Video Recording in Pre-Professional Teacher Preparation: Dr. Corrie Burdick is facilitating an important dialog among the Alfred University Pre-Professional teachers through Web Video Conferencing.
Students who major in Early Childhood/Childhood Education recieve an integrated blend of professional education methods, coursework, and field based opportunities in area schools.
The focus on learning processes for young children prepares future teachers to meet the academic requirements of the New York State Education Department for certification in Early Childhood (Birth - 2nd Grade) & Childhood Education (1st - 6th grade). Education coursework begins in the first year of study, building to a practicum in a local classroom in the junior year, and student teaching in the fall of the senior year.
Placements for student teaching are available in local & distance locations, inlcuding the New York City and Long Island area, providing future teachers with both rural and urban school experiences.
Programs offered include:
- Early Childhood/Childhood Major
- Middle Childhood/Adolescent/Special Subjects Minor
- Art Education Minor
The Alfred University advantage
In Alfred University's Division of Education, you'll enjoy the advantages of a small high-quality institution - small classes and individual attention from faculty in a friendly and supportive environment. In addition, you will be able to:
- Major in a discipline within any college and still include the basic courses required by professional programs.
- Become fully engaged in the teaching process through field placements, practicum and student teaching.
- Keep current on topical educational issues and groundbreaking programs through classes and seminars.
- Cultivate your interpersonal and leadership skills through participation in student organizations, athletics and performing arts. Nearly 100 student clubs and organizations are available!
Graduates of Alfred University's Education Division have an outstanding placement rate. They excel in their professional careers because they
- Learn how to convert their knowledge of a subject matter into compelling lessons that meet the needs of all learners.
- Act on their knowledge in a caring and professional manner that leads to achievement for all learners.
- Learn how to learn.
- Develop multicultural perspectives and understanding.
- Know how to use technology to enhance learning. For example, students use LiveText to
- Create e -portfolios and share them with professors, classmates, and employers
- Instantly review instructor's feedback
- Create and share knowledge in collaborative learning groups
If you're looking for a small, personal, student-oriented institution, where you'll make a smooth transition into the working world after graduation, come visit Alfred University to learn more!
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The Division of Education at Alfred University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) in December of 2017. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony to:
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: email@example.com
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
- Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.