ࡱ> enk  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXY[\]^_`abcdghijlmpqrstuvwxyz{|}~Root Entry F@kz'Ef WordDocument5Data Zh1Tableo0 [:bjbj 552%^^^^^rrr8,r+zz"wwwp+r+r+r+r+r+r+$-K0|+^wwwww+^^+!!!wR^^p+!wp+!!|)0+2y'E *\++0+ *00(0+0^0+,ww!wwwww++!www+wwww0wwwwwwwww $: REVISED 9/6/18 Applicant Name:___________________ Date:___________________ Admission Content Preparation Review Worksheet - Social Studies Teacher Preparation Program The New York State Education Department (NYSED) and the National Council for the Social Studies (NCSS) have each articulated minimum requirements for the subject matter preparation of prospective secondary social studies teachers. Our graduate teacher preparation programs assume that this preparation has been achieved (at least for the most part) during your undergraduate work. Therefore, at admissions we need to perform a review to determine whether you have already met all these subject matter requirements or, if that is not the case, what coursework and/or other experiences you would need to complete before graduation in order to meet these requirements. While our faculty is ultimately responsible for this evaluation, we want to give you first the opportunity to document that you have met most, or possibly all, of the subject matter requirements. Sometimes course titles and numbers alone (as they appear in official transcripts) may be deceiving. Having taken those courses, you are in the best position to know which courses or other experiences -- should count towards fulfilling specific content requirements. Therefore, we are asking you to complete Part A and Part B of this worksheet to the best of your ability and bring it with you to your admission interview. Do not worry if you have questions about what specific topics really mean and/or where certain courses should be listed you will have the opportunity to ask these questions at the interview and then modify/add to the worksheet as needed. If needed, at the interview you will also be able to further explain how you completed the worksheet and/or to support your decisions with relevant documentation (e.g., course descriptions and syllabi of relevant courses, specific projects or assignments within a course, etc.). This form includes three parts: Part A articulates the relevant New York State certification requirements in terms of subject matter coursework, and asks you to list information about all the courses you have taken in the subject matter(s) you are going to teach. This section of the worksheet will help the reviewer evaluate the extent to which you have already met these certification requirements. Part B articulates what your professional organization believes teachers should know about the subject matter they teach that is, the specific areas within social studies with which you should be familiar by the time you begin teaching. In this case, we ask you to identify courses and other relevant experiences that contributed to your preparation with respect to each of the themes identified by NCSS, as well as your assessment of the strength of your preparation in that area at this point in time. Part C will be completed by the interviewer after your admission interview. Here the interviewer will record his/her final recommendations about what additional subject matter coursework and/or other experiences if any you will need to complete, if admitted, before you can be recommended for teaching certification. (A) New York State Requirements New York State requires teacher candidates seeking certification in Middle Childhood or Adolescence Education as specialists in social studies to have completed at least 30 credits of coursework in social studies or related subjects, of which at least 21 credits should be in history and geography of the United States, and including preparation in economics and government. Furthermore, the Warner School expects this coursework to have been completed with a GPA of 2.5 or above. To help us evaluate the extent to which you have already met these requirements, please list in the table below all the college-level courses related to social studies that you have already completed, or will have completed by the time you start the teacher preparation program, along with all the other information requested. Please also indicate coursework related to one or more of the following areas: history (by putting H in the first column); geography (by putting G in the first column); economics (by putting E in the first column); and government (by putting Z in the first column). If you are not sure what a specific course should count for, put a question mark (?) in the first column. Undergraduate degree & major:________________________________________________________________ Institution:________________________________________________________________________ Overall GPA:_________ One Class of Foreign Language: NotesCourse NumberCourse TitleCredit HoursGradeYear takenInstitution where the course was taken (if different from undergraduate institution) Content Requirements: NotesCourse NumberCourse TitleCredit HoursGradeYear takenInstitution where the course was taken (if different from undergraduate institution)Total # credit hours in social studies: ____ Total # credit hours in history: ______ Total # credit hours in geography: _____ Total # credit hours in economics:_____ Total # credit hours in government: _____ GPA in social studies: _____ NOTE: If you are not sure whether or not a certain course counts as a social studies course, or for a specific category, please bring to your admission interview as much documentation as you can about the course (e.g., official course description, syllabus, textbook, etc.) Interviewers comments: (B) Professional Organization Recommendations The National Council for the Social Studies (NCSS) has identified a number