Certificates of Graduate Study
The School of Education offers three different Certificates of Graduate Study.
The Department of Educational Theory and Practice's Certificate in Online Learning and Teaching complements the MS in Curriculum Development and Instructional Technology(CDIT) degree because it caters to students whose primary goal is to understand effective online curricular and instructional development and design. This includes educators in a variety of settings such as public and private schools, higher education, and training sectors. All courses in the COLT Program are applicable to the Masters Degree in CDIT.
Gainful Employment Disclosure for the Certificate in Online Learning and Teaching.
The Department of Educational Theory and Practice's certificate in English as a Foreign Language qualifies recipients to teach English as a Foreign Language overseas, in language schools, or at the post-secondary level in the U.S. This 16 credit program is open to applicants who are enrolled in a graduate program or have a graduate degree from an accredited institution of higher education. Those with an undergraduate degree are also eligible to apply.
Gainful Employment Disclosure for CGS in English as a Foreign Language.
Teachers now have increased opportunities to become leaders in their schools and communities. This interdepartmental Certificate of Graduate Study is a 15-credit program that directly assists teacher leaders in preparing for leadership responsibilities in the areas of reflective practice, professional development, assessment, mentoring, curriculum development, and/or coaching. With the assistance of an advisor, students select courses to make up the 15-credits as follows:
- two 3-credit courses focusing on reflective practice;
- one 3-credit course in professional development, mentoring, or coaching; and
- two 3-credit courses in the student’s focused area of study, with choices in literacy, mentoring, educational leadership, National Board Certification facilitation, assessment, or a specialized area selected by the student and approved by the advisor.
6 credit block – Reflective Teaching Fieldwork
In this 6-credit block, students are engaged in reflective study of their educational practices over an extended period of time (typically one year). The reflective study will ask students to focus on their own practice as well as the learning of their students as individuals, and the diverse contexts in which they all live and work. Students must take a total of 6 credits in this area, either 6 credits of one course or 3 credits from two courses. This fieldwork will include a major product based upon the reflective study (e.g., teaching portfolio, article for publication, National Board Certification documents, Capital District Writing Project activity).
EAPS 895 Internship
ERDG 695 Supervised Fieldwork
ERDG 743 Researching Classroom Literacy
ETAP 696 Reflective Practice
EPSY 606 Field Experience in Educational Research
3 credit course – Course in Professional Development, Mentoring, or Coaching
Students must take a 3-credit course in the area of professional development, mentoring, or coaching. The options focus on how to teach adults with course assignments and projects intended to assist teachers in assuming leadership responsibilities.
Select one course from these options:
EAPS 619 Supervisory Leadership
ERDG 757 Research on Preparing Literacy Teachers
ETAP 770 Frameworks for Professional Development
EAPS/ERDG/ETAP 687 Institute in Education (as advised)
6 credit block – Area of Focused Study
In this 6-credit block, students will select a pre-approved set of coursework or work with their advisor to develop a two-course sequence that best assists the students in pursuing a particular area of interest. This will often align with a subject area, though it may also be broader such as teacher leadership in general.
(1) Literacy Practicum Component
Students selecting this option will take the ERDG 892 Practicum in College Teaching course. In addition, students will select one ERDG 700 level course to expand their knowledge base in literacy theory and practice.
(2) Theory and Practice of Mentoring for Cooperating Teachers
Students seeking this option will focus on the skills of mentoring and the conceptualization of teaching, learning, and learning to teach. Courses will include ETAP 607, Introduction to Reflective Mentoring, and one other course from the professional development, mentoring, or coaching constellation.
(3) Educational Leadership
Students selecting this option will focus on developing skills important for leading efforts aimed at school improvement. In consultation with their advisor, students will select two courses related to educational policy and leadership such as EAPS 618 School and Community Partnerships, EAPS 718 Interprofessional Leadership for School, Family, and Community Partnerships or courses related to school law, politics and organization.
(4) National Board Certification Leadership Facilitators
Educators who are already National Board Certified may elect to become facilitators for new NBC candidates. This includes a full week session during the summer and regular meetings throughout the school year. Coursework attached to this option include ETAP 607, ERDG 695, and or course approved by advisor.
(5) Assessment in Education
Students selecting this option will focus on assessment options in educational settings, including student learning, program evaluation, district- and state-level evaluation systems, and assessment systems. In consultation with an advisor, students will select from a range of assessment, measurement, and research options with applications toward the K-12 setting.
(6) 6 credit specialization as approved by the advisor.