Curriculum and Teaching Professional Certification
Department of Curriculum & Teaching
Program Description
The Program in Curriculum and Teaching is designed for teachers, administrators, and other educators who: (1) have received formal professional preparation in preschool through grade twelve teaching at an accredited college or university, and/or; (2) hold, or are eligible to receive, teacher certification.
Students will have opportunities to become experts in such areas as curriculum development, school change and reform initiatives, action research and other school-based inquiry strategies, and will gain perspectives on teaching as complex intellectual activity. The overarching intention of the Program is to assist educators who expect to exert leadership in their school settings and with their colleagues.
Any applicant seeking initial teacher certification should apply for the preservice, or initial certification, M.A. degree program in Early Childhood Education or Elementary/ Inclusive Elementary Education.
Degrees
-
Master of Arts
-
Curriculum and Teaching Elementary Education-Professional Certification
Master of Arts | Professional Cert: 1-6Points/Credits: 32
Entry Terms: Summer/Fall
Certification:
- NY State Professional: 1-6
Degree Requirements
Overview
The M.A. degree program in Curriculum and Teaching leading to Professional Teacher Certification from NYSED at the Elementary level (MA-CUED), provides students with a core of common courses and experiences in critical study of pedagogy and curriculum in combination with systematic study of disciplinary foundations of school subject matters (“content”) and subject-specific pedagogies (“pedagogy”) in the area of licensure.
This 32 point degree program is designed for early career educators currently practicing in, or intending to practice in, New York State. A basic criterion for admission is possession of a valid initial license to teach in New York, or eligibility to acquire such a license (e.g., by virtue of holding a comparable license from another jurisdiction). Some prior experience (beyond student teaching or equivalent) is desirable, but not required. A commitment to public education is welcome (but not required). In conjunction with satisfaction of all other requirements determined by the New York State Department of Education (NYSED), successful completers of the program are eligible for Professional Teacher Certification in New York State in Childhood Education (grades 1 – 6). Detailed and current information about licensure requirements and procedures may be found at TC’s Office of Teacher Education, OTE, https://www.tc.columbia.edu/office-of-teacher-education/
Prospective students whose professional interests center around teaching in school settings, regardless of licensure status or future plans are urged to consult with the Office of Admissions and/or the Program Director early in their matriculation. We have several different degree program pathways students may want to consider (including some that do not lead to teacher certification), and we may have suggestions with respect to subjects/licensure areas in addition to those listed above. Also, licensure requirements are complex, and they differ from state to state. We can give preliminary advice on these, and can refer students to the licensure/certification experts at Teachers College as needed though we have not made an official determination if the program leads to certification in other states.
The M.A. degree leading to Professional Teacher Certification, Elementary (MA-CUED for short) helps educators who bring imagination, critical spirit, respect for the capacities of all children and young people, and love of teaching and learning to their work. We seek to prepare educators who will increasingly exert leadership (informally and/or formally) with their colleagues, in their school settings, and in the field more broadly. The degree program revolves around three core tenets:
-
teaching as inquiry,
-
teaching as curriculum making, and
-
teaching for social justice.
Structurally, the degree program is organized around a core of common coursework, and associated field experience, dealing with principles, history, and skills of curriculum design and of pedagogy, in context of an alert and critical attention to social, ethical, professional and other challenges facing educators and children in schools today. Simultaneously, CUED students, working closely with an advisor, select from an array of “content pedagogy” courses, from within the Department of Curriculum and Teaching and across the College, appropriate to their teaching level, individual interests, and licensure requirements. As a connecting and culminating activity, all students complete an “Integrative Project,” focused on an issue, problem, and/or question identified by the student.
With careful planning and advising, this 32 point degree program may be completed in twelve months for full-time students starting in the fall or summer semesters. However, program faculty believe that students get more out of the experiences if the program is done at a slower pace. Students have five years to complete their degree program.
Students in the MA-CUED take some courses, and engage in some joint activities, with students in other Curriculum and Teaching programs, in particular, the M.A. in C&T leading to Professional Teacher Certification at the Secondary level (MA-CUSD), the Master of Education (Ed.M) in C&T (60 points) and the M.A. in Curriculum and Teaching (MA-CURR). Faculty, as well as students, work together across all of these programs—all of which are devoted equally to the critical study and improvement of pedagogy, curriculum, and society.
Please see “M.A. in Curriculum & Teaching Leading to Professional Teacher Certification (MA-CUED, MA-CUSD) Program Guide” for further information about program purposes, structure and expectations; and for answers to Frequently Asked Questions.
Advising
All students are assigned an advisor upon admission. It is essential that students begin working with their advisor well before commencing their studies at Teachers College. Advisors can help students decide what program timeline makes best sense for them; students and advisors work together to develop the Program Plan; students are required to consult with their advisor prior to initial course selection and registration.
Please see “M.A. in Curriculum & Teaching Leading to Professional Teacher Certification (MA-CUED, MA-CUSD) Program Guide” for further information about advising.
Courses
Requirements and schedule notes are correct as of publication. Please check the online schedule for most current scheduling information: https://www.tc.columbia.edu/courses/. In case of confusion, consult with the assigned advisor. Students are responsible for meeting all program requirements. Please plan accordingly.
Core (SHARED) Courses. All students in the M.A. in Curriculum & Teaching leading to Professional Teacher Certification (CUED, CUSD) are required to take the following (14 points):
C&T 4002 Curriculum Theory and History (3) Fall, Spring, Summer
C&T 4005 Principles of Teaching and Learning (4) Fall only (includes a required 50 hour field experience component: see below) To be taken prior to or concurrently with C&T 4502 semester 1
C&T 4052 Designing Curriculum and Instruction (3) Fall, Spring, & Summer; Consult with advisor to assure proper section. Note: One section per year focuses on design for social studies at the elementary level, and may be preferred by CUED students.
One of the following age/grade level specific courses:
C&T 4130 Critical Perspectives in Elementary Education (K — 6) (3) Fall only. CUED; OR
C&T 4145 Critical Perspectives in Secondary Education (3) Fall only. CUSD
C&T 4502.001 Integrative Project seminar (0 - 1) Fall only
Pre- or co-requisite: C&T 4005
Register for section designated for MA-CUED and CUSD students
Consult with advisor regarding credit allotment
C&T 4502.001 Integrative Project (0 - 1) Spring only
To be taken immediately following first semester of C&T 4502
FIELD EXPERIENCE (IN CONJUNCTION WITH C&T 4005)
Students who are teaching while in the degree program generally do their field experience in their own school, although for the most part not in their own classroom. In other cases, Program staff work with students to find placements in New York City schools for 50 hours of independent observation and reflection on instructional practices, interactions between and among students and teachers, critical issues, curricular enactments, and design activities. The field placement typically spans ten weeks and averages five hours per week.
Social Context selective courses: Diversity. (One course/2 - 3 points)
Note re: Special Education. NYSED requires that Professional Teacher Certification candidates have in their record a 3 credit stand-alone special education course aimed at developing “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.”
-
If you do not have such a course in your record (e.g., undergraduate transcript), you should take CT 4001, Differentiating Instruction in Inclusive Classrooms. This will satisfy the “Social Context: Diversity” requirement.
-
If you do have such a course in your record, you may take any approved elective in fulfillment of the “Social Context: Diversity” requirement. To determine if you have already taken an acceptable Special Education course, consult with your advisor or with the Office of Teacher Education (OTE).
Following are examples of courses that will satisfy the “Diversity” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Ask around, keep an eye on your email, ask your advisor… Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.
