POST-BACCALAUREATE TEACHER LICENSURE PROGRAMS

Since its founding in 1838, Westfield State College 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.

POST-BACCALAUREATE TEACHER LICENSURE PROGRAM

This program affords many students who have completed a bachelor's degree the opportunity to earn initial licensure in the following subject areas:

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 College 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:

  1. 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.

  2. The candidate can describe and discuss how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

  3. The candidate can describe/explain how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

  4. The candidate uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

  5. The candidate creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

  6. The candidate uses a variety of instructional media to foster student learning, and collaboration.

  7. The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

  8. The candidate uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

  9. 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.

  10. The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.