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Education Pathway
The Education Pathway is designed to support students who are interested in pursuing early childhood certificates as well as working toward their associates degree. The following three tiers reflect the Education Pathway. The locations of the course offerings will be at the high school when the staff is teaching the dual enrollment course, at the Partnership Learning Academy (PLA) for fieldwork and hands-on coursework, and at CT State, if proximity permits. EdAdvance is able to provide these options, because they are offering free transportation to all CCA learning experiences. The teaching site will be determined by proximity to the students. All courses will be taught by a high quality, certified instructor regardless of the site. Included in this pathway are four tiers:
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Tier 1: Early Childhood Education Certificate
Tier 2A: Early Childhood, Pre-K-grade 2
Tier 2B: Elementary Education, grades 1-6
Tier 2C: Secondary Education, grades 7-12
Tier 1: Early Childhood Education Certificate
Program Description: The certificate is designed to develop skills and knowledge necessary and desirable to work with young children. The credits earned in this tier are transferable to the Associate of Science degree in Early Childhood Education or Pathway to Teacher Certification programs. Students who complete this 24-credit certificate can provide the basic aspects of professional childcare and inclusion education such as lesson planning, instruction, guiding student behavior, supporting families, and caring for and monitoring the safety for all young learners including those with special needs.
Learning Outcomes
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Know and promote child development by understanding young children characteristics; the multiple influences development; and recognize and create appropriate learning environments where all young children thrive.
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Build, support, and engage family and community relationships through understanding and valuing diversity and all families and knowledge of the community; and create respectful, reciprocal relationships that involve all families in their children’s education and development.
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Use effective communication in a professional setting.
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Work creatively with others, including culturally and intellectually diverse peoples; think critically; and demonstrate an appreciation for learning.
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Demonstrate a respect for others, coupled with an understanding of ethical behavior and civic responsibility.
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Model Course Progression:
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Year One​​
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Year Two​​
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Year Three​​
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Summer​
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ECED 1376- .5 HS credits & 3 CT State Credits​
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-
-
​Total Credits = 3.5-4 HS credits & 24 CT State Credits
Tier 2A: Early Childhood Education Program
Program Description: The Early Childhood Education (ECED) program is designed to provide students with the skills, knowledge, and competencies necessary for effective teachers of all young children from birth through age eight in the 21st century. This is specifically designed for students interested in working with preschool through grade 2 learners.
The degree program and ECED courses are aligned with the following standards: CT State Core Knowledge and Competencies (CKC), Division of Early Childhood of the Council for Exceptional Children (DEC), Early Intervention/Early Childhood Special Education (EI/ECSE), National Association for the Education of Young Children (NAEYC), and Office of Special Education Programs (OSEP).
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Learning Outcomes:
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Facilitate meaningful opportunities to foster physical, social, emotional, language, cognitive, and aesthetic development for all children from birth through age eight.
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Build, support, and engage family and community relationships through understanding and valuing diversity and all families and knowledge of the community.
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Develop a basic knowledge of and use observation, documentation, and assessment including assistive technology positively and responsibly to describe, discuss, and promote positive outcomes for a child’s learning and development including children with developmental delays and disabilities.
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Describe the role of the teacher in the classroom.
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Identify the requirements for teaching based on academic program requirements and state certification requirements.
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Design and deliver a challenging, high quality, twenty-first century curriculum.
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Recognize broader historical, cultural, global and scientific perspectives as they relate to education.
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Demonstrate sound knowledge of the academic disciplines, content areas, and concepts and a board inventory of appropriate teaching approaches and methods.
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Demonstrate professionalism by identifying oneself as an educator; practicing the ethical and legal responsibilities outlined in professional standards; and committing themselves to reflection and evaluation, continuous professional development, self-advocacy, and advocacy for children, families, and the profession.
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Model Course Progression:
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Year One​​
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Year Two​​
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​Full Year
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HIST 1015- 1 HS credits & 3 CT State Credits
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Semester One
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​Year Three​​
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Summer​
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Full Year​
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ENG 1010 - 1 HS credit & 3 CT State Credits​​
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ENV SCI 1010 or BIO 1110 - 1 HS credit & 3 CT State Credits​
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Semester One​
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ECED 2331 - 1 HS credit & 6 CT State Credits​​
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Semester Two​
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ECED 2515 - .5 HS credits & 3 CT State Credits​
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-
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Year Four​​
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Summer
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ECED 1376 - .5 HS credits & 3 CT State Credits​​
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ART 1110 or ART 1610 - .5 HS credits & 3 CT State Credits​
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Full Year
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Semester One
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Semester Two
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​Total Credits = 11-11.5 HS credits & 54 CT State Credits
Tier 2B: Elementary Education Program
Program Description: The Elementary Education program is designed to provide students with the skills, knowledge, and competencies necessary for effective teachers of education, grades 1-6.