C&T 4000 Disability, Exclusion, and Schooling (3 cr) Fall, Spring, & Summer
C&T 4001 Differentiating Instruction in Inclusive Classrooms (2-3 cr) Fall, Spring, & Summer
C&T 4078 Curriculum and Teaching in Urban Areas (2-3) Check course schedule
C&T 4010 Immigration and Curriculum (2-3) Check course schedule
C&T 4114 Multicultural Approaches to Teaching Young Children (2-3) Fall, Spring, & Summer
C&T 5037 Literacy, Culture and the Teaching of Reading (2-3) Spring
EDP 4023 Reimagining Education (2-3) Spring (or/and, Summer Institute)
Social Context selective courses: General . (One course/2 - 3 points)
Following are examples of courses that will satisfy the “General” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Ask around, keep an eye on your email, ask your advisor… Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.
C&T 4021 Nature and Needs of Gifted Students (2 – 3) Fall
C&T 4023 Differentiated Curriculum for Gifted Students (2-3) Check course schedule
C&T 4032 Gender, Difference, and Curriculum (2-3) Fall, Spring?, Summer?
C&T 4161 The Teacher: Socio-Historical, Cultural Contexts of Teaching (2-3) Spring
C&T 4615 Young Children and Social Policy (2-3) Spring, Summer, Fall
C&T 5004 School Change (3) Fall
C&T 5033 Globalization, Democracy & Curriculum (2-3) Spring
Content Pedagogy courses (12 points).
Students in the MA-CUED degree program take 3 points (typically, a single class) in each of the four “core” elementary subject areas. Selection is made from a wide array of courses, some within Curriculum and Teaching, most from other departments. Following are examples of suitable courses in each area. Students are encouraged to search out and propose other courses to their advisor. The basic criterion for such courses is that they will extend the student’s understanding of both the content and of pedagogies appropriate to that content.
1. Mathematics
MSTM 5010 Mathematics in the Elementary School (3) Fall
MSTM 5019 Mathematics in Popular Culture and Media (3) Spring
MSTM 5020 Mathematics and Multicultural Education (3) Fall
2. Science or Technology:
-
Science
MSTC 4007 Urban and Multicultural Science Education (1 -3) Fall
MSTC 4040 Science in Childhood Education (3) Fall
MSTC 4852 Informal Science Education (3) Spring
MSTC 5040 Curriculum Improvement in Science Education (3) Spring
-
Technology
MSTU 4052 Computers, Problem Solving, and Cooperative Learning Fall
MSTU 4088 Introduction to Educational Technology and Learning Science Spring
MSTU 4133 Cognition and Computers
3. Social Studies
C&T 4052 Designing Curriculum and Instruction (3) Elementary Social Studies section, Check course schedule
C&T 4143 Multicultural Social Studies in the Elementary and Middle School (3) Fall
A&HW 4032 World History and Geography (2-3) Fall
A&HW 4038 American History and Geography (2-3) Fall
A&HW 5050 Global Citizenship Education (2-3) Fall
4. Literacy
C&T 4136 Methods & Materials for Reading Instruction Fall, Check course catalog
C&T 4138 Teaching Literacy in the Early Years Fall
C&T 4139 Constructing Critical Readers Spring
C&T 4140 Literature for Younger Children Fall, Spring, Summer
C&T 4141 Literature for Older Children Check course catalog
C&T 4151 Teaching of Writing Fall
C&T 4858 Institute: Teaching of Reading Summer
C&T 5800 Institute: Teaching of Writing Summer
C&T 5850 Advanced Institute: Reading and Writing Connections Summer
New Student Advising and Online Registration
Please see note above and in the “M.A. in Curriculum & Teaching leading to Professional Teacher Certification (MA-CUED, MA-CUSD) Program Guide”. Newly admitted students need promptly to seek advising with the assigned advisor or Associate Professor of Practice Roosevelt and begin to draft their Program Plan. A PIN (Personal Identification Number) will be assigned after consultation and agreement about first semester courses. The student will then be able to register for courses online. The Office of Admission may provide further information to assist you in the registration process (https://www.tc.columbia.edu/admission/; 212-678-3710; admission@tc.columbia.edu). If you have not been notified of your advisor, please seek guidance from the Program Director.
Graduation Deadlines
Teachers College students must apply (i.e., declare their intent) to graduate by a specified date well in advance of each of the College’s three annual graduation dates: https://www.tc.columbia.edu/registrar/students/degree-information--degree-audit/
Please note there is only one commencement ceremony each academic year, at the end of the Spring Term. Participation in this ceremony presumes successful completion of all degree requirements as of the end of the spring term. Under certain limited circumstances specified by the College, students in good standing who have not yet completed all degree requirements may also participate (“walk”) in the May ceremony. Please consult the Registrar’s Office and/or your advisor about criteria and procedures for “walking” (taking part in the ceremony without yet being awarded the diploma).
Graduation application due
Degree awarded
August 1
October
November 1
February
February 1
May
Please also see: https://www.tc.columbia.edu/registrar/students/degree-information--degree-audit/
-
Curriculum and Teaching Elementary Education-Professional Certification (Peace Corps)
Master of Arts | Professional Cert: 1-6 (Peace Corps)Points/Credits: 32
Entry Terms: Spring/Summer
Certification:
- NY State Professional: 1-6 (Peace Corps Fellows)
Degree Requirements
Overview
The M.A. degree program in Curriculum and Teaching leading to Professional Teacher Certification at the Elementary level (MA-CUED), provides students with a core of common courses and experiences in critical study of pedagogy and curriculum in combination with systematic study of disciplinary foundations of school subject matters (“content”) and subject-specific pedagogies (“pedagogy”) in the area of licensure.
This 32 point program is designed for early career educators currently practicing in, or intending to practice in, New York State. A basic criterion for admission is possession of a valid initial license to teach in New York, or eligibility to acquire such a license (e.g., by virtue of holding a comparable license from another jurisdiction). Some prior experience (beyond student teaching or equivalent) is desirable, but not required. A commitment to public education is welcome (but not required). In conjunction with satisfaction of all other requirements determined by the New York State Department of Education (NYSED), successful completers of the program are eligible for professional certification in New York State in Childhood Education (grades 1 – 6). Detailed and up-to-date information about licensure requirements and procedures may be found at TC’s Office of Teacher Education, OTE, https://www.tc.columbia.edu/office-of-teacher-education/
Prospective students whose professional interests center around teaching in school settings, regardless of licensure status or future plans are urged to consult with Admissions and/or the Program Director early in your process. We have several different program pathways you may want to consider (including some that do not lead to certification), and we may have suggestions with respect to subjects/licensure areas in addition to those listed above. Also, licensure requirements are complex, and they differ from state to state. We can give preliminary advice on these, and can refer you to the licensure/certification experts at Teachers College as needed though we have not made an official determination if the program leads to certification in other states.
The MA with Professional Certification, Elementary (MA-CUED for short) helps educators who bring imagination, critical spirit, respect for the capacities of all children and young people, and love of teaching and learning to their work. We seek to prepare educators who will increasingly exert leadership (informally and/or formally) with their colleagues, in their school settings, and in the field more broadly. The program revolves round three core tenets:
-
teaching as inquiry,
-
teaching as curriculum making, and
-
teaching for social justice.
