45 hours of field work (mostly observational), courses include how students learn, how to design lessons, integrating reading throughout curriculum.
Eastern Connecticut State University was founded in 1889 as the Willimantic State Normal School to train young women to be teachers. While the school has expanded its mission significantly since then, it has always made teaching an integral part of its identity.
The mission of Eastern Connecticut State University, the state’s designated public liberal arts university, is to provide high-quality undergraduate and select graduate programs to a diverse population of talented students. Eastern’s inclusive residential campus, outstanding faculty, emphasis on teaching excellence and exceptional facilities raise students’ aspirations and cultivate engagement, inquiry, integrity and social responsibility.
In the traditional arts and sciences, as well as in pre-professional programs that are grounded in the liberal arts, Eastern students apply theory in practical settings. Faculty research, scholarship, creative work and community engagement inform teaching and learning, advance knowledge and enrich the liberal arts curriculum. The University is committed to serving the state of Connecticut and the nation by preparing its students for their future personal, professional and public roles, as leaders in both their communities and professional fields.
I transferred to Eastern after discovering the phenomenal opportunities available in the Center for Early Childhood Education. I was involved in many research projects and gained priceless experience in the field of education.
The undergraduate program was designed with candidates entering their junior year in mind. The program uses a cohort model and is divided into four Cores (semesters).
During Core I, candidates have a field experience in an urban or rural/suburban school district and learn how to work with small groups of students, how to manage the classroom, and how to design lessons specific to their program area. Core II includes a second field experience in a different urban, rural or suburban district and is designed for candidates to learn about working with all students regardless of academic ability. Core III is pre-student teaching, where candidates complete an extended experience in a third urban, rural or suburban district where their student teaching will occur during the final semester.
This arrangement gives candidates the opportunity to learn more about teaching their specific content to both whole and small groups of students. Student teaching occurs in Core IV and candidates complete 12 full weeks of clinical experience.
$5,000/year for two years of study Connecticut Minority Teacher Incentive Grant; $4,000/year Federal TEACH Grant
$2,500/year stipend for four years if outstanding debt and teaching in CT public school CT Minority Teacher Incentive Program grant
Federal Public Service Loan Forgiveness - 120 qualifying payments while working for qualifying employer
$2,600/year for those qualifying for work study via FAFSA
Earth Science, Grades 7-12
Elementary, Grades 1-6
English, Grades 7-12
History & Social Studies, Grades 7-12
Integrated Early Childhood/Special Education, Grades Pre-K-3
Mathematics, Grades 7-12
Physical Education, Grades Pre-K-12
- American Indian or Alaskan Native
- Native Hawaiian/Other Pacific Islander
- Two or more races