Early Childhood Special and General Education Dual Certification (On Campus or Online)

You will discover creative ways to help young children learn and grow in the Early Childhood Special and General Education Dual Certification Program.

In this dual certification program you will become well grounded in child development and its variation. This program will support your understanding that learning develops through play, social interaction, and sensory experiences. You will learn to implement strategies based in current research of inclusive practices.

• Learn to carefully observe children and use that knowledge to guide and inform your teaching.
• Engage all young children in play, learning and interaction.
• Develop skill in engaging with young children of varying development and need in meaningful ways.

This program is for you if:

• You are seeking your first teaching certification.
• You want to work with children birth through grade two in general, inclusion, and/or special education settings.

This program culminates in a Master of Science in Education and requires 48 credits. This program is offered either on campus or fully online.

Learn more about the online program

Central to a Bank Street education is the integration of coursework and field experiences as you engage and educate children based on a solid grounding in what makes children tick. You will:

• Participate in a weekly collaborative conference group with your advisor and 5-7 other graduate students. You will have an opportunity to engage in ongoing in-depth conversations about teaching and learning.
• Benefit from individual meetings with your advisor twice each month.
• Attend periodic three-way meetings with your Bank Street advisor and with the cooperating teacher.

There are three ways students work in classroom settings: as a student teacher (3 days each week), as a full-time assistant, or as a head teacher.

• Student teachers complete three placements in pre-k, kindergarten, and grades 1 or 2, and across general education, inclusive, and special education settings.
• Working teachers and assistants (in approved settings) may use their own classrooms for their fieldwork setting. These students will gain additional experience through placement in a summer supervised fieldwork/ advisement during a July (summer 2) term.