Structurally, the program is organized around a core of common coursework, and associated field experience, dealing with principles, history, and skills of curriculum design and of pedagogy, in context of an alert and critical attention to social, ethical, professional and other challenges facing educators and children in schools today. Simultaneously, CUED students, working closely with an advisor, select from an array of “content pedagogy” courses, from within the Department of Curriculum and Teaching and across the College, appropriate to their teaching level, individual interests, and licensure requirements. As a connecting and culminating activity, all students conduct an “Integrative Project,” focused on an issue, problem, and/or question identified by the student.
With careful planning and advising, this 32 point program can be completed in twelve months for full-time students starting in the fall or summer semesters. However, program faculty believe that students get more out of the experiences if the program is done at a slower pace. Students have five years to complete their program.
Students in the MA-CUED take some courses, and engage in some joint activities, with students in other Curriculum and Teaching programs, in particular, the MA in C&T with Professional Certification at the Secondary level (MA-CUSD), the Master of Education (Ed.M) in C&T (60 points) and the MA in Curriculum and Teaching (MA-CURR). Faculty, as well as students, work together across all of these programs—all of which are devoted equally to the critical study and improvement of pedagogy, curriculum, and society.
Please see “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide” for further information about program purposes, structure and expectations; and for answers to Frequently Asked Questions.
Advising
All students are assigned an advisor upon admission. It is essential that students begin working with their advisor well before commencing their studies and arriving at Teachers College. Advisors can help students decide what program timeline makes best sense for them; students and advisors work together to develop the Program Plan; students are required to consult with their advisor prior to initial course selection and registration.
Please see “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide” for further information about advising.
Courses
Requirements and schedule notes are correct as of publication. Please check the online schedule for most current scheduling information: https://www.tc.columbia.edu/courses/. In case of confusion, consult with your advisor. Students are responsible for meeting all program requirements. Please plan accordingly.
Core (SHARED) Courses. All students in the MAs in Curriculum & Teaching with Professional Certification (CUED, CUSD) are required to take the following (14 points):
C&T 4002 Curriculum Theory and History (3) Fall, Spring, Summer
C&T 4005 Principles of Teaching and Learning (4) Fall only (includes a required 50 hour field experience component: see below) to be taken prior to or concurrently with C&T 4502 semester 1
C&T 4052 Designing Curriculum and Instruction (3) Fall, Spring, & Summer; Consult with advisor to assure proper section. Note: One section per year focuses on design for social studies at the elementary level, and may be preferred by CUED students.
One of the following age/grade level specific courses:
C&T 4130 Critical Perspectives in Elementary Education (K — 6) (3) Fall only. CUED; OR
C&T 4145 Critical Perspectives in Secondary Education (3) Fall only. CUSD
C&T 4502.001 Integrative Project seminar (0 - 1) Fall only
Pre- or co-requisite: C&T 4005
Register for section designated for MA-CUED and CUSD students
Consult with advisor regarding credit allotment
C&T 4502.001 Integrative Project (0 - 1) Spring only
To be taken immediately following first semester of C&T 4502
FIELD EXPERIENCE (IN CONJUNCTION WITH C&T 4005)
Students who are teaching, while in the program, generally do their field experience in their own school, although for the most part not in their own classroom. In other cases, program staff work with students to find placements in New York City schools for 50 hours of independent observation and reflection on instructional practices, interactions between and among students and teachers, critical issues, curricular enactments, and design activities. The field placement typically spans ten weeks and averages five hours per week.
Social Context selective courses: Diversity. (One course/2 - 3 points)
Note re: Special Education. NYSED requires that Professional Certification candidates have in their record a 3 credit stand-alone special education course aimed at developing “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.”
-
If you do not have such a course in your record (e.g., undergraduate transcript), you should take CT 4001, Differentiating Instruction in Inclusive Classrooms. This will satisfy the “Social Context: Diversity” requirement.
-
If you do have such a course in your record, you may take any approved selective in fulfillment of the “Social Context: Diversity” requirement. To determine if you have already taken an acceptable Special Education course, consult with your advisor or with the Office of Teacher Education (OTE).
Following are examples of courses that will satisfy the “Diversity” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.
C&T 4000 Disability, Exclusion, and Schooling (3 cr) Fall, Spring, & Summer
C&T 4001 Differentiating Instruction in Inclusive Classrooms (2-3 cr) Fall, Spring, & Summer
C&T 4078 Curriculum and Teaching in Urban Areas (2-3) Check course schedule
C&T 4010 Immigration and Curriculum (2-3) Check course schedule
C&T 4114 Multicultural Approaches to Teaching Young Children (2-3) Fall, Spring, & Summer
C&T 5037 Literacy, Culture and the Teaching of Reading (2-3) Spring
EDP 4023 Reimagining Education (2-3) Spring (or/and, Summer Institute)
Social Context selective courses: General . (One course/2 - 3 points)
Following are examples of courses that will satisfy the “General” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.
C&T 4021 Nature and Needs of Gifted Students (2 – 3) Fall
C&T 4023 Differentiated Curriculum for Gifted Students (2-3) Check course schedule
C&T 4032 Gender, Difference, and Curriculum (2-3) Fall, Spring?, Summer?
C&T 4161 The Teacher: Socio-Historical, Cultural Contexts of Teaching (2-3) Spring
C&T 4615 Young Children and Social Policy (2-3) Spring, Summer, Fall
C&T 5004 School Change (3) Fall
C&T 5033 Globalization, Democracy & Curriculum (2-3) Spring
Content Pedagogy courses (12 points).
Students in the MA-CUED program take 3 points (typically, a single class) in each of the four “core” elementary subject areas. Selection is made from a wide array of courses, some within Curriculum and Teaching, most from other departments. Following are examples of suitable courses in each area. Again, there are generally a good number of other possibilities. Students are encouraged to search out and propose other courses to their advisor. The basic criterion for such courses is that they will extend the student’s understanding of both the content and of pedagogies appropriate to that content.
1. Mathematics
MSTM 5010 Mathematics in the Elementary School (3) Fall
MSTM 5019 Mathematics in Popular Culture and Media (3) Spring
MSTM 5020 Mathematics and Multicultural Education (3) Fall
2. Science or Technology:
-
Science
MSTC 4007 Urban and Multicultural Science Education (1 -3) Fall
MSTC 4040 Science in Childhood Education (3) Fall
MSTC 4852 Informal Science Education (3) Spring
MSTC 5040 Curriculum Improvement in Science Education (3) Spring
-
Technology
MSTU 4052 Computers, Problem Solving, and Cooperative Learning Fall
MSTU 4088 Introduction to Educational Technology and Learning Science Spring
MSTU 4133 Cognition and Computers Check course schedule
3. Social Studies
C&T 4052 Designing Curriculum and Instruction (3) Elementary Social Studies section, Check course schedule
C&T 4143 Multicultural Social Studies in the Elementary and Middle School (3) Fall
A&HW 4032 World History and Geography (2-3) Fall
A&HW 4038 American History and Geography (2-3) Fall
A&HW 5050 Global Citizenship Education (2-3) Fall
4. Literacy
C&T 4136 Methods & Materials for Reading Instruction Fall, Check course catalog
C&T 4138 Teaching Literacy in the Early Years Fall
C&T 4139 Constructing Critical Readers Spring
C&T 4140 Literature for Younger Children Fall, Spring, Summer
C&T 4141 Literature for Older Children Check course catalog
C&T 4151 Teaching of Writing Fall
C&T 4858 Institute: Teaching of Reading Summer
C&T 5800 Institute: Teaching of Writing Summer
C&T 5850 Advanced Institute: Reading and Writing Connections Summer
New Student Advising and Online Registration
Please see note above and in the “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide”. Newly admitted students need promptly to seek advising with the assigned advisor or Professor Roosevelt and begin to draft their Program Plan. A PIN (Personal Identification Number) will be assigned after consultation and agreement about first semester courses. The student will then be able to register for courses online. The Office of Admission may provide further information to assist you in the registration process (https://www.tc.columbia.edu/admission/; 212-678-3710; admission@tc.columbia.edu). If you have not been notified of your advisor, please seek guidance from the Program Director.
