Certificate
Applying for certification and will have completed all requirements on or before 4/30/2014
Applying for certification on or after 5/1/2014
Initial Teaching
Assessment of Teaching Skills—Written (ATS–W)
Liberal Arts And Science Test (LAST)
Content Specialty Test (CST)
edTPA
Educating All Students Test (EAS)
Academic Literacy Skills Test (ALST)
Content Specialty Test (CST)
Initial School Building Leader
Current School Building Leader Assessment (SBL)
Revised School Building Leader Assessment (SBL)
Educating All Students Test (EAS
If your answer is "YES":
Then you should come to the teacher education workshop.
You must attend both workshops to fulfill the New York Stated Education Department requirement
]]>If your answer is "YES":
Then you should come to the teacher education workshop.
You must attend both workshops to fulfill the New York Stated Education Department requirement.
]]>
]]>
Dr Keiler has participated in the project since 2007 and Dr. Gerena has been involved since 2009. Dr. Keiler’s research has focused on the participating teachers' concepts of what it means to teach and to be a teacher and the changes those two concepts have undergone. Dr. Gerena’s focus has been on what effects the PERC model has had on English Language Learners (ELLs).
]]>York College enriches lives and enables students to grow as passionate, engaged learners with the confidence to realize their intellectual and human potential as individuals and global citizens.
The vision of the teacher education unit builds upon the vision and mission of York College. The unit’s vision is to develop a cadre of professional educators who, having been taught by models of good teaching, are prepared with an array of theories, tools and skills necessary to create rich learning environments in which urban children and youth can strive for and reach success.
Teachers prepared by the York College Teacher Education Unit demonstrate caring and ethical professional behavior in order to build teaching and learning environments that draw on the strengths of students’ diverse cultures, languages, exceptionalities, multiple intelligences, and learning styles. By providing our students with learning experiences that develop deep and broad content knowledge and life skills (G1), our teacher candidates become effective practitioners who will:
In this time, I have been awarded a major grant from the National Science Foundation, published three articles in peer-reviewed journals with an additional article accepted for publication, had a chapter accepted in an edited text, published an article in York’s DisCover journal, published articles in three conference proceedings, and presented at five major conferences. Additionally, I am a reviewer for Curriculum and Teaching Dialogue.
In spring 2009, I was awarded $899,900 by the National Science Foundation’s Robert Noyce Scholarship Program as PI for the Mathematics and Science Teacher (MaST) Scholars Program at York College. This grant will extend my research in both teacher professional development and science teaching and learning as I examine the impacts of this undergraduate scholarship program on our candidates and their secondary students. The high rate of teacher turnover in urban schools has made the development of a long-term cadre of teachers, particularly in mathematics and science, a national priority. This grant builds upon research, including my own, in teacher professional development and seeks to expand understandings of the ways that undergraduate institutions can develop and support career teachers through their pre-service and novice years. Further, the grant will include Teacher Education candidates in my research program as we collaborate on curriculum development and assessment of that curriculum.
Recruited by the PI in 2006 to conduct research for the project, I have become heavily involved in the National Science Foundation-funded Mathematics and Science Partnership in New York City (MSPinNYC), based at Hunter College. To disseminate this work, I have presented at two international conferences, published papers in the conference proceedings, and have an article accepted at Urban Review. In 2010, I will be a co-PI on the Phase II grant application to NSF for $3 million to continue the work on this project, extending it to York College and our partner schools.
My research concerning teacher professional development has included exploration of the experiences of teachers prepared through alternative certification pathways. An article from this study will appear in Urban Review in December 2009. I have also presented work from this study at 2 international conferences and published papers in the conference proceedings. Another article is under review at Issues in Teacher Education.
My research on science teaching and learning at the secondary level includes an examination of a highly successful magnet school for science and technology. I have published this work in the peer-reviewed 2007 E-Yearbook of Urban Learning, Teaching, and Research. My study of the ways in which high school students learn science resulted in a 2007 publication in the International Journal of Science Education.
Building on my research about secondary education, I am now studying both of my research foci at the college level. With my Title III faculty grant, I examine the impacts of group work in lecture class in my Environmental Biology class, publishing an article about this work in DisCover, York’s CETL journal. With York three colleagues, I authored a chapter about the development of the Scholarship of Teaching and Learning at York that will appear in the text Transformative spaces: Designing creative sites for teaching and learning in higher education in spring of 2010.
]]>Bilingual Pupil Serivces Program
Guest Speakers: Ms. Hyeon K. Yun, Program Manager Bilingual Pupil Services Program