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.
Additional Requirements
PROGRAM OF STUDY FOR TEACHER OF STUDENTS WITH MODERATE DISABILITIES, 5-12
General curriculum coursework meeting subject matter outcomes:
ART 0106 Art Survey or ART 0104 Design Fundamentals
MUSC 0101 Music Appreciation or MUSC 0110 Basic Music Theory
ENGL 0104 Intro to Theatre (may be substituted for art or music course)
HIST 0131 US History & Government to 1865
PHYS 0101 Physical Science
PSYC 0101 Intro to Psychology (prerequisite to PSYC0202)
BIOL 0102 Environmental Biology or BIOL 0104 Human Biology or BIOL 0106 Biology Today
MATH 0153 Foundations: Number Systems OR
MATH 0251 Foundations: Geometry OR
MATH 0252 Foundations: Data Analysis & Probability
GARP 0210 Cultural Geography or GARP 0101 World Regional Geography
HIST 0213 World History to 1600
Mathematics or Science Elective
ENGL 0215 Major American Writers
ENGL 0221 World Lit. to 1750 or ENGL 0222 World Lit. since 1750 OR
Other World Lit. course that includes British Lit.
ECON 0101 Principles of Macroeconomics or ECON 0102 Principles of Microeconomics
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
PSYC 0203 Adolescent Development
EDUC 0354/0554 Educational Planning & Evaluation
EDUC 0363/0631 Sheltered English Immersion
EDUC 0370/0570 Language and Communication Development and Intervention
EDUC 0371/0571 Identification, Assessment, Planning, and Programming
EDUC 0374/0574 Career Education and Transition for Students with Disabilities
EDUC 0376/0576 Developmental Disabilities & Self-Determination
EDUC 0377/0577 Learning Disabilities & Instructional Strategies
EDUC 0378/0578 Behavior Support for Students with Behavioral/Emotional Problems
EDUC 0380/0580 Multicultural Education
GNSC 0360/0560 Methods of Science Education: PreK-6
MATH 0352/0552 Foundations of Teaching Mathematics: PreK-6
EDUC 0597 Practicum: Moderate Disabilities (5-12)
Note: Field Experiences in pre-practicum courses must be in 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.
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