Graduation Deadlines
Teachers College students must apply (i.e., declare their intent) to graduate by a specified date well in advance of each of the College’s three annual graduation dates: https://www.tc.columbia.edu/registrar/students/degree-information--degree-audit/
Please note there is only one commencement ceremony each academic year, at the end of the Spring Term . Participation in this ceremony presumes successful completion of all degree requirements as of the end of the spring term. Under certain limited circumstances specified by the College, students in good standing who have not yet completed all degree requirements may also participate (“walk”) in the May ceremony. Please consult the Registrar's Office and/or your advisor about criteria and procedures for “walking” (taking part in the ceremony without yet being awarded the diploma).
Graduation application due
Degree awarded
August 1
October
November 1
February
February 1
May
Please also see: https://www.tc.columbia.edu/registrar/students/degree-information--degree-audit/
-
Curriculum and Teaching Secondary Education-Professional Certification
Master of Arts | Professional Cert: 7-12Points/Credits: 32
Entry Terms: Summer/Fall
Certification:
- NY State Professional: 7-12
Degree Requirements
Overview
The MA Program in Curriculum and Teaching with Professional Certification at the Secondary level (MA-CUSD), provides students with a core of common courses and experiences in critical study of pedagogy and curriculum in combination with systematic study of disciplinary foundations of school subject matters (“content”) and subject-specific pedagogies (“pedagogy”) in the area of licensure.
This 32 point program is designed for early career educators currently practicing in, or intending to practice in, New York State. A basic criterion for admission is possession of a valid initial license to teach in New York, or eligibility to acquire such a license (e.g., by virtue of holding a comparable license from another jurisdiction). Some prior experience (beyond student teaching or equivalent) is desirable, but not required. A commitment to public education is welcome (but not required). In conjunction with satisfaction of all other requirements determined by the New York State Department of Education (NYSED), successful completers of the program are eligible for professional certification in New York State in Secondary Education, subject specific (grades 7 – 12; currently, English, Social Studies, Science, Technology, or Mathematics). Detailed and up-to-date information about licensure requirements and procedures may be found at TC’s Office of Teacher Education, OTE, https://www.tc.columbia.edu/office-of-teacher-education/
Prospective students whose professional interests center around teaching in school settings, regardless of licensure status or future plans are urged to consult with Admissions and/or the Program Director early in your process. We have several different program pathways you may want to consider (including some that do not lead to certification), and we may have suggestions with respect to subjects/licensure areas in addition to those listed above. Also, licensure requirements are complex, and they differ from state to state. We can give preliminary advice on these, and can refer you to the licensure/certification experts at Teachers College as needed. though Teachers College has not made an official determination if the program leads to certification in any other state.
The MA with Professional Certification, Secondary (MA-CUSD for short) helps educators who bring imagination, critical spirit, respect for the capacities of all children and young people, and love of teaching and learning to their work. We seek to prepare educators who will increasingly exert leadership (informally and/or formally) with their colleagues, in their school settings, and in the field more broadly. The program revolves round three core tenets:
-
teaching as inquiry,
-
teaching as curriculum making, and
-
teaching for social justice.
Structurally, the program is organized around a core of common coursework, and associated field experience, dealing with principles, history, and skills of curriculum design and of pedagogy, in context of an alert and critical attention to social, ethical, professional and other challenges facing educators and children in schools today. Simultaneously, CUSD students, working closely with an advisor, select from an array of “content pedagogy” courses, from within the Department of Curriculum and Teaching and across the College, appropriate to their specialty, individual interests, and licensure requirements. As a connecting and culminating activity, all students conduct an “Integrative Project,” focused on an issue, problem, and/or question identified by the student.
With careful planning and advising, this 32 point program can be completed in twelve months for full-time students starting in the fall or summer semesters. However, program faculty believe that students get more out of the experiences if the program is done at a slower pace. Students have five years to complete their program.
Students in the MA-CUSD take some courses, and engage in some joint activities, with students in other Curriculum and Teaching programs, in particular, the MA in C&T with Professional Certification at the Elementary level (MA-CUED), the Master of Education (Ed.M) in C&T (60 points) and the MA in Curriculum and Teaching (MA-CURR). Faculty, as well as students, work together across all of these programs—all of which are devoted equally to the critical study and improvement of pedagogy, curriculum, and society.
Please see “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide” for further information about program purposes, structure and expectations; and for answers to Frequently Asked Questions.
Advising
All students are assigned an advisor upon admission. It is essential that students begin working with their advisor well before commencing their studies arriving at Teachers College. Advisors can help students decide what program timeline makes best sense for them; students and advisors work together to develop the Program Plan; students are required to consult with their advisor prior to initial course selection and registration.
Please see “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide” for further information about advising.
Courses
Requirements and schedule notes are correct as of publication. Please check the online schedule for most current scheduling information: https://www.tc.columbia.edu/courses/. In case of confusion, consult with your advisor. Students are responsible for meeting all program requirements. Please plan accordingly.
Core (shared) courses. All students in the MAs in Curriculum & Teaching with Professional Certification (CUED, CUSD) are required to take the following (14 points):
C&T 4002 Curriculum Theory and History (3) Fall, Spring, Summer
C&T 4005 Principles of Teaching and Learning (4) Fall only (includes a required 50 hour field experience component: see below) To be taken prior to or concurrently with C&T 4502 semester 1
C&T 4052 Designing Curriculum and Instruction (3) Fall, Spring, & Summer
Consult with advisor to assure proper section. Note: One section per year focuses on design for social studies at the elementary level, and may be preferred by CUED students.
One of the following age/grade level specific courses:
C&T 4130 Critical Perspectives in Elementary Education (K — 6) (3) Fall only. CUED; OR
C&T 4145 Critical Perspectives in Secondary Education (3) Fall only. CUSD
C&T 4502.001 Integrative Project seminar (0 - 1) Fall only
Pre- or co-requisite: C&T 4005
Register for section designated for MA-CUED and CUSD students
Consult with advisor regarding credit allotment
C&T 4502.001 Integrative Project (0 — 1) Spring only
To be taken immediately following first semester of C&T 4502
Field Experience (in conjunction with C&T 4005)
Students who are teaching, while in the program, generally do their field experience in their own school, although for the most part not in their own classroom. In other cases, program staff work with students to find placements in New York City schools for 50 hours of independent observation and reflection on instructional practices, interactions between and among students and teachers, critical issues, curricular enactments, and design activities. The field placement typically spans ten weeks and averages five hours per week.
Social Context selective courses: Diversity. (One course/2 - 3 points)
Note re: Special Education. NYSED requires that Professional Certification candidates have in their record a 3 credit stand-alone special education course aimed at developing “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.”
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If you do not have such a course in your record (e.g., undergraduate transcript), you should take CT 4001, Differentiating Instruction in Inclusive Classrooms. This will satisfy the “Social Context: Diversity” requirement.
