Education, Master of Science in Elementary or Secondary Degrees, Sixth Year Certificates of Advanced Studies, and Certification Areas

Carlson Hall
Telephone: (203) 576-4764

This degree program provides advanced study in content and content pedagogy for persons interested in careers in education, and/or certification in the State of Connecticut to teach on the elementary or secondary levels.

The Remedial Reading and Remedial Language Arts Program is for teachers who already hold a teaching license, who seek advanced coursework in reading and language arts at the Master’s level or Sixth Year level in reading and language arts, and who wish to work with struggling readers. Coursework in this graduate program prepares educators for Connecticut certification in Remedial Reading and Remedial Language Arts (102), grades 1-12.

Intern Program

Carlson Hall
Telephone: (203) 576-4219

The Graduate School of Education provides an internship option for the following students: (1) those seeking a Master’s degree or 6th Year Certificate of Advanced Studies and teacher certification; (2) those already certified and seeking a Master’s degree or Sixth Year Certificate of Advanced Studies, or (3) those seeking a Master’s degree only for work in nonpublic American schools, schools in another country, or in other educational settings. This internship is designed to integrate field experience with graduate course work. During the internship students earn thirty-three tuition remission credits.

Master’s Degree Program

Master of Science in Elementary and Secondary Education

(Connecticut Teacher Certification)

This program provides educators with the opportunities for in-depth study of subject content, techniques and materials appropriate to contemporary classrooms within a structured framework of field concentration and professional development. Emphasis is placed on selected areas of concentration in content and content pedagogy and professional course work for the development of individual clinical competencies.

Individuals seeking Connecticut certification must take courses required for their license in a Master’s Planned Program of Study. This program consists of foundation courses, subject content courses, professional courses, field experiences, and residency teaching.

The following certification tracks are available: Elementary content area courses; Secondary and Middle Level Academic Subjects: Biology, Physics, General Science, Chemistry, Earth Science, English, Mathematics, History and Social Studies, Business Education, and Music (K-12).

Teacher Preparation Programs

Candidates who seek certification to teach in Connecticut must follow a Planned Program of Study that results in a Master’s Degree and a recommendation by the State Certification Officer at the University for an Initial Educator Certificate in the State of Connecticut.

Admissions into the Master’s Degree (Certification Track Programs)

Students seeking certification must apply to the program of their choice and must meet the following requirements PRIOR to admission into a Certification Track Program in Elementary, Secondary Academic Subjects, or Music:

1. A Bachelor’s Degree in a subject area major (not professional education) from a regionally accredited institution with thirty-nine credits in general education, including course work in English, Mathematics, Natural Science, Social Studies, and World Language or Fine Arts (Grades below a C are NOT accepted for this category).
2. Undergraduate GPA of at least a B-. (B minus)
3. A well-written essay, at least 350 words, describing the candidate’s reasons for enrolling in the program and experience relevant to teaching and demonstrating the appropriate dispositions for becoming a teacher.
4. One letter of recommendation from a person able to testify to the candidate’s suitability as a prospective teacher and potential for graduate-level work.

Candidates seeking admission to the certification-track programs are expected to possess basic technology proficiencies, such as word processing, sending and receiving email messages, using the Internet, and the University’s web based platforms.

All candidates for Connecticut State Certification must meet the following additional requirements prior to recommendation for certification:

1. Completion of all required Planned Program course work.
2. Completion of all General Education (undergraduate requirements).
3. PRAXIS II examinations, as well as any additional - state mandated assessments for specific certification areas.
4. Demonstration of all state-required program competencies.
5. Demonstration of the knowledge, skills, and dispositions for teaching in the program area, including successful completion of all performance assessments specific to the certification program.

Program Goals

The Teacher Preparation Program Goals coincide with the six domain goals of the Connecticut Common Core of Teaching and the national States’ Common Core of Teaching. The Teacher Preparation program at the University of Bridgeport seeks to develop teachers who can accomplish all of the following:

• Understand and apply essential skills, central concepts, and tools of inquiry in their subject matter or field;
• Promote student engagement, independence, and interdependence in learning by facilitating a positive learning community;
• Plan and Implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity;
• Use multiple measures to analyze student performance and to inform subsequent planning and instruction;
• Maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership.

Sixth Year Certificate of Advanced Study (DAS)

This 30 credit Sixth Year Certificate of Advanced Study (DAS) degree program at either the Elementary or Secondary level provides extensive course work and experiences in working with students in the field of literacy and language arts. An individual with an appropriate regionally accredited Master’s degree may use the 6th Year DAS degree program to achieve teacher certification.

Although the program focuses on literacy for grades 1-12, the candidates elect either an Elementary degree focus or a Secondary degree focus through their field experiences and research. This concentration focuses on working with students in a variety of instructional settings for the purpose of teaching literacy processes, for evaluating students in reading and language arts, and for developing and evaluating literacy programs. Students learn to create appropriate literacy instruction for learners experiencing difficulty in reading and language arts. Upon completion of the coursework, field experiences, and appropriate performance assessments, students may apply for the Connecticut initial educator certificate in Remedial Reading/Remedial Language Arts, 1-12.

Program Goals

The program goals in literacy are aligned with the International Literacy Association’s Standards for the Preparation of Literacy Professionals (2017). 

The Learning Outcomes are aligned with the International Literacy Association’s Standards for the Preparation of Literacy Professionals (2017):

1.  Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.

2. Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.

3. Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.

4. Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students’ identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.

5. Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.

6. Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.

7. Candidates apply theory and best practice in multiple supervised practicum/clinical experiences.

Admissions Criteria

• A valid Connecticut teaching certificate (or proof of eligibility);

• Successful completion of a Master’s degree from a regionally accredited institution.

• A minimum undergraduate B- GPA.

• At least two letters of recommendation from persons able to testify to your suitability as a prospective teacher and your potential for graduate-level work;

• An essay demonstrating a command of the English language and setting out the reasons for wanting to enroll in the program and emphasizing experience relevant to teaching;

• A successful interview with the Program Coordinator;

• Completion of at least 30 school months of successful classroom teaching experience.

Connecticut’s essential skills testing requirements: passing scores in the PRAXIS I exams in Reading, Writing, and Mathematics or an official essential skills test waiver currently meeting this requirement.

In this program students gain extensive preparation in learning to teach students in reading and language arts; to work with learners experiencing difficulty in reading, writing, and literacy-related processes; to assess literacy development; and to develop and evaluate programs that improve literacy processes.