Master of Arts in the Program in Teaching as Applied Behavior Analysis
The objective of our M.A. and Ph.D. programs is to prepare teachers and teacher trainers to use measurably effective instructional practices to accelerate all children’s educational progress, including measurable increases in enjoying learning and schooling, academic literacy, problem solving, and self-management. A key to doing this is the acceleration of children’s language development, which appears to be the root problem faced by English language learners, minority children from economically disenfranchised families, and children with autism spectrum diagnoses. Recent research findings provide exciting new ways to do this. Moreover, accelerated instruction is needed for children from well-to-do-families, if we are to assume international leadership in education. In order to meet these objectives, we provide instructional experiences to teach our graduate-student teacher trainees the following aspects of effective teaching:
The Teaching as Applied Behavior Analysis Program is an approach to teacher training in which all instruction used by teachers is based on scientific evidence and the use of scientific procedures to fit the appropriate science-based practices to individual students’ varied learning and language developmental needs. The program prepares graduates to be dually certified from birth to grade 6 in New York State and reciprocal states. Students accepted in the program are placed in paid teacher assistant positions (M.A. students) or paid teacher positions (Ph.D. students) in schools and classrooms that practice teaching as applied behavior analysis. The training of teachers is also based on scientifically tested procedures (i.e., we teach our graduate students until they demonstrate mastery of using scientific practices). Teacher trainees are taught until they master the science and its application with all children from 2-years to grade 6.
All of the training is done in classrooms that practice the CABAS® Accelerated Independent Learner Model (AIL). Students are trained in paid internship positions, under the supervision of experienced scientist practitioners in the school placements and attend classes in the evening. What is done with the children in the classrooms is the content of the nine core graduate courses--scientific findings and teaching procedures. What is taught in the core courses and the related courses is placed into practice daily. The effectiveness of the numerous procedures is well documented in the literature. Recent evidence concerning the outcomes for the children in the classes in which our trainees are taught show that the children perform from two to four levels above their current grade level on standardized tests across reading, language, and mathematics. These children include those who receive free or reduced-price lunch, minority children, English language learners, children with learning delay diagnoses, and upper middle class children. Teachers and teacher assistants collect direct measures of all the children’s responses to instruction and the achievement of state standards. The model classrooms where our M.A. and Ph.D. graduate students are trained include the Fred S. Keller Preschool (children with and without diagnoses from 18 months to age 5), the Morristown AIL classes K-5, and Rockland BOCES elementary district-based classes. Our full-time and adjunct faculty are onsite in the schools on a regular basis and are accountable for outcomes for our teacher trainees and the children they teach.
All of the work in the classroom and school settings is tied to the ten core courses in Teaching as Applied Behavior Analysis that are devoted to classroom management, curriculum design, effective pedagogical practices, and the advancement of a science of teaching. The other classes in the program are devoted to various scientific approaches to instruction, learning, and development. M.A. students rotate placements across different types of students and ages until they achieve minimal mastery of the relevant scientifically based teaching repertoires. The M.A. program is two years long, and the Ph.D. requires three to four years of additional training.
Successful applicants will present evidence of excellent undergraduate academic performance in liberal arts degrees or degrees with strong liberal arts requirements, strong recommendations, and a passion for working with children whose future prognosis depends on highly effective instructional interventions. The program is academically rigorous, and the applied component is highly demanding. Graduates of the program are highly sought after by public schools and graduate programs. Between 15 and 25 applicants are accepted annually.
There are other approaches to teaching and the training of teachers and some who wish to become teachers will find those approaches more in keeping with their goals. But for those who are interested in a measurably effective and scientific approach and who are committed to bridging the educational gap and high quality education for all children, we invite you to join us in what we find to be exceptionally exciting and rewarding work.
Specialization Requirements, Applied Behavior Analysis:
Breadth Requirement:
(For the list of required courses, contact the program coordinator or the special education secretary.) In order to broaden the student’s background in education, three Teachers College courses outside the Teachers College major program (in this case, a course is defined as one for which at least two points are earned), must be completed.
