Elementary with Optional ESL Preparation Lesley University

Master of Education (M.Ed.) in Elementary Education (1-6) with Add-License Preparation for ESL

District-Based Clinical Collaborative (Elementary Education Urban Initiative); MA Initial Licensure Program

Prepare to be an elementary education teacher who can reach culturally and linguistically diverse students.

Gain a Competitive Edge with This Integrated Elementary Program

This is a district-based Elementary Education Urban Initiative (EEUI) Master of Education (M.Ed.) program in which English as a Second Language (ESL) licensure competencies and courses are integrated with elementary instruction. Through this integrated program, be eligible for Initial licensure in Elementary (1-6), and prepare to take the Massachusetts Tests for Educator Licensure in ESL.

The program is offered through a participating school district, and students in the program spend an internship year at the school. The summer session includes field experiences in schools and with tutoring groups. Courses include clinically-based assignments.

Program of study and course descriptions [PDF] for the Elementary and Add License ESL Preparation
 
Key program information for M.Ed. in Elementary and ESL District Based Clinical Collaborative:
  • Program consists of 43 credits (28 credits of Elementary courses and practicum and 15 credits of ESL courses)
  • Classes are offered at Lesley’s Cambridge, MA, campus, with some online and some given at the participating urban school
  • Program prerequisites: see program of study and course descriptions for prerequisites.
  • Program is accelerated and full-time: one summer and a year-long, school based internship
  • Obtain Elementary Initial license after elementary coursework and practicum; for information on obtaining ESL Initial license, see program of study sheet.
 

SAMPLE PROGRAM COURSE

EECLD 6001 Culturally Responsive Teaching

This course sets the foundation for creating meaningful and relevant teaching and learning for culturally and linguistically diverse students. Legal issues and a historical perspective are used to examine the student's civil rights and the ways that prejudice, culture, language diversity, and socioeconomic factors influence the student's academic success or lack of it within the current system and under the current policies. The cultures of the student's state are studied and used in planning and cultivating culturally responsive learning/instruction and positive cultural identity in the family and community relations. Intercultural communication at the local, national, and international level is addressed. Participants engage in self-study, write their own cultural and linguistic autobiography, identify and utilize cultural resources in the community, and plan to actively involve linguistically diverse families in the school environment.

Faculty Spotlight

Staff Robert Thomas

Robert Thomas
Assistant Professor

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Faculty Maria Serpa

Maria de Lourdes B. Serpa
Professor

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