-
If you do have such a course in your record, you may take any approved selective in fulfillment of the “Social Context: Diversity” requirement. To determine if you have already taken an acceptable Special Education course, consult with your advisor or with the Office of Teacher Education (OTE).
Following are examples of courses that will satisfy the “Diversity” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Ask around, keep an eye on your email, ask your advisor… Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.
C&T 4000 Disability, Exclusion, and Schooling (3 cr) Fall, Spring, & Summer
C&T 4001 Differentiating Instruction in Inclusive Classrooms (2-3 cr) Fall, Spring, & Summer
C&T 4078 Curriculum and Teaching in Urban Areas (2-3) Check course schedule
C&T 4010 Immigration and Curriculum (2-3) Check course schedule
C&T 4114 Multicultural Approaches to Teaching Young Children (2-3) Fall, Spring, & Summer
C&T 5037 Literacy, Culture and the Teaching of Reading (2-3) Spring
EDP 4023 Reimagining Education (2-3) Spring (or/and, Summer Institute)
Social Context selective courses: General. (One course/2 - 3 points)
Following are examples of courses that will satisfy the “General” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Ask around, keep an eye on your email, ask your advisor… Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.
C&T 4021 Nature and Needs of Gifted Students (2 – 3) Fall
C&T 4023 Differentiated Curriculum for Gifted Students (2-3) Check course schedule
C&T 4032 Gender, Difference, and Curriculum (2-3) Fall, Spring?, Summer?
C&T 4161 The Teacher: Socio-Historical, Cultural Contexts of Teaching (2-3) Spring
C&T 4615 Young Children and Social Policy (2-3) Spring, Summer, Fall
C&T 5004 School Change (3) Fall
C&T 5033 Globalization, Democracy & Curriculum (2-3) Spring
Content Pedagogy courses (12 points). Students in the MA-CUSD program take 12 points (typically, four classes) in their specialty area (area of initial licensure), from appropriate TC programs and departments, e.g.. Social Studies Education, Science Education, Mathematics Education, or English Education. Following are examples of suitable courses, offered regularly, in each area. Each program develops new courses, too: again, there are generally a good number of other possibilities. Students are encouraged to search out and propose other courses to their advisor. The basic criterion for such courses is that they will extend the student’s understanding of both the content and of pedagogies appropriate to that content.
1. Social Studies
A&HW 4032 The Study of World History & Geography
A&HW 4033 History & Geography of Europe since 1914: Selected topics
A&HW 4035 New York City as a Learning Laboratory
A&HW 4037 East Asia: Geographic Perspectives
A&HW 4038 The Study of American History & Geography
A&HW 4039 The United States Constitution: Civic Decision Making
A&HW 4040 Women of the World: Issues in Teaching
A&HW 4041 Economic Decision Making in Citizenship Education
2. Mathematics:
MSTM 4019 Mathematics Teaching and Learning I
MSTM 4031 Number Theory
MSTM 4034 Exploring Secondary Mathematics
MSTM 5011 Mathematics in the Secondary School
MSTM 5019 Mathematics in Popular Culture & Media
MSTM 5020 Mathematics and Multicultural Education
MSTM 5022 Mathematics Curriculum Development
MSTM 5023 Problem Solving
MSTM 5031 Topics in the Foundations of Mathematics
MSTM 5032 Topics in Geometry/Topology
MSTM 5035 Topics in Mathematical Modeling
MSTM 5037 History of Mathematics
MSTM 5038 Topics in Mathematical Logic
MSTM 6030 Advanced Topics in Probability Theory
MSTM 6033 Advanced Topics in Algebra
MSTM 6034 Advanced Topics in Analysis
3. Science :
MSTC 4007 Urban & Multicultural Science Education
MSTC 4044 Biology Methods and Curriculum Laboratory
MSTC 4045 Earth Science Methods and Curriculum Laboratory
MSTC 4047 Physical Science Curriculum & Methods Laboratory
MSTC 4049 Middle School Living Environment Methods Laboratory
MSTC 4055 Concepts of Biology
MSTC 4056 Concepts of Earth Science
MSTC 4059 Concepts in Chemistry I
MSTC 4060 Concepts in Chemistry II
MSTC 4075 Concepts in Physics I
MSTC 4076 Concepts in Physics II
MSTC 4151 Modern Principles of Evolution
MSTC 5042 Science, Technology & Society
MSTC 5048 Curriculum and Pedagogy in Science Education
4. Technology :
MSTU 4024 Television and the Development of Youth
MSTU 4133 Cognitions and Computers
MSTU 5002 Culture, Media & Education
MSTU 5027 Tools and Toys for Knowledge Construction
MSTU 5555 Technology and Emerging Global Curriculum
5. English Education:
A&HE 4057 English Methods
A&HE 4058 Teaching of Reading
A&HE 4151 Teaching of Writing (Co-requisite with A&HE 4156 Writing: non-fiction)
New Student Advising and Online Registration
Please see note above and in the “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide”: Newly admitted students need promptly to seek advising with the assigned advisor or Professor Roosevelt and begin to draft their Program Plan. A PIN (Personal Identification Number) will be assigned after consultation and agreement about first semester courses. The student will then be able to register for courses online. The Office of Admission may provide further information to assist you in the registration process (https://www.tc.columbia.edu/admission/; 212-678-3710; admission@tc.columbia.edu). If you have not been notified of your advisor, please seek guidance from the Program Director.
Graduation Deadlines
Teachers College students must apply (i.e., declare their intent) to graduate by a specified date well in advance of each of the College’s three annual graduation dates: http://www.tc.columbia.edu/registrar/pages/degree-information/ how-to-file-for-a-masters-degree/
Please note there is only one commencement ceremony each academic year, at the end of the Spring Term . Participation in this ceremony presumes successful completion of all degree requirements as of the end of the spring term. Under certain limited circumstances specified by the College, students in good standing who have not yet completed all degree requirements may also participate (“walk”) in the May ceremony. Please consult the Registrar's Office and/or your advisor about criteria and procedures for “walking” (taking part in the ceremony without yet being awarded the diploma).
Graduation application due
Degree awarded
August 1
October
November 1
February
February 1
May
Please also see: http://www.tc.columbia.edu/registrar/pages/degree-information/how-to-file-for-a-masters-degree/
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Curriculum and Teaching Secondary Education-Professional Certification (Peace Corps)
Master of Arts | Professional Cert: 7-12 (Peace Corps)Points/Credits: 32
Entry Terms: Spring/Summer
Certification:
- NY State Professional: 7-12 (Peace Corps Fellows)
Degree Requirements
Overview
The MA Program in Curriculum and Teaching with Professional Certification at the Secondary level (MA-CUSD), provides students with a core of common courses and experiences in critical study of pedagogy and curriculum in combination with systematic study of disciplinary foundations of school subject matters (“content”) and subject-specific pedagogies (“pedagogy”) in the area of licensure.
This 32 point program is designed for early career educators currently practicing in, or intending to practice in, New York State. A basic criterion for admission is possession of a valid initial license to teach in New York, or eligibility to acquire such a license (e.g., by virtue of holding a comparable license from another jurisdiction). Some prior experience (beyond student teaching or equivalent) is desirable, but not required. A commitment to public education is welcome (but not required). In conjunction with satisfaction of all other requirements determined by the New York State Department of Education (NYSED), successful completers of the program are eligible for professional certification in New York State in Secondary Education, subject specific (grades 7 – 12; currently, English, Social Studies, Science, Technology, or Mathematics). Detailed and up-to-date information about licensure requirements and procedures may be found at TC’s Office of Teacher Education, OTE, https://www.tc.columbia.edu/office-of-teacher-education/
Prospective students whose professional interests center around teaching in school settings, regardless of licensure status or future plans are urged to consult with Admissions and/or the Program Director early in your process. We have several different program pathways you may want to consider (including some that do not lead to certification), and we may have suggestions with respect to subjects/licensure areas in addition to those listed above. Also, licensure requirements are complex, and they differ from state to state. We can give preliminary advice on these, and can refer you to the licensure/certification experts at Teachers College as needed. though Teachers College has not made an official determination if the program leads to certification in any other state.
