Return to teacher preparation and pedagogical core requirements
15. Library Media Specialist (all grades)
General requirements
The program shall include the following:
(i) human developmental processes and variations,
including but not limited to: the impact of culture, heritage,
socioeconomic level, personal health and safety, nutrition, past or present
abusive or dangerous environment, and factors in the home, school, and
community on students’ readiness to learn -- and skill in applying that understanding to create a safe and nurturing
learning environment that is free of alcohol, tobacco, and other drugs and that
fosters the health and learning of all students, and the development of a sense
of community and respect for one another;
(ii) learning processes, motivation,
communication, and classroom management -- and skill in applying those
understandings to stimulate and sustain student interest, cooperation, and
achievement to each student’s highest level of learning in preparation for
productive work, citizenship in a democracy, and continuing growth;
(iii) means for understanding the
needs of students with disabilities, including at least three semester hours of
study for teachers to develop the skills necessary to provide instruction that
will promote the participation and progress of students with disabilities in
the general education curriculum. The
three semester hour requirement shall include study in at least the following
areas: the categories of disabilities; identification and remediation of
disabilities; the special education process and state and federal special
education laws and regulations; effective practices for planning and designing
co-teaching and collaboration with peers; individualizing instruction; and applying
positive behavioral supports and interventions to address student and classroom
management needs. When such requirements cannot be completed in three semester
hours, the remaining study requirements may be included in other courses. This
three semester hour requirement may be waived at the discretion of the
commissioner, upon a showing that the program provides adequate instruction to
prepare candidates on understanding the needs of students with disabilities
through other means;
(iv) language acquisition and literacy
development by native English speakers and students who are English language
learners -- and skill in developing the listening, speaking, reading, and
writing skills of all students;
(v) curriculum development,
instructional planning, and multiple research-validated instructional
strategies for teaching students within the full range of abilities -- and
skill in designing and offering differentiated instruction that enhances the
learning of all students in the content area(s) of the certificate;
(vi) uses of technology, including
instructional and assistive technology, in teaching and learning -- and skill
in using technology and teaching students to use technology to acquire
information, communicate, and enhance learning;
(vii) formal and informal methods of
assessing student learning and the means of analyzing one’s own teaching
practice -- and skill in using information gathered through assessment and
analysis to plan or modify instruction, and skill in using various resources to
enhance teaching;
(viii) history, philosophy, and role
of education, the rights and responsibilities of teachers and other
professional staff, students, parents, community members, school
administrators, and others with regard to education, and the importance of productive
relationships and interactions among the school, home, and community for
enhancing student learning -- and skill in fostering effective relationships
and interactions to support student growth and learning, including skill in
resolving conflicts;
(ix)
means to update knowledge and skills in the
subject(s) taught and in pedagogy;
(x) means for identifying and
reporting suspected child abuse and maltreatment, which shall include at least
two clock hours of coursework or training regarding the identification and
reporting of suspected child abuse or maltreatment, in accordance with the
requirements of section 3004 of the Education Law;
(xi) means for instructing students
for the purpose of preventing child abduction, in accordance with Education Law
section 803-a; preventing alcohol, tobacco and other drug abuse, in accordance
with Education Law section 804; providing safety education, in accordance with
Education Law section 806; and providing instruction in fire and arson
prevention, in accordance with Education Law section 808; and
(xii) means
for the prevention of and intervention in school violence, in accordance with
section 3004 of the Education Law. This study shall be composed of at least two
clock hours of course work or training that includes, but is not limited to,
study in the warning signs within a developmental and social context that
relate to violence and other troubling behaviors in children; the statutes,
regulations and policies relating to a safe nonviolent school climate; effective
classroom management techniques and other academic supports that promote a
nonviolent school climate and enhance learning; the integration of social and
problem solving skill development for students within the regular curriculum;
intervention techniques designed to address a school violence situation; and
how to participate in an effective school/community referral process for
students exhibiting violent behavior.
Program-Specific
Requirements
Coursework
The program shall include the following:
(i) at least six semester hours of
study in teaching
the literacy skills of listening, speaking, reading, and writing to native
English speakers and students who are English language learners. This
six-semester-hour requirement may be waived upon a showing of good cause
satisfactory to the Commissioner, including but not limited to a showing that
the program provides adequate instruction in language acquisition and literacy
development through other means.
(ii) skill in collaborating with other professional staff to
support instruction through library services that enhances the learning and
independence of students with disabilities and special needs;
(iii) skill
in collaborating with other professional staff to support instruction through
library services that enhances the listening, speaking, reading, and writing
skills of all students; and
(iv) skill in collaborating with other professional staff to support instruction
through library services that enhances student learning in content areas and in
the uses of instructional and assistive technology to acquire information and
communicate.
Field
experiences, student teaching and practica
·
The
program shall include at least 100 clock hours of field experiences in
elementary and secondary schools and at least two college-supervised practica of at least 20 days each in elementary and
secondary schools. At least 15 of the 100 clock hours
of field experience shall include a focus on understanding the needs of
students with disabilities.