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Learning Outcomes:
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Facilitate meaningful opportunities to foster physical, social, emotional, language, cognitive, and aesthetic development for all children from birth through age eight.
-
Build, support, and engage family and community relationships through understanding and valuing diversity and all families and knowledge of the community.
-
Develop a basic knowledge of and use observation, documentation, and assessment including assistive technology positively and responsibly to describe, discuss, and promote positive outcomes for a child’s learning and development including children with developmental delays and disabilities.
-
Describe the role of the teacher in the classroom.
-
Identify the requirements for teaching based on academic program requirements and state certification requirements.
-
Design and deliver a challenging, high quality, twenty-first century curriculum.
-
Recognize broader historical, cultural, global and scientific perspectives as they relate to education.
-
Demonstrate sound knowledge of the academic disciplines, content areas, and concepts and a board inventory of appropriate teaching approaches and methods.
-
Demonstrate professionalism by identifying oneself as an educator; practicing the ethical and legal responsibilities outlined in professional standards; and committing themselves to reflection and evaluation, continuous professional development, self-advocacy, and advocacy for children, families, and the profession.
​
Model Course Progression:
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Year One​​
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Year Two​​
-
Year Three​​
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Summer
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ENG 0960 or Accuplacer - 0-0.5 HS credits
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Full Year​
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MATH 1004 - 1 HS credit & 3 CT State Credits​​​
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ENV SCI 1010 - 1 HS credit & 3 CT State Credits​​
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Semester One​
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EDUC 2010 - .5 HS credits & 3 CT State Credits​​​
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-
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Year Four​​
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Summer​
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ART 1110 or ART 1610 - .5 HS credits & 3 CT State Credits​​​
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Full Year
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Semester Two
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CCS 1001 - .5 HS credits & 3 CT State Credits​​​
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-
- Total Credits = 9.0-9.5 HS credits & 42 CT State Credits​
RETURN TO TOP​​​​​
Tier 2C: Secondary Education Program
Program Description: The Secondary Education program is designed to provide students with the skills, knowledge, and competencies necessary for effective teachers of education, grades 7-12. Students will need to determine their area of concentration and subject area concentration. This will guide their course requirements.
Learning Outcomes:
-
Facilitate meaningful opportunities to foster physical, social, emotional, language, cognitive, and aesthetic development for all children from birth through age eight.
-
Build, support, and engage family and community relationships through understanding and valuing diversity and all families and knowledge of the community.
-
Develop a basic knowledge of and use observation, documentation, and assessment including assistive technology positively and responsibly to describe, discuss, and promote positive outcomes for a child’s learning and development including children with developmental delays and disabilities.
-
Describe the role of the teacher in the classroom.
-
Identify the requirements for teaching based on academic program requirements and state certification requirements.
-
Design and deliver a challenging, high quality, twenty-first century curriculum.
-
Recognize broader historical, cultural, global and scientific perspectives as they relate to education.
-
Demonstrate sound knowledge of the academic disciplines, content areas, and concepts and a board inventory of appropriate teaching approaches and methods.
-
Demonstrate professionalism by identifying oneself as an educator; practicing the ethical and legal responsibilities outlined in professional standards; and committing themselves to reflection and evaluation, continuous professional development, self-advocacy, and advocacy for children, families, and the profession.
​
Model Course Progression:
-
Year One​​
-
Year Two​​
-
Year Three​​
-
Summer
-
ENG 0960 - 0-0.5 HS credits​
-
-
Full Year​
-
ENG 1010 - 1 HS credit & 3 CT State Credits​​​
-
MATH 1100 - 1 HS credit & 3 CT State Credits​​
-
ENV SCI 1010 - 1 HS credit & 3 CT State Credits​​
-
-
Semester One​
-
EDUC 2010 - .5 HS credits & 3 CT State Credits​​​
-
-
-
Year Four
-
Summer​
-
ART 1110 or ART 1610 - .5 HS credits & 3 CT State Credits​​
-
-
Full Year
-
Semester One
-
CCS 1001 - .5 HS credits & 3 CT State Credits​​
-
-
- Total Credits = 10.5-11 HS credits & 42 CT State Credits​