The following data was acquired from the New York State Education Department's Office of Higher Education - Office of Teaching Initiatives website on January 5, 2006. http://www.highered.nysed.gov/tcert/part52-21.htm
Part 52 - Subdivision 52.21 Registration of curricula in teacher education
(c) Pedagogy core. The program
shall include a requirement that the candidate complete study in a Pedagogy core
that provides the candidate with the Pedagogy knowledge, understanding, and
skills as set forth in subclause (I) of this clause and field experiences, and
student teaching and/or practica as set forth in subclause (2) of this clause.
(I) Pedagogy knowledge, understanding, and skills. The program shall provide
study that will permit candidates to obtain the following Pedagogy knowledge,
understanding, and skills:
(i) human developmental processes and variations, including but not limited to:
the impact of culture, heritage, socioeconomic level, personal health and
safety, nutrition, pastor present abusive or dangerous environment, and factors
in the home, school, and community on students' readiness to learn-and skill in
applying that understanding to create a safe and nurturing learning environment
that is free of alcohol, tobacco, and other drugs and that fosters the health
and learning of all students, and the development of a sense of community and
respect for one another;
(ii) learning processes, motivation, communication, and classroom management-and
skill in applying those understandings to stimulate and sustain student
interest, cooperation, and achievement to each student's highest level of
learning in preparation for productive work, citizenship in a democracy. and
continuing growth;
(iii) the nature of students within the full range of disabilities and special
health-care needs, and the effect of those disabilities and needs on learning
and behavior- and skill in identifying strengths, individualizing instruction,
and collaborating with others to prepare students with disabilities and special
needs to their highest levels of academic achievement and independence;
(iv) language acquisition and literacy development by native English speakers
and students who are English language learners-and skill in developing the
listening, speaking, reading, and writing skills of all students, including at
least six semester hours of such study for teachers of early childhood
education, childhood education, middle childhood education, and adolescence
education; teachers of students with disabilities, students who are deaf or
hard-of-hearing, students who are blind or visually impaired, and students with
speech and language disabilities; teachers of English to speakers of other
languages; and library media specialists This six semester hour requirement may
be waived upon a showing of good cause satisfactory to the commissioner,
including but not limited to a showing that the program provides adequate
instruction in language acquisition and literacy development through other
means;
(v) curriculum development, instructional planning, and multiple
research-validated instructional strategies for teaching students within the
full range of abilities- and skill in designing and offering differentiated
instruction that enhances the learning of all students in the content area(s) of
the certificate;
(vi) uses of technology, including instructional and assistive technology, in
teaching and learning-and skill in using technology and teaching students to use
technology to acquire information, communicate, and enhance learning;
(vii) formal and informal methods of assessing student learning and the means of
analyzing one's own teaching practice-and skill in using information gathered
through assessment and analysis to plan or modify instruction, and skill in
using various resources to enhance teaching;
(viii) history, philosophy, and role of education, the rights and
responsibilities of teachers and other professional staff, students, parents,
community members, school administrators, and others with regard to education,
and the importance of productive relationships and interactions among the
school, home, and community for enhancing student learning-and skill in
fostering effective relationships and interactions to support student growth and
learning, including skill in resolving conflicts;
(ix) means to update knowledge and skills in the subject(s) taught and in
pedagogy;
(x) means for identifying and reporting suspected child abuse and maltreatment,
which shall include at least two clock hours of coursework or training regarding
the identification and reporting of suspected child abuse or maltreatment, in
accordance with the requirements of section 3004 of the Education Law;
(xi) means for instructing students for the purpose of preventing child
abduction, in accordance with Education Law section 803-a; preventing alcohol,
tobacco and other drug abuse, in accordance with Education Law section 804;
providing safety education, in accordance with Education Law section 806; and
providing instruction in fire and arson prevention, in accordance with Education
Law section 808; and
(xii) means for the prevention of and intervention in school violence, in
accordance with section 3004 of the Education Law. This study shall be composed
of at least two clock hours of course work or training that includes, but is not
limited to, study in the warning signs within a developmental and social context
that relate to violence and other troubling behaviors in children; the statutes,
regulations and policies relating to a safe nonviolent school climate; effective
classroom management techniques and other academic supports that promote a
nonviolent school climate and enhance learning; the integration of social and
problem solving skill development for students within the regular curriculum;
intervention techniques designed to address a school violence situation; and how
to participate in an effective school/community referral process for students
exhibiting violent behavior.