At a Glance
124 Total Credits
39 General Education Credits
22 Program Credits
48 Career Courses
15 Elective Credits
The Inclusive Early Childhood Education program leads toward New York State initial teacher certification in Early Childhood Education (Birth to Grade 2) and Teaching Students with Disabilities (Birth to Grade 2).
This Bachelor of Science degree program contains core liberal arts and sciences courses, professional courses, and multiple opportunities for supervised field experiences, culminating in student teaching in pre-kindergarten, kindergarten, and primary classrooms serving diverse student populations, especially those in high-needs rural school settings.
The Inclusive Early Childhood Education program is a member in good standing with the Association for Advancing Quality in Educator Preparation (AAQEP). Graduates of Cazenovia College’s Inclusive Early Childhood Education Program meet the following claims:
Claim #1: Graduates learn and understand subject matter knowledge they will be responsible for teaching.
Claim #2: Graduates understand and apply effective pedagogy for diverse learners in various settings.
Claim #3: Graduates reflect critically on their practice and professional responsibilities and adapt and grow as professionals in various contexts.
Claim #1: Graduates learn and understand subject matter knowledge they will be responsible for teaching.
Claim #2: Graduates understand and apply effective pedagogy for diverse learners in various settings.
Claim #3: Graduates reflect critically on their practice and professional responsibilities and adapt and grow as professionals in various contexts.
IECE SLO 1.0- Prepare teacher candidates to teach appropriate early childhood content in accordance with the pertinent New York State learning standards, and to develop and implement a literature-based, standards-based, interdisciplinary early childhood curriculum
IECE SLO 2.0- Prepare teacher candidates to understand and integrate knowledge of physical, social, cognitive, and emotional development, with understandings of disabilities and multi-culturalism, and to constructively assess and evaluate student needs, abilities, and developmental and academic progress
IECE SLO 2.1- Prepare teacher candidates to effectively use a variety of teaching strategies and methodologies, and to incorporate the use of a variety of technologies into their instructional repertoires
IECE SLO 3.0- Prepare teacher candidates to work collaboratively with fellow students and other stakeholders and to act ethically and responsibly in decision-making and in their interactions
IECE SLO 3.1- Prepare teacher candidates to reflect on their teaching, self-assess, and set professional development goals and then work collaboratively with colleagues to support their professional learning.
IECE SLO 2.0- Prepare teacher candidates to understand and integrate knowledge of physical, social, cognitive, and emotional development, with understandings of disabilities and multi-culturalism, and to constructively assess and evaluate student needs, abilities, and developmental and academic progress
IECE SLO 2.1- Prepare teacher candidates to effectively use a variety of teaching strategies and methodologies, and to incorporate the use of a variety of technologies into their instructional repertoires
IECE SLO 3.0- Prepare teacher candidates to work collaboratively with fellow students and other stakeholders and to act ethically and responsibly in decision-making and in their interactions
IECE SLO 3.1- Prepare teacher candidates to reflect on their teaching, self-assess, and set professional development goals and then work collaboratively with colleagues to support their professional learning.
The program provides teacher candidates with hands-on experience working with diverse student populations in a variety of local rural, suburban, and urban educational settings. Our students begin their fieldwork in P-12 schools their freshman year and continue to spend time in the field throughout their time with us. Our student teaching is spread across two semesters and set up to provide students with opportunities to become a part of the P-12 class in which they are placed prior to taking over responsibility for that class.
The Inclusive Early Childhood Education (IECE) program is offered on campus at Cazenovia College as well as on the campuses of Herkimer College and SUNY Schenectady. The program on campus at Cazenovia is set up for traditional students and transfers who will complete courses during the day. The programs at Herkimer and SUNY Schenectady are designed for transfer students who need more flexible course schedules.
The Inclusive Early Childhood Education (IECE) program is offered on campus at Cazenovia College as well as on the campuses of Herkimer College and SUNY Schenectady. The program on campus at Cazenovia is set up for traditional students and transfers who will complete courses during the day. The programs at Herkimer and SUNY Schenectady are designed for transfer students who need more flexible course schedules.