The MA with Professional Certification, Secondary (MA-CUSD for short) helps educators who bring imagination, critical spirit, respect for the capacities of all children and young people, and love of teaching and learning to their work. We seek to prepare educators who will increasingly exert leadership (informally and/or formally) with their colleagues, in their school settings, and in the field more broadly. The program revolves round three core tenets:
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teaching as inquiry,
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teaching as curriculum making, and
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teaching for social justice.
Structurally, the program is organized around a core of common coursework, and associated field experience, dealing with principles, history, and skills of curriculum design and of pedagogy, in context of an alert and critical attention to social, ethical, professional and other challenges facing educators and children in schools today. Simultaneously, CUSD students, working closely with an advisor, select from an array of “content pedagogy” courses, from within the Department of Curriculum and Teaching and across the College, appropriate to their specialty, individual interests, and licensure requirements. As a connecting and culminating activity, all students conduct an “Integrative Project,” focused on an issue, problem, and/or question identified by the student.
With careful planning and advising, this 32 point program can be completed in twelve months for full-time students starting in the fall or summer semesters. However, program faculty believe that students get more out of the experiences if the program is done at a slower pace. Students have five years to complete their program.
Students in the MA-CUSD take some courses, and engage in some joint activities, with students in other Curriculum and Teaching programs, in particular, the MA in C&T with Professional Certification at the Elementary level (MA-CUED), the Master of Education (Ed.M) in C&T (60 points) and the MA in Curriculum and Teaching (MA-CURR). Faculty, as well as students, work together across all of these programs—all of which are devoted equally to the critical study and improvement of pedagogy, curriculum, and society.
Please see “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide” for further information about program purposes, structure and expectations; and for answers to Frequently Asked Questions.
Advising
All students are assigned an advisor upon admission. It is essential that students begin working with their advisor well before commencing their studies and arriving at Teachers College. Advisors can help students decide what program timeline makes best sense for them; students and advisors work together to develop the Program Plan; students are required to consult with their advisor prior to initial course selection and registration.
Please see “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide” for further information about advising.
Courses
Requirements and schedule notes are correct as of publication. Please check the online schedule for most current scheduling information: https://www.tc.columbia.edu/courses/. In case of confusion, consult with your advisor. Students are responsible for meeting all program requirements. Please plan accordingly.
Core (shared) courses. All students in the MAs in Curriculum & Teaching with Professional Certification (CUED, CUSD) are required to take the following (14 points):
C&T 4002 Curriculum Theory and History (3) Fall, Spring, Summer
C&T 4005 Principles of Teaching and Learning (4) Fall only (includes a required 50 hour field experience component: see below) to be taken prior to or concurrently with C&T 4502 semester 1
C&T 4052 Designing Curriculum and Instruction (3) Fall, Spring, & Summer
Consult with advisor to assure proper section. Note: One section per year focuses on design for social studies at the elementary level, and may be preferred by CUED students.
One of the following age/grade level specific courses:
C&T 4130 Critical Perspectives in Elementary Education (K — 6) (3) Fall only. CUED; OR
C&T 4145 Critical Perspectives in Secondary Education (3) Fall only. CUSD
C&T 4502.001 Integrative Project seminar (0 - 1) Fall only
Pre- or co-requisite: C&T 4005
Register for section designated for MA-CUED and CUSD students
Consult with advisor regarding credit allotment
C&T 4502.001 Integrative Project (0 — 1) Spring only
To be taken immediately following first semester of C&T 4502
Field Experience (in conjunction with C&T 4005)
Students who are teaching, while in the program, generally do their field experience in their own school, although for the most part not in their own classroom. In other cases, program staff work with students to find placements in New York City schools for 50 hours of independent observation and reflection on instructional practices, interactions between and among students and teachers, critical issues, curricular enactments, and design activities. The field placement typically spans ten weeks and averages five hours per week.
Social Context selective courses: Diversity. (One course/2 - 3 points)
Note re: Special Education. NYSED requires that Professional Certification candidates have in their record a 3 credit stand-alone special education course aimed at developing “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.”
If you do not have such a course in your record (e.g., undergraduate transcript), you should take CT 4001, Differentiating Instruction in Inclusive Classrooms. This will satisfy the “Social Context: Diversity” requirement.
If you do have such a course in your record, you may take any approved selective in fulfillment of the “Social Context: Diversity” requirement. To determine if you have already taken an acceptable Special Education course, consult with your advisor or with the Office of Teacher Education (OTE).
Following are examples of courses that will satisfy the “Diversity” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.
C&T 4000 Disability, Exclusion, and Schooling (3 cr) Fall, Spring, & Summer
C&T 4001 Differentiating Instruction in Inclusive Classrooms (2-3 cr) Fall, Spring, & Summer
C&T 4078 Curriculum and Teaching in Urban Areas (2-3) Check course schedule
C&T 4010 Immigration and Curriculum (2-3) Check course schedule
C&T 4114 Multicultural Approaches to Teaching Young Children (2-3) Fall, Spring, & Summer
C&T 5037 Literacy, Culture and the Teaching of Reading (2-3) Spring
EDP 4023 Reimagining Education (2-3) Spring (or/and, Summer Institute)
Social Context selective courses: General . (One course/2 - 3 points)
Following are examples of courses that will satisfy the “General” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.
C&T 4021 Nature and Needs of Gifted Students (2 – 3) Fall
C&T 4023 Differentiated Curriculum for Gifted Students (2-3) Check course schedule
C&T 4032 Gender, Difference, and Curriculum (2-3) Fall, Spring?, Summer?
C&T 4161 The Teacher: Socio-Historical, Cultural Contexts of Teaching (2-3) Spring
C&T 4615 Young Children and Social Policy (2-3) Spring, Summer, Fall
C&T 5004 School Change (3) Fall
C&T 5033 Globalization, Democracy & Curriculum (2-3) Spring
Content Pedagogy courses (12 points). Students in the MA-CUSD program take 12 points (typically, four classes) in their specialty area (area of initial licensure), from appropriate TC programs and departments, e.g.,. Social Studies Education, Science Education, Mathematics Education, or English Education. Following are examples of suitable courses, offered regularly, in each area. Each program develops new courses, too: again, there are generally a good number of other possibilities. Students are encouraged to search out and propose other courses to their advisor. The basic criterion for such courses is that they will extend the student’s understanding of both the content and of pedagogies appropriate to that content.
