Post-Baccalaureate Teacher Licensure Program
Teacher Licensure Programs
Since its founding in 1838, Westfield State University has been a leader in teacher preparation. We are happy to welcome you as a prospective teacher.
The Division of Graduate and Continuing Education sponsors and supports a variety of licensure programs. The information in this section is designed for students who have a bachelor’s degree and now wish to be certified as a teacher or want to earn an additional licensure in Massachusetts.
Our vision is the outgrowth of community discussions among education faculty, liberal arts and science faculty, students, and prek-12 teachers. Central to all conversations has been the tenet of building learning communities, including the desire to strengthen the ability of teachers to advocate for their students and their profession. At a time of increased accountability, the larger Westfield State University learning community continues its commitment to prepare graduates to educate the children of the Commonwealth. Consequently, all our Teacher Education Programs embrace a vision of Teachers as Leaders Building Learning Communities.
At the Initial Licensure level, learning communities are perceived to be environments where learners share skills and experiences that enhance individual and common goals. Recognizing that leadership takes many forms, we prepare our students to serve the learning communities in a variety of ways: in the classroom, on committees, with parents, and through mentoring and professional development. This preparation is grounded in an awareness of the professional self together with an integration of fundamental theory and practice. And, this knowledge, in turn, supports the development of subsequent relationships: with colleagues, with students, and with the communities our teachers seek to build or change. These professional relationships will define the nature of the learning communities our graduates help to create and the context for their community leadership.
Initial Licensure programs are performance-based and designed so that our candidates will be able to meet both subject matter and pedagogical outcomes:
- The candidate can describe/explain the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
- The candidate can describe and discuss how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
- The candidate can describe/explain how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
- The candidate uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
- The candidate creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- The candidate uses a variety of instructional media to foster student learning, and collaboration.
- The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
- The candidate uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
- The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Post Bac Requirements
All students must demonstrate a 2.7 average in English.
Post baccalaureate students who are taking more than just practicum in their programs will be required to achieve a GPA of 3.0 in Education and pedagogy courses and an overall GPA of 2.8 in all other courses in order to advance to practicum. All MTELs must be passed.
Approval is required for placement in practicum.
Deadline to apply for practicum: Fall Semester April 1
Spring Semester November 1
Additional Requirements
PROGRAM OF STUDY FOR TEACHER OF MATHEMATICS, 5-8, 8-12
Professional coursework meeting pedagogical outcomes:
EDUC 0220 Schools in American Culture OR EDUC 0633 Social Cultural Theories
EDUC 0221/0540 Introduction to Students with Exceptional Learning Needs
EDUC 0321 Middle School & Its Students Required for Middle School only
EDUC 0354/0554 Educational Planning & Evaluation
EDUC 0380/0580 Multicultural Education
EDUC 0363/0631 Sheltered English Immersion
PSYC 0203 Adolescent Development
PSYC 0101 Introduction to Psychology ( Required as Prerequisite )
MATH 0337/0537 Foundations of Secondary & Middle School Mathematics
EDUC 0564 Practicum: Middle OR
EDUC 0569 Practicum: Secondary
Note: Field Experiences in pre-practicum courses must be in a variety of educational settings. Either a 30-hour pre-practicum experience or the practicum/practicum equivalent must be in an educational setting with a diverse student population.
General curriculum coursework meeting subject matter outcomes:
MATH 0105 Calculus I
MATH 0106 Calculus II
MATH 0201 Calculus III
MATH 0220 Discrete Structures
MATH 0218 Linear Algebra
MATH 0301 Abstract Algebra I
MATH 0306 Modern Geometries I
MATH 0311 Number Theory
MATH 0340 Mathematical Statistics I
OR
MATH 0108 Elementary Statistics I
MATH 0390 Senior Seminar in Mathematics
CAIS 0120 Computer Science/Program Design
One or two additional 300-level mathematics courses (to
achieve seven 300-level mathematics courses)
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