Any student may enroll in inclusive education courses provided they meet the course prerequisites. However, each student who wishes to continue on as an IECE major, will be required to meet specific admission criteria before they will be admitted to Student Teacher Candidacy. IECE majors typically apply for Student Teacher Candidacy admission in April of their junior year. The Student Teacher Candidacy admission criteria are described below. Each IECE student applying for admission to Student Teacher Candidacy must:
1) Have a 3.0 cumulative GPA
2) Earn a "B" grade or higher in every IECE career course taken prior to 300/400 level student teaching.
3) While in his/her introductory course work, display positive professional dispositions as outlined in the Danielson Framework for Teaching. All students will be assessed by the education faculty at the end of each education course using a disposition assessment rubric. Students must maintain acceptable ratings to avoid being placed on a probationary contract, or, in severe cases, being expelled from the education program.
4) Provide documentation that he/she has:
1) Completed at least 100 hours of field work before student teaching.
2) Created a plan outlining how he/she will complete any outstanding prerequisite coursework.
3) Created a NYSED/TEACH account
4) Obtained fingerprint clearance through NYSED/TEACH
Applying IECE majors will be notified of their acceptance into Student Teacher Candidacy by their designated program director. If an IECE major cannot/does not meet the admission criteria he/she will be required to meet with his/her designated program director at which time the program director will counsel him/her on his/her academic options up to and including enrollment in an alternative degree program at the College. IECE majors accepted into Student Teacher Candidacy must continue to maintain a 3.0 cumulative GPA, earn a “B” grade or higher in every IECE career course taken prior to 300/400 level student teaching and maintain acceptable disposition ratings. Candidates who fail to maintain the requirements will be prohibited from continuing into their student teaching courses.
1) Have a 3.0 cumulative GPA
2) Earn a "B" grade or higher in every IECE career course taken prior to 300/400 level student teaching.
3) While in his/her introductory course work, display positive professional dispositions as outlined in the Danielson Framework for Teaching. All students will be assessed by the education faculty at the end of each education course using a disposition assessment rubric. Students must maintain acceptable ratings to avoid being placed on a probationary contract, or, in severe cases, being expelled from the education program.
4) Provide documentation that he/she has:
1) Completed at least 100 hours of field work before student teaching.
2) Created a plan outlining how he/she will complete any outstanding prerequisite coursework.
3) Created a NYSED/TEACH account
4) Obtained fingerprint clearance through NYSED/TEACH
Applying IECE majors will be notified of their acceptance into Student Teacher Candidacy by their designated program director. If an IECE major cannot/does not meet the admission criteria he/she will be required to meet with his/her designated program director at which time the program director will counsel him/her on his/her academic options up to and including enrollment in an alternative degree program at the College. IECE majors accepted into Student Teacher Candidacy must continue to maintain a 3.0 cumulative GPA, earn a “B” grade or higher in every IECE career course taken prior to 300/400 level student teaching and maintain acceptable disposition ratings. Candidates who fail to maintain the requirements will be prohibited from continuing into their student teaching courses.
Each IECE major’s progress will be evaluated annually by his/her designated advisor. A summary report will be provided to the program director. The report will include relevant course assessment data as recorded by the field experience supervisors and course faculty. Academic achievement/progress as well as feedback from host teachers, program faculty and academic advisors will be used to gauge each student’s progress in the program. IECE majors will be notified of any progress challenges in writing prior to the start of each academic year. Support for continuous improvement is provided by the academic advisors, the designated program director and other relevant campus resources (i.e. human, material and financial).
Minimum overall grade point average of a 3.0, a minimum of a “B” grade in each IECE career course taken prior to/during student teaching, completion of all degree requirements and credits, satisfactory review and evaluation of all field work, average score (Host teacher and College Supervisor) of 3 or higher on the Student Teaching Final Assessment Rubric for each student teaching semester, and satisfactory completion of the student teaching files at the end of both student teaching placements. These requirements are in addition to the College‘s graduation requirements.
Cazenovia College grants degrees. It does not grant teacher certification. Teacher candidates may request that NYSED is notified when students successfully meet all program requirements and graduate from the IECE program. Also, we have experience supporting reciprocity requests for teacher certification in other states. IECE majors independently apply/pay for and obtain fingerprinting clearance, pass all the required New York State Teacher Certification Examinations, and apply and pay for their two certifications in order to obtain New York State teacher certification in Early Childhood Education (B-2) and in Teaching Students with Disabilities (B-2).
