National Council for Accreditation of Teacher Education (NCATE) Accredited
Enrollment in all teacher education programs follows the guidelines for "Admission to Teacher Education Programs" found in this catalog. Applicants who do not yet meet all admissions criteria should consult with the department.
All teacher education programs include a clinical/field component. If you have been convicted of a felony, your criminal history record may impede your ability to complete this program and/or become a NYS certified teacher. Please review Buffalo State's Admission of Persons with Prior Felony Convictions Policy.
Completion of a Buffalo State Educator Preparation Program leads to a college recommendation for NYS Teacher Certification. Buffalo State cannot determine the acceptability of an Educator Preparation Program for licensure/certification in another U.S. state or territory. To access Buffalo State’s full Interstate Disclosure document, including a full list of education departments for other states, go to teachercertification.buffalostate.edu/teaching-other-states.
Teachers with New York State initial teaching certification in childhood and/or early childhood education may apply for admission to the master’s program in curriculum and instruction. Students who successfully complete this master of science in education program will receive a college recommendation for Professional NYS Childhood and Professional Early Childhood Certification.
All applicants for Professional Certification in New York State must show evidence of completing the required seminar in Harassment, Bullying, Cyberbullying, and Discrimination in Schools: Prevention and Intervention (DASA Training).
1. A bachelor’s degree in early childhood and/or childhood education from an accredited college or university with a minimum cumulative GPA of 3.0 (4.0 scale).
2. A well-crafted statement addressing the following:
a. Your strengths as a teacher.
b. Professional challenge(s) you encountered during your first classroom teaching experiences or field experiences that you hope to address in your graduate work.
c. How your graduate program can help you grow as a teacher. If you know which concentration you are selecting, please describe your reasons for selecting it.
The statement will be evaluated according to the following criteria:
ii. Conventions of language
Note: Please refer to the rubric provided with the application materials for the statement prompts and specific evaluation criteria.
3. Professional resume
4. Three letters of reference on special department forms that attest to the applicant’s potential as a graduate student. Please note that two references must be from college professors/instructors.
These are the minimum criteria for admission; satisfaction of these criteria does not guarantee admission to the program. In addition, all applicants should review the Admission to a Graduate Program section in the catalog.
Additional Admission Information
Each applicant will be evaluated in terms of his or her baccalaureate degree, academic performance, letters of recommendation, experiential background, and substance and quality of the personal statement. Please refer to the Graduate Admissions Committee rubric (attached to the supplemental application information) used for evaluating applications.
Required Courses (6 credit hours)
EDU 501 SEMINAR FOR THE REFLECTIVE TEACHER (to be taken as first course) 3
EDU 620 TEACHING AND LEARNING IN DIVERSE ELEMENTARY SCHOOL CLASSROOMS 3
Content Courses (12 credit hours)
Courses can be taken any time in your program after or concurrent with EDU 501
EDU 513 THEORY, RESEARCH AND PRACTICE IN LITERACY INSTRUCTION 3
EDU 651 THEORY, RESEARCH, AND PRACTICE IN MATHEMATICS INSTRUCTION 3
EDU 654 THEORY RESEARCH AND PRACTICE IN SOCIAL STUDIES INSTRUCTION 3
EDU 671 THEORY, RESEARCH, AND PRACTICE IN SCIENCE INSTRUCTION 3
Required Culminating Course (3 credit hours)
EDU 690 MASTER'S PROJECT 3
Concentration/Electives (9-12 credit hours)
Can be taken any time in your program after or concurrent with EDU 501
Select one from the following concentrations or design a 9-credit curriculum concentration by advisement: 9-12
Total Credit Hours 30-33
1 Prerequisites may be required for some courses. Other courses may be accepted through advisement only. Students who select the Gifted and Talented concentration do not need an elective to obtain the 33 required credits for completion of the program.
EDU 535 TEACHING WRITING: B-12
EDU 609 RESEARCH AND PRACTICE IN ADOLESCENT LITERACY
EDU 611 TEACHING LITERACY IN PRIMARY GRADES
EDU 612 DEVELOPING LITERACY THROUGH LITERATURE
*Does not lead to Literacy certification.
Early Childhood Concentration
Appropriate for those without Early Childhood Certification
EDU 543 CURRICULUM FOR THE YOUNG CHILD
EDU 626 INTEGRATING THE CONTENT AREAS IN THE TEACHING OF YOUNG CHILDREN
EDU 528 FAMILIES AND EARLY CHILDHOOD PROGRAMS
or EDU 611 TEACHING LITERACY IN PRIMARY GRADES
If you select this concentration and complete the other NYSED requirements for Gifted and Talented certification, Buffalo State will recommend you for certification.
EDU/CRS 509 INTRODUCTION TO THE GIFTED, TALENTED AND CREATIVE LEARNER
CRS 559 PRINCIPLES IN CREATIVE PROBLEM SOLVING
EDU/CRS 621 CURRICULUM DEVELOPMENT IN GIFTED, TALENTED, AND CREATIVE EDUCATION
EDU 619 PRACTICUM IN GIFTED, TALENTED, AND CREATIVE EDUCATION
Educational Technology Concentration
EDU 672 ADVANCED EDUCATIONAL TECHNOLOGY FOR K-6 CLASSROOMS
EDT 500 FUNDAMENTALS OF TECHNOLOGY LITERACY
EDT 601 INSTRUCTIONAL TECHNOLOGIES
EDT 603 INSTRUCTIONAL DESIGN AND PROBLEM SOLVING WITH TECHNOLOGY
EDT 604 AUTHORING FOR EDUCATORS
EDT 606 NTERNET FOR EDUCATORS
EDT 614 EDUCATIONAL GRAPHICS AND ANIMATION
Educational Leadership Concentration
EDL 559 PRINCIPLES IN CREATIVE PROBLEM SOLVING
EDL 607 SITE-BASED LEADERSHIP
EDL 683 FACILITATION OF GROUP PROBLEM SOLVING
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