Adolescence Special Education (Advanced Certificate)
- evidence of successful completion of an introductory course in special education (SPED 501, SPED 500 or the equivalent)
- at least 6 credit hours in each of the following:
- English/Language Arts
- Social Studies
- must possess initial certification or be eligible for initial certification in adolescence education (unless a student is currently enrolled in TLEL's MAT progam
Applicants to the advanced preparation programs must submit all of the following materials:
- Certificate application
- Official transcripts for all college study. Applicants should have a cumulative undergraduate grade point average of at least a B (3.0 on a 4.0 scale).
- At least two letters of recommendation from superiors who can attest to your competence as a teacher and your potential to successfully complete graduate study.
- Graduate Record Examination (General Test only) sent to code 2535. Take the GRE in time for an official score report to be received by the application deadline. The GRE is required for our advanced certificate in Adolescence Special Education unless the applicant is a certified teacher/leader who already holds a graduate degree.
- Resume, to include current employment, previous professional education experience (including student teaching), volunteer work and other experiences with children and youth.
- Copy of NYS Teacher Certification, TEACH file or TEACH reference number. This is required for all in-service programs; this is not required for the MA TESOL program. A program may accept a teaching certificate from another state, but that does not guarantee that NYS will recognize it, or that our programs fulfill teacher certification requirements in other states.
- Personal statement (further instructions detailed below).
Dispositions are the values, commitments, and professional ethics that influence an individual's behavior towards students, families, colleagues, and communities. An individual's dispositions affect their opinion of student learning, motivation, and development, as well as an individual's professional growth.
Collectively, faculty members from the Department of Teaching, Learning, and Educational Leadership identified the Professional Dispositions they see as essential to the development of an effective educator or educational leader. These Professional Dispositions include a readiness to:
- Demonstrate a commitment to learning and diversity;
- Build rapport and serve as a strong role model to peers, colleagues, and learners;
- Display effective communication skills (oral and written) in all settings; and
- Demonstrate professional competence and conduct.
For the personal statement, describe how one or more of these professional dispositions has (a) influenced your decision to become a teacher and/or (b) will contribute to your effectiveness as a teacher. Please approach this by telling a story about an incident or event in your life that illustrates that particular characteristic.
The personal statement you provide will be evaluated by faculty and staff members on the basis of how well you address the prompt and your skill at organizing, developing, and conveying, in standard written English, an event or story that illustrates how you have demonstrated (or perhaps observed) the characteristic in your life.
Please make sure your response directly addresses the prompt. Personal statements should be 500-750 words (approximately 2-3 pages, double-spaced, Times New Roman font, size 12, 1" margins). Personal statements must be uploaded directly into the Binghamton University application system and are not mailed or emailed to a faculty or staff member.
Please note: This statement requires foci differ from the generic Graduate School personal statement instructions. This is an important part of the application. Be as specific as possible, including examples where appropriate.
For more information regarding the application process and transcript review, contact firstname.lastname@example.org.