of interdisciplinary themes within social studies in which social studies teachers should be proficient in order to teach effectively. These themes have been identified in the first column of the table below, along with possible related areas of coursework. For each of these themes, please indicate in the second column any of the courses listed in Part A that addressed it; if there are experiences other than coursework that contributed to your learning about this theme, please indicate them in this column as well (e.g., using this content knowledge in other courses; teaching this content; independent reading/research; work experience, etc.). Please note that proficiency with respect to content knowledge in each of the areas identified below is a graduation, not an admission, requirement. There will be some opportunities offered in your methods courses to deepen your content preparation in at least some areas either through class activities or by selecting a specific focus in independent and/or group projects. Applicants can also be requested to take some additional content courses in conjunction with their program, when needed to address some critical gaps. Therefore, do not worry if at this stage you need to leave some areas in the table blank. Finally, in the third column we ask you to provide a self-evaluation of how confident you feel about your preparation in each of the areas identified as important by NCSS, using the following scale: 1: Little to no knowledge of this content in which case additional coursework covering this content is likely to be required. 2: Content is relatively familiar in which case it is likely that additional readings and experiences in this area, but no additional coursework, will be required. 3: Sufficiently confident about this content. 4: Very well versed in this content. Theme: Relevant coursework or other experiences: Self-ratingInterviewers comments & ratingCulture & Cultural Diversity: Anthropology Cultural Studies Gender Studies Diversity Studies Studies about Religion (Fully addressed in EDU442-Race, Class, Gender & Disability in American Education)Time, Continuity & Change: American History World History Non-Western History (must include each) People, Places & Environments: Geography Regional Studies Environmental Studies Self-rating scale: 1: Little to no knowledge of this content. 2: Content is relatively familiar. 3: Sufficiently confident about this content. 4: Very well versed in this content. Theme: Relevant coursework or other experiences: Self-ratingInterviewers comments & ratingIndividual Development & Identity: Psychology (Fully addressed in ED415-Adolescent Development & Youth Culture) Individuals, Groups & Institutions: Sociology Social Issues Group Studies (e.g., women, men, religious groups) Gender Studies Diversity Studies Institutional Studies (e.g., Schooling) Power, Authority & Governance: Political Science Foreign Policy Political Issues Self-rating scale: 1: Little to no knowledge of this content. 2: Content is relatively familiar. 3: Sufficiently confident about this content. 4: Very well versed in this content. Theme: Relevant coursework or other experiences: Self-ratingInterviewers comments & ratingProduction, Distribution & Consumption: Economics Marketing Science, Technology & Society: Environmental Studies Media Studies Philosophy w/ this focus Sociology w/ this focus History w/ this focus Ethical Issues in Medicine (Addressed in part in EDU499-Integrating Social Studies & Technology)Self-rating scale: 1: Little to no knowledge of this content. 2: Content is relatively familiar. 3: Sufficiently confident about this content. 4: Very well versed in this content. Theme: Relevant coursework or other experiences: Self-ratingInterviewers comments & ratingGlobal Connections: Area Studies Non-Western Studies Environmental Policy Studies International Relations Foreign Policy Communication Policy Studies Comparative Government Human Rights (Dis)Armament/ Militarization Studies Comparative Religions (Addressed in part in EDU433-Integrating Social Studies & Literacy)Civic Ideals and Practices Local Government Public Policy Studies Political Behavior Political Philosophy, Thought & Ideals Political Parties (Addressed in part in EDU432-Theory & Practice in Teaching & Learning Social Studies, EDU 462-Implementing Innovation in Social Studies Education, and EDU433-Integrating Social Studies & Literacy)Self-rating scale: 1: Little to no knowledge of this content. 2: Content is relatively familiar. 3: Sufficiently confident about this content. 4: Very well versed in this content. ( C) Summary Evaluation -- TO BE COMPLETED LATER BY THE INTERVIEWER Based on the information and documentation you have provided, as well as the discussion that took place during the admission interview, the interviewer will determine which of the following categories apply to your situation: ___ The applicants previous coursework and experiences meet and/or exceed all NYS and professional organization requirements. No additional experience is required. ___ The applicants previous coursework and experiences, combined with the experiences that will take place as part of our teacher preparation program, will be sufficient to meet all NYS and professional organization minimum requirements by graduation. No additional coursework in the subject matter is required, although the candidate is recommended to do some independent work to strengthen his/her understanding of the following content areas: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ___ The applicants previous coursework and experience, combined with the experiences that will take place as part of our teacher preparation program, are not yet sufficient to meet all NYS and professional organization minimum requirements. 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