1. Social Studies
A&HW 4032 The Study of World History & Geography
A&HW 4033 History & Geography of Europe since 1914: Selected topics
A&HW 4035 New York City as a Learning Laboratory
A&HW 4037 East Asia: Geographic Perspectives
A&HW 4038 The Study of American History & Geography
A&HW 4039 The United States Constitution: Civic Decision Making
A&HW 4040 Women of the World: Issues in Teaching
A&HW 4041 Economic Decision Making in Citizenship Education
2. Mathematics:
MSTM 4019 Mathematics Teaching and Learning I
MSTM 4031 Number Theory
MSTM 4034 Exploring Secondary Mathematics
MSTM 5011 Mathematics in the Secondary School
MSTM 5019 Mathematics in Popular Culture & Media
MSTM 5020 Mathematics and Multicultural Education
MSTM 5022 Mathematics Curriculum Development
MSTM 5023 Problem Solving
MSTM 5031 Topics in the Foundations of Mathematics
MSTM 5032 Topics in Geometry/Topology
MSTM 5035 Topics in Mathematical Modeling
MSTM 5037 History of Mathematics
MSTM 5038 Topics in Mathematical Logic
MSTM 6030 Advanced Topics in Probability Theory
MSTM 6033 Advanced Topics in Algebra
MSTM 6034 Advanced Topics in Analysis
3. Science :
MSTC 4007 Urban & Multicultural Science Education
MSTC 4044 Biology Methods and Curriculum Laboratory
MSTC 4045 Earth Science Methods and Curriculum Laboratory
MSTC 4047 Physical Science Curriculum & Methods Laboratory
MSTC 4049 Middle School Living Environment Methods Laboratory
MSTC 4055 Concepts of Biology
MSTC 4056 Concepts of Earth Science
MSTC 4059 Concepts in Chemistry I
MSTC 4060 Concepts in Chemistry II
MSTC 4075 Concepts in Physics I
MSTC 4076 Concepts in Physics II
MSTC 4151 Modern Principles of Evolution
MSTC 5042 Science, Technology & Society
MSTC 5048 Curriculum and Pedagogy in Science Education
4. Technology :
MSTU 4024 Television and the Development of Youth
MSTU 4133 Cognitions and Computers
MSTU 5002 Culture, Media & Education
MSTU 5027 Tools and Toys for Knowledge Construction
MSTU 5555 Technology and Emerging Global Curriculum
5. English Education:
A&HE 4057 English Methods
A&HE 4058 Teaching of Reading
A&HE 4151 Teaching of Writing (Co-requisite with A&HE 4156 Writing: non-fiction)
New Student Advising and Online Registration
Please see note above and in the “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide”: Newly admitted students need promptly to seek advising with the assigned advisor or Professor Roosevelt and begin to draft their Program Plan. A PIN (Personal Identification Number) will be assigned after consultation and agreement about first semester courses. The student will then be able to register for courses online. The Office of Admission may provide further information to assist you in the registration process (https://www.tc.columbia.edu/admission/; 212-678-3710; admission@tc.columbia.edu). If you have not been notified of your advisor, please seek guidance from the Program Director.
Graduation Deadlines
Teachers College students must apply (i.e., declare their intent) to graduate by a specified date well in advance of each of the College’s three annual graduation dates: https://www.tc.columbia.edu/registrar/students/degree-information--degree-audit/
Please note there is only one commencement ceremony each academic year, at the end of the Spring Term . Participation in this ceremony presumes successful completion of all degree requirements as of the end of the spring term. Under certain limited circumstances specified by the College, students in good standing who have not yet completed all degree requirements may also participate (“walk”) in the May ceremony . Please consult the Registrar's Office and/or your advisor about criteria and procedures for “walking” (taking part in the ceremony without yet being awarded the diploma).
Graduation application due
Degree awarded
August 1
October
November 1
February
February 1
May
Please also see: https://www.tc.columbia.edu/registrar/students/degree-information--degree-audit/
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Faculty
Faculty
- James H Borland Professor of Education
- Lucy M Calkins Robinson Professor in Children's Literature
- Limarys Caraballo Associate Professor of English Education
- Daniel Friedrich Associate Professor of Curriculum
- Maria Paula Ghiso Associate Professor of Literacy Education
- Thomas Hatch Professor of Education
- Michelle Georgia Knight-Manuel Professor of Education
- Nancy Louise Lesko Executive Editor for the TC Record
- Celia Oyler Vice Dean for Teacher Education
- Mariana V. Souto-Manning Professor of Early Childhood Education
- Haeny S. Yoon Associate Professor of Early Childhood Education
Emeriti
- Celia S. Genishi Professor Emerita of Education
- Anne Lin Goodwin Evenden Professor Emerita of Education
- Susan Recchia
- Marjorie Gail Siegel Professor Emerita of Education
- Karen Zumwalt Professor Emerita of Education
Lecturers
- Stephanie Dawn McCall Lecturer, Curriculum Studies Program
- Jacqueline Ann Simmons Senior Lecturer
Adjunct Faculty
- Monica A. White Adjunct Professor
Instructors
- Samuel Shreyar
Courses
- C&T 4002 - Curriculum theory and historyThe nature and design of educational activities: theory, research, and practice of curriculum design.
- C&T 4005 - Principles of teaching and learningExamination of the relationships among teaching, learning, and assessment; teaching as a profession; and schools as complex social organizations.
- C&T 4021 - Nature and needs of gifted studentsThis introductory course in gifted education explores a number of issues related to the psychology and education of gifted students, including conceptions of giftedness, educational provisions for gifted students, creativity, and economically disadvantaged gifted students. Issues of race, class, gender, and disability status as they interact with the construct of giftedness are examined.
- C&T 4022 - Instructional models in the education of gifted studentsWhat should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this course devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills, and enhance creativity. Issues of defining giftedness and of defensible differentiated curriculum will also be explored.
- C&T 4023 - Differentiated curriculum for gifted studentsThis course examines the characteristics of appropriate and defensible curriculum for gifted children and youth. Particular emphasis is placed on instructional strategies, curriculum theories, flexible grouping techniques, and meeting the needs of gifted learning in the regular classroom.
- C&T 4024 - Planning and implementing programs for gifted studentsIn this course, we examine factors affecting the planning and implementation of programs for students identified as gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings. Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined. No prior experience with or knowledge of gifted education is required.
- C&T 4026 - Giftedness and IntelligenceIn this course, we explore theories of intelligence, which have served as a theoretical basis for the field of gifted education from its beginning. Starting with the work of Francis Galton in the 19th century and following through to the present day, we will critically examine and problematize such constructs as intelligence, creativity, and giftedness as well as such related topics as mental measurements.
- C&T 4027 - Differentiated instruction of gifted students in the heterogeneous classroomGifted students are present in almost every elementary, middle school, and high school classroom. The educational needs of these students can and must be met within this context. This workshop will provide an overview of curricular and instructional strategies designed to enhance the optimal development of gifted learners (and all learners) in the regular classroom. Topics will include general curricular modifications, management techniques, instructional strategies, individual learning opportunities, and outcomes and assessments. Special consideration will be given to those methods of differentiation that can be integrated readily into the learning environment of mixed-ability classrooms.
- C&T 4032 - Gender, difference, and curriculumThis course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs.
- C&T 4052 - Designing curriculum and instructionApplication of models for designing curriculum and instruction. Students design curriculum in collaborative groups.
- C&T 4121 - Early childhood teaching strategies within a social contextExploration of the teaching strategies used in early childhood education through analysis of the social contexts out of which they have arisen. Emphasis on assimilation and application of differing strategies through workshop format.
- C&T 4130 - Critical perspectives in elementary educationCritical examination of issues bearing on lived experiences, practices, and purposes of elementary teachers and students in the US today. Includes child study with focus on two questions of educational justice: What does this child have a right to, in her/his education, today, here, now? Where does or can, this child contribute to and be recognized in this classroom? Readings include classroom studies, critical interventions in current events, and foundational texts for democratic, public education. Open to all; required for CUED students. Preferably students have opportunity concurrent with course to observe children at least one hour/week.
