Education Initial Teacher Licensure

Undergraduate Program

The Adam Institute for Urban Teaching and School Practice, and the Education Department strive to provide students with outstanding programs in teacher preparation. The Master of Arts in Teaching program, one of the fifth-year accelerated degree programs at Clark, qualifies students for the initial teaching license according to Massachusetts state requirements at either the elementary, middle or secondary level. The initial license is the second level of licensure in Massachusetts and qualifies students to teach in Massachusetts and most other states.  To qualify for the program, students must complete an undergraduate liberal arts major and at least three pre-approved Education courses.

Clark programs are a collaborative endeavor, combining the efforts of faculty from the Education Department, the Adam Insitute for Urban Teaching and School Practice, arts and sciences faculty, and teachers from nearby partner schools in Worcester. Partner schools include University Park Campus School, a grades 7-12 school that has become a model of urban school effectiveness. Clark programs uniquely combine cutting edge school reform and professional learning with teacher education.

Core Values and Commitments

The program is committed to developing teachers who:

• believe that all students can learn;
• foster authentic learning, i.e., try to engage all students in meaningful thinking, reading, writing and speaking activities;
• support all students in learning, with an emphasis on academic literacy, personalization, and equitable “best practice” teaching;
• build learning communities with their children based on values such as respect, mutual support and collaboration, and likewise collaborate with colleagues for the benefit of children;
• continually reflect on and assess their own teaching.

In achieving this goal, the Master of Arts in Teaching program:

• immerses students in cohort groups within a partner school for the full academic year;
• integrates school and University perspectives in required courses, with both teachers from partner schools and University faculty in instructor roles;
• connects school experience and study in all phases of the program;
• provides students with collaborative learning experiences such as “rounds,” a signature practice that brings together students, teachers and University faculty for structured classroom observation and reflection;
• provides students with teaching responsibility for the majority of the academic year.

Program Faculty

Thomas Del Prete, Ed.D.
Eric DeMeulenaere, Ph.D.
Sarah Michaels, Ph.D.  
Jie Park, Ph.D.

Professors of Practice

Holly Dolan, M.Ed.
Letina Jeranyama, Ph.D.
Maureen Reddy, Ed.D.
Heather Roberts, Ph.D.
Raphael Rogers, M.Ed.

Adam Teacher Fellows

Kyle Pahigian, M.A.T.
Peter Weyler, M.F.A.

Emeriti Faculty

S. Leslie Blatt, Ph.D.
Sharon A. Griffin, Ph.D.
David S. Zern, Ph.D.

Part time Faculty

John Ameer, Ed.D.
James McDermott, Ed.D.
Nathaniel C. Seale, M.Ed.

Program Administrator

Monique Austin

Courses

• EDUC 060 - Public Schools and Democracy
• EDUC 152 - Complexities of Urban Schooling
• EDUC 155 - Education and Social Policy
• EDUC 194 - Field Experience: Human Services 1

Special Programs:

School Psychology Program

This three-unit sequence provides intensive first-level training for students in the junior and senior years considering advanced graduate work in school psychology and related professional fields. Students are required to complete a two-semester placement for 10 hours a week under the supervision of a school counselor, social worker or psychologist. Fulfilling the requirements of these courses constitutes completion of this sequence.