Fordham’s Graduate School of Education (GSE) has received state approval for a new online master’s degree.
The Master of Science in Teaching (M.S.T.), which will commence on May 26, is geared toward educators who want to earn their initial teacher certification from the comfort of their own home. The application deadline for the first cohort is March 26.
The degree, which is delivered in partnership with 2U, Inc., features two tracks:
Childhood Education: For aspiring teachers who want to work with elementary-school-age children. Students complete a curriculum exploring child development, instructional practices for inclusive elementary classrooms, and professional studies. This track comprises 36 credit hours and can be completed in two years. Successful completion leads to initial teacher licensure in the state of New York.
Childhood Special Education: A dual-certificate degree that prepares educators to teach children with disabilities in grades 1-6. Classes and coursework blend instruction in child development, adaptive instructional practices for children in all settings, and professional studies. At 45 credit hours, it can be completed in just over two years. Successful completion of leads to an endorsement for the New York State teacher certification as a childhood teacher and teacher of children with disabilities in childhood education.
For both tracks, students will complete in-person field experiences in which they will apply classroom learning to their local communities, with the support of on-site mentor teachers and GSE faculty member.
The degree was created to address a shortage of teachers for childhood education in New York City public schools, and a shortage of special education teachers in 46 states and the District of Columbia that the U.S. Department of Education documented in June, 2017.
Virginia Roach, dean of GSE, said the degree shows the colleges’ dedication to providing more equity and access to students.
“We’re excited and ready to use our resources to deliver high-quality online education to respond to the state’s and country’s need to prepare more adept teachers,” she said.
“We want our graduates to be forces of positive change with their students, in their schools, and in their communities.”