*For further IECE program guidelines and requirements, please request a copy of the most current Inclusive Education Compendium from the program faculty.
* View AAQEP Annual Reporting Measures
*For further IECE program guidelines and requirements, please request a copy of the most current Inclusive Education Compendium from the program faculty.
* View AAQEP Annual Reporting Measures
For information on employment projections for educators please see the following links:
Curriculum
* Please note the due to NYSED teacher certification requirements double-dipping of coursework is not permitted for IECE majors.
Course (Credits)
See Degree Requirements: General Education requirements (33)
Critical Thinking, Problem Solving and Information Literacy: SM 396 Scientific Inquiry /SB 375 Methods of Inquiry (3)
Senior Capstone: HU 499 Capstone Seminar in Humanities/ED 495 The Reflective Practitioner (3)
Total General Education Credits - 39
Course (Credits)
SM Science w/lab (4)
LG course (3)
HG/SB/PS courses (6)
EN Literature course (3)
Artistic Expression course (3)
SM 261 Statistics (3)
Total Arts & Sciences Program Credits - 22
Course (Credits)
ED 090 Workshop: Child Abuse (0)**
ED 091 Workshop: Substance Abuse/HIV (0)**
ED 092 Workshop: School Violence Prevention (0)**
ED 093 Workshop: DASA (0) **
HE 110 Community First Aid (1)
ED 111 Child Development & Observation (3) **
ED 111L Child Development & Observation Field Experience (15 hrs. FW) (1) **
ED 131 Teaching & Learning in Diverse Communities (3) **
ED 131L Teaching and Learning in Diverse Communities Field Experience (15 hrs. FW) (1) **
ED 217 The Learning of Mathematics (3) **
ED 312 Inclusive Primary Curriculum and Methods (55 hrs. FW) (4)
ED 320 Emergent Literacy (3)**
ED 320L Emergent Literacy Field Experience (15 hrs. FW) (1) **
ED 325 Multicultural Literacy (3)
ED 350 Strategies for Teaching Students with Mild/ Moderate Disabilities (3)
ED 371 Assessment & Intervention in Education (3)
ED 388 Student Teaching: Primary Level (Gr 1-2) (6)
ED 411 Inclusive Pre-Kindergarten and Kindergarten Curriculum and Methods (50 hrs. FW) (4)
ED 450 Strategies for Teaching Students with Multiple/Severe Disabilities (3)
ED 484 Student Teaching: Pre-Kindergarten or Kindergarten (6)
** Designates intro level career courses
Total Career Program Credits – 48
ED 090 Workshop: Child Abuse (0)**
ED 091 Workshop: Substance Abuse/HIV (0)**
ED 092 Workshop: School Violence Prevention (0)**
ED 093 Workshop: DASA (0) **
HE 110 Community First Aid (1)
ED 111 Child Development & Observation (3) **
ED 111L Child Development & Observation Field Experience (15 hrs. FW) (1) **
ED 131 Teaching & Learning in Diverse Communities (3) **
ED 131L Teaching and Learning in Diverse Communities Field Experience (15 hrs. FW) (1) **
ED 217 The Learning of Mathematics (3) **
ED 312 Inclusive Primary Curriculum and Methods (55 hrs. FW) (4)
ED 320 Emergent Literacy (3)**
ED 320L Emergent Literacy Field Experience (15 hrs. FW) (1) **
ED 325 Multicultural Literacy (3)
ED 350 Strategies for Teaching Students with Mild/ Moderate Disabilities (3)
ED 371 Assessment & Intervention in Education (3)
ED 388 Student Teaching: Primary Level (Gr 1-2) (6)
ED 411 Inclusive Pre-Kindergarten and Kindergarten Curriculum and Methods (50 hrs. FW) (4)
ED 450 Strategies for Teaching Students with Multiple/Severe Disabilities (3)
ED 484 Student Teaching: Pre-Kindergarten or Kindergarten (6)
** Designates intro level career courses
Total Career Program Credits – 48
Course (Credits)
Arts and Sciences Electives
Course (Credits)
100-400 level (12)
Total Arts & Sciences Elective Credits - 12
Open Electives
Course (Credits)
100-400 level (3-6, depending on the application of credits earned for First Year Seminar)
Total Open Elective Credits - 3-6
TOTAL ELECTIVE CREDITS - 15-18