- C&T 4138 - Teaching literacy in the early yearsExamination of theory, research, and practice of literacy learning and teaching in the early years, including children who are English language learners and children experiencing difficulty with school literacy. Emphasis on alternative models of designing literacy curricula, selection and use of materials (including technologies), and methods of assessing and teaching decoding, spelling, fluency, text use, and comprehension.
- C&T 4140 - Literature for younger childrenCritical study of literary trends and materials for children in prekindergarten, kindergarten, and early grades. Consideration of developmental issues and reader response theory relating to young children.
- C&T 4141 - No Title Found in BannerThis course is a collaborative investigation of children’s literature for older readers. It provides opportunities to develop and deepen your familiarity with contemporary texts, and to explore ways of facilitating enjoyable, effective, and critical literary experiences in grades 3-8. We will consider works from a variety of genres, as well as issues and practices in children’s literature and children’s responses to text.
- C&T 4145 - Critical perspectives in secondary educationA comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning.
- C&T 4151 - Teaching of writingThe course integrates theory and practice for teachers. Topics include writing development, research on writing, curriculum development, methods of teaching writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.
- C&T 4501 - Teaching and learning in the multicultural, multilingual classroomStudent diversity (characterized by gender, race, ethnicity, language, special needs, and sexual orientation) is examined in relation to decisions about methodology, curriculum, instructional materials, student grouping, home-school-community relationships, and teachers' professional growth and development.
- C&T 4502 - Master's ProjectStudents work to develop proposals to initiate required Master's integrative research projects. This course requires at least 30 hours of out-of-classroom work
- C&T 4615 - Young children and social policy: Issues and problemsOverview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined.
- C&T 5004 - School changeMajor themes include state of the field regarding school change, schools as social organizations, the individual in the organization, theories of change, and implementation strategies and processes.
- C&T 5024 - Planning and Implementing Gifted ProgramsIn this course, we examine factors affecting the planning and implementation of programs for students identified as gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings. Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined. No prior experience with or knowledge of gifted education is required.
- C&T 5037 - Literacy, Culture and the Teaching of ReadingThis 2-3 variable point course is a collaborative investigation into literacy as a social, cultural, and political practice. It provides opportunities for participants to unpack and re-imagine literacy learning and teaching for all students, but especially for those labeled “at risk” due to race/ethnicity, social class, nationality/language, gender, dis/ability, and sexuality. Rooted in the assumption that power circulates in culture, literacy, and education, this course looks closely at the role of power in reading texts, whether print-based, multimodal, digital, filmic, or embodied.
- C&T 5042 - Special topics in children's literatureStudy of specific genres or curriculum issues in children's literature. Topics are announced in course schedules distributed each semester. Registration not limited to one term.
- C&T 5074 - Curriculum and teaching policyPrerequisite: C&T 4004. Examination of the theoretical and political bases of curriculum and teaching policies and their influences on school organizations and teaching practices. Explores the policy-making process from policy design through implemen-tation.
- C&T 5095 - Memory, History and CurriculumThis seminar will explore the role that readings of the past have in contemporary life, by historicizing history itself. We will examine issues of collective memory as it relates to the assumption of a collective in the processes of constituting identities, and we will look at schooling as a central location in the production of those identities and the dissemination of particular notions linked to the past and our ability to draw lessons from it.
- C&T 5506 - Seminar in gifted educationThis is a topical seminar that examines such issues as identification of gifted students in New York City schools, equity in gifted education, the effects of No Child Left Behind and Race to the Top, and whether gifted students are necessary for gifted education. Discussions by Skype with leading scholars in the field of gifted education will expose students to contemporary concerns in this field. No prior experience with or knowledge of gifted education is required.
- C&T 5800 - Institute: Teaching of writingThe focus of the institute will be on the teaching of writing with the participants also working on their own writing. There will be a combination of large group presentations, small interactive sessions, and writing workshops. Separate sections will be offered for advanced participants. A partial list of topics to be covered includes: the central role of planning and curriculum development in the teaching of writing, methods for holding our students accountable for doing their best work, classroom structures that support inquiry and collaboration, and using literature to help students craft their writing. The Institute is appropriate for elementary and secondary teachers. Attention! Online application required, you must submit an application on the Reading & Writing Project website https://readingandwritingproject.org/summer-institute-offerings to be registered for sessions and to receive a grade and course materials. Contact MaryAnn Mustac, mustac@tc.edu, for more information. Course is pass/fail.
- C&T 6100 - Theory and Inquiry in Curriculum and Teaching IRequired of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the fall semester in conjunction with C&T 6101; C&T 6102 is required for all first-year Ed.D students in the following spring semester. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.
- C&T 6532 - Seminar in reading/language arts and related researchPermission required. Open only to advanced master's and doctoral students with a specialization in literacy or a related area who have completed recent methods courses in literacy. In-depth study and discussion of trends and issues in literacy development and instruction.
- C&T 7500 - Dissertation seminar in curriculum and teachingTwo semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.
- HBSK 4072 - Theory and Techniques of Assessment and Intervention in ReadingProvides an overview of theories and research pertaining to reading acquisition and assessment and intervention techniques for reading across the lifespan. Content is organized according to four major themes: the psychology of reading development, language structures, assessment, and intervention.
- HBSK 4074 - Development of Reading ComprehensionReading and study skills: Practical procedures based on research findings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood.
- HBSK 5373 - Practicum in literacy assessment and intervention IPrerequisite or corequisite: HBSK 4072, grade of B or better. This course prepares students to assess, analyze, and remediate literacy difficulties using research and theory. In class sessions, students learn to understand assessment and instruction across a broad spectrum of skill areas reflecting the most common areas of difficulty for struggling readers and writers. Students apply those skills in their work in the Dean-Hope Center for Educational and Psychological Services (CEPS) with an individual who has literacy difficulties. The practicum counts for 50 clock hours of field experience.
- HBSK 5376 - Practicum in literacy assessment and intervention IIPrerequisites: HBSK 4072, HBSK 5373 with grade of B+ or better. This course is the second of three practica that prepare students to assess and remediate literacy difficulties. HBSK 5376 utilizes a more advanced learning model in which a student works to assess and tutor a client at the Dean-Hope Center for Educational and Psychological Services (CEPS). In class sessions, students continue to learn techniques, skills, and materials for assessment and intervention for use with those who struggle with reading and writing. Students are expected to apply class content in clinical sessions with an individual with literacy difficulties. Each practicum counts for 50 clock hours weekly of field experience. Attendance at supervision sessions is also mandatory.
- HUDK 5024 - Language DevelopmentSurvey of research and theory in the development of language, beginning with communication and the origins of language in infancy and emphasizing acquisition of the forms of language in relation to their content and use.
- HUDM 4122 - Probability and statistical inferenceAn introduction to statistical theory, including elementary probability theory; random variables and probability distributions; sampling distributions; estimation theory and hypothesis testing using binomial, normal, T, chi square, and F distributions. Calculus not required.
- HUDM 5122 - Applied regression analysisLeast squares estimation theory. Traditional simple and multiple regression models and polynomial regression models, including use of categorical predictors. Logistic regression for dichotomous outcome variables is also covered. Class time includes lab time devoted to applications with IBM SPSS. Prerequisite: HUDM 4120 or HUDM 4122 or HUDM 4125.