their licensure field during the senior year. They are placed in local Massachusetts schools and closely supervised by a licensed cooperating teacher and a college supervisor. Weekly seminars bring all student teachers together with faculty who provide supervision and mentoring throughout the practicum. For those pursuing licensure in Early Childhood education, ED 401 Practicum and Seminar in Early Childhood consists of a minimum of 300 practicum hours, including 100 hours in a Pre-K or K classroom and 200 hours in a Grade 1 or 2 classroom during their practicum. At least one of these settings must include children with disabilities. Elementary education students complete ED 400 Practicum and Seminar in Education, a 300-hour practicum in a Grade 1 – 6 classroom.
ED 321 Portfolio is completed during the spring semester and is required of all juniors. The class provides third year education students with a semester-long focus on the transition to the senior year with a focus on the semester long field experiences of student teaching and internship. Particular attention is given to the professional standards for teachers. Students develop a resume, write a philosophy of teaching statement, and create an electronic portfolio. Cooperating teachers, principals, and other individuals visit class over the course of the semester to provide juniors with input on student teaching, job-hunting, and other professional issues. At the end of the course, students receive their student teaching or internship placements for the fall semester and set up meetings with their cooperating teachers.
School of Education seniors take EC 400 Senior Transition aimed at preparing students for job hunting in the field of education. Throughout the semester, seniors update their resumes, write cover letters, learn interview techniques, refine their professional teaching portfolio, participate in mock interviews with principals and superintendents, and attend education job fairs. Alumni return to campus to speak to graduating seniors about the first year of teaching, and guest lecturers present on applying to graduate school and managing a budget. By the end of the semester, seniors are fully immersed in their job search and prepared to enter the profession of teaching.
Massachusetts Tests of Educator Licensure
The Massachusetts Department of Elementary and Secondary Education mandates that all students pass the Massachusetts Tests of Educator Licensure (MTEL) as part of the licensing process. Endicott supports this requirement by incorporating the relevant MTEL tests into the licensure programs. Prior to enrollment in junior year pre-practicum methods courses, a passing score on two of the required tests must be achieved. Prior to enrolling in ED 400 Practicum and Seminar in Education or ED 401 Practicum and Seminar in Early Childhood Education, the Foundations of Reading test and the appropriate Subject Matter test in either Early Childhood or Elementary Education must be completed with a passing score. Fees for taking the MTEL will be the responsibility of the student.
By incorporating the required exams into the program, upon graduation Endicott students have completed all of the necessary license requirements for the state of Massachusetts. License applications are completed and filed by the student at the end of the senior year.
Those wishing to be licensed to teach in other states must still take and pass the MTEL exams as part of the program requirements. However, the department will also work closely with individuals seeking licensure in states other than Massachusetts, helping to define the requirements and procedure for receiving that license. Preparing for, taking, and passing the MTEL exam helps future teachers to pass other exams, such as the PRAXIS and many of our students are successfully pursuing licenses in multiple states.
Test Preparation Workshops
Endicott offers intensive workshops and tutoring throughout the year to help prepare students to pass the MTEL exams. Test preparation workshops are free of charge and focus on the specific skills and subjects covered on the licensure exams. Workshops are required of students enrolled in the licensure concentrations and are also available to those who want to meet the requirements to change into the program from another major.
Acceptance into the Licensure Programs
Requirements for admission to the Education licensure programs in Early Childhood and Elementary education include the regular admission requirements as outlined in the Academic Catalog, and a combined score of at least 1050 on the Critical Reading and Math portions of the SAT. Those not accepted into the program upon admission to Endicott may change into the program when they:
- pass the Communication and Literacy MTEL exam,
- maintain a minimum GPA of 2.5, and
- achieve at least a C in all required courses.
Because of the curriculum requirements, individuals interested in changing into the program from another major should work closely with a faculty advisor and the Dean of Education to ensure that they are completing the requirements in a timely manner.
Continuation in the Licensure Programs
To continue in the licensure programs the following criteria must be met: a minimum G.P.A. of 2.5 and at least a C in all required courses.
Students will not be permitted to remain in the licensure programs if they:
- do not achieve the minimum qualifying score on the MTEL,
- fall below the required G.P.A. of 2.5, or
- receive less than a C in all required courses.
Transcripts are evaluated at the end of every semester and individuals work closely with their advisor and the dean to ensure that they meet these criteria. Those who are advised out of the program can complete the Educational Studies program which does not lead to Massachusetts state licensure.
Program Requirements and Waiver Policy
The licensure concentrations and each of their components meets the regulations set by the Massachusetts Department of Elementary and Secondary Education (DESE) for Teacher Preparation Programs. Ordinarily, students who complete the Education program must fulfill each of the course and field-based requirements as outlined in the College catalog or updated in accordance with new DESE regulations. Students who do not follow the recommended course of study for either the Early Childhood or Elementary license, or who transfer into the program, may need to make up courses that they have not yet taken, or apply to the Dean for a waiver. Doing so may extend the time it takes to complete the Education program and students should plan accordingly in close consultation with their advisor or dean.
On rare occasions, program requirements may be waived based on prior coursework or experience. The practicum may not be waived.
United States Higher Education Act (HEA)
as amended in 1998, Sec. 207, also known as Title II Public Disclosure Statement
Endicott College MTEL pass rates for the program year 2010-2011 were at 100% in the Communication and Literacy, the Early Childhood, Foundations of Reading Test, and the General Curriculum tests. Pass rates for institutions statewide for each test were: Communication and Literacy, reading subtest, 100%; Communication and Literacy, writing subtest, 100%; Early Childhood 98%; Foundations of Reading 99%; and General Curriculum 99%. For a copy of the Endicott College Institutional Report on Title II Data for 2010-2011, please contact the Coordinator of Licensure and Assessment, Endicott College.
Due to the changing nature of licensing regulations from state to state, students are encouraged to review the regulations from their state at the time of their entry to college. It is important for potential teachers to know the regulations and requirements for certification in the state in which they plan to teach. Licensure criteria may be modified at any time, and program requirements may be altered to reflect those changes.