Vocational Technical Education Degree (B.S.E.)

This is a Bachelor of Science in Education (Vocational) for teachers of trades. The students in this program later are employed either in their trade area, or in a vocational technical school, or in a comprehensive high school. Since the students in this program are employed during the day, the program is offered on a part time basis in the evening. In the Commonwealth of Massachusetts a conferred degree is not a requirement for teaching a trade in a vocational school.

Requirements

Program Description

In cooperation with the Massachusetts Department of Elementary and Secondary Education, Westfield State University offers a degree program for vocational teachers. This is a Bachelor of Science in Education (Vocational) for teachers of trades. The students in this program later are employed either in their trade area, or in a vocational