Master of Arts options in the Program in the Education of the Deaf and Hard of Hearing (M.A./Ed.M.)
In order to meet New York State Certification requirements, which are reciprocal with numerous states throughout the country, the preservice preparation in the Education of the Deaf and Hard of Hearing is a two-year, minimum 60-point program that leads to dual certification in the education of individuals who are deaf or hard of hearing and regular education either at the preschool, elementary, or secondary level in the areas of mathematics, physics, chemistry, biology, environmental sciences, social studies, or English education. They will earn a Master of Education (Ed.M.) degree upon completion of the program and may be eligible for an M.A. degree. These individuals will be expected to have student teaching experiences with both individuals who are deaf or hard of hearing and with individuals with hearing.
Two additional options are available: one that certifies students to teach individuals who are deaf or hard of hearing K-12 primarily in the capacity of an itinerant teacher not responsible for subject matter and another as a reading specialist. Both programs are a minimum of 60 points in length. The first option leads to certification as a teacher of the deaf and hard of hearing, K-12, whereas the second option leads to certification as a teacher of the deaf and hard of hearing and as a reading specialist. Admission to the second option, i.e., the teacher of the deaf and hard of hearing and as a reading specialist, requires prior certification in regular education.
The actual number of credits required may vary slightly depending upon the individual’s background and the particular area of dual certification the person is interested in obtaining. Individuals who matriculate into the program and are already certified in regular education will be expected to complete the 32-point core program in the Education of the Deaf and Hard of Hearing, which leads to an M.A. degree. They also have the option to take additional coursework in another area of special education, in the reading specialist program, or in another area in order to obtain additional certification and to obtain an Ed.M. degree. These individuals will be expected to complete two full-time student teaching experiences with deaf or hard of hearing individuals and to fulfill additional student teaching or practicum requirements that are needed to obtain the additional certification.
All programs noted above also lead to Council on the Education of the Deaf (CED) certification.
The Master of Education (Ed.M.) program in Education of the Deaf and Hard of Hearing, which includes an en passant M.A., is designed to meet the needs of individuals seeking initial certification in the education of individuals who are Deaf or hard of hearing. The program has two options: 1) a course of study that leads to pre-K-12 certification as an educator of individuals who are Deaf or hard of hearing and 2) a course of study that leads to certification as an educator of individuals who are Deaf or hard of hearing and focuses on a specific age group and or content domain. The first option prepares students to become certified teachers of individuals who are Deaf or hard of hearing throughout the entire school age span from preschool to high school (K-12) or within a specific age range or content domain, for students who already hold a regular education certificate. Students who pursue this option typically function as teachers within resource rooms, itinerant teachers, or classroom consultant teachers. This option also permits those individuals who are already certified as regular education preschool or elementary school teachers or teachers of content material at the middle and secondary levels to teach students who are Deaf and hard of hearing at a specific age level or content domain. If an applicant is interested in teaching in an inclusion class, a self-contained classroom, a school for the Deaf or hard of hearing, or a specific content domain but is not yet certified in regular education, that applicant will need to pursue the second program option. The second option leads to dual certification, in early childhood regular education, regular elementary education, or a subject domain (i.e., English, mathematics, social studies, or an area of science) in addition to certification as a teacher of the Deaf or hard of hearing.
All program options require a minimum of 60 credits and take approximately two years to complete. Individualized programs can be developed for individuals with a previous academic background in regular education or in the education of individuals who are Deaf or hard of hearing and may lead to additional certification. With advisor’s approval, coursework taken at the undergraduate level or elsewhere that fulfills any of the certification requirements may result in a waiver of such coursework at Teachers College. However, even with a waiver, the program would still require completion of 60 credits.
Specialization Requirements, Deaf and Hard of Hearing:
For those individuals who matriculate into the Program in the Education of the Deaf and Hard of Hearing and are not yet certified in a common branch area in regular education, the students will complete a 60-point program leading to dual certification and an Ed.M. in education at the preschool, elementary, or secondary level in mathematics, physics, chemistry, biology, environmental sciences, social studies, or English education.
Breadth Requirements:
In order to broaden the student’s background in education, three Teachers College courses outside the Teachers College major department must be completed (in this case, a course is defined as one for which at least two points are earned). These courses should be selected from the following areas:
Master of Arts: Guidance and Rehabilitation
The M.A. in Guidance and Rehabilitation, which does not lead to New York State teacher certification, is available to interested students with a broad range of career goals.
Required Department Courses:
Master of Arts options in Intellectual Disability/Autism (M.A. and Ed.M.)
For individuals with an interest in the Intellectual Disability/Autism program area, four master’s-level program options leading to initial New York State teacher certification are available: (1) Master of Arts (M.A.) Degree Program in the Teaching of Students with Intellectual Disability/Autism at the Adolescence Level — for individuals who are seeking initial certification as a teacher of students with disabilities at the adolescence/ generalist (grades 7-12) level. This 38-point full-time program typically requires a year and a half to complete. (2) Master of Arts (M.A.), Degree Program in the Teaching of Students with Intellectual Disability/Autism and Students without Disabilities at the Childhood Level — for individuals who are seeking initial dual certification as a teacher of students with and without disabilities at the childhood/ elementary (grades 1-6) level. This integrated 43-point full-time program typically requires a year and a half to complete; (3) Master of Education (Ed.M.), degree program in the Teaching of Students with Intellectual Disability/Autism and Elementary/Childhood — for individuals who are seeking initial dual certification as a teacher of students with and without disabilities at the childhood (elementary) level (grades 1-6). This 60-point full-time program typically requires two years to complete; (4) Master of Education (Ed.M.), Degree Program in the Teaching of Students with Intellectual Disability/Autism and Early Childhood Education — for individuals who are seeking initial dual certification as a teacher of students with and without disabilities at the early childhood level (birth through grade 2). This 60-point full-time program typically requires two years to complete. All four programs prepare preservice teachers to work with students with disabilities in inclusive and specialized settings. Through coursework and practicum experiences, the programs foster the acquisition of the broad-based knowledge and skills needed to provide effective educational programs for students with the full range of learning and behavior characteristics. In addition, the programs provide specialized preparation in working with children with and without Intellectual Disability/Autism at specific age levels.
One additional master’s-level programs in the Intellectual Disability/Autism program area leads to New York State Transitional B certification: Master of Arts (M.A.) degree program in the Teaching of Students with Intellectual Disability/Autism at the Childhood level (grades 1-6). This 36-point degree program is restricted to students who have been admitted to the Peace Corps Fellows Program, and it requires participation in the pre-service summer component and in other activities associated with the Peace Corps Fellows Program. An additional track of the M.A. Program in Intellectual Disability/ Autism is available through the Teaching Residents at Teachers College program (www.tc.edu/teachingresidents). To qualify for this option, applicants must be admitted to both the M.A. Program at the adolescence level (ITDA-IN) and to the Teaching Residents at Teachers College program. The program requires participation in intensive summer components and an ongoing integrating seminar, as well as a full school year residency in a high-need New York City school. In addition, students who complete this program are required to teach in a high-need New York City school for three additional years. Please refer to “Teaching Residents at Teachers College.”
Specialization Requirements, Intellectual Disability/Autism:
Breadth Requirements:
In order to broaden the student’s background in education, three Teachers College courses outside the Teachers College major department must be completed (in this case, a course is defined as one for which at least two points are earned). These courses should be selected from the following areas:
Master of Arts: Severe or Multiple Disabilities
A Master of Arts (M.A.) Program in the Teaching of Students with Severe or Multiple Disabilities is available for individuals who already hold New York State initial certification in the teaching of students with disabilities at the early childhood, childhood, or adolescence age levels; in teaching of students who have intellectual disability/autism, behavior disorders, or who are deaf or hard of hearing, or who have speech and language disabilities. This 32-point M.A. program in the Teaching of Students with Severe or Multiple Disabilities leads to a recommendation for an annotation to the New York State certification, which recognizes additional pedagogical knowledge, skills, and experiences in the teaching of students with severe or multiple disabilities.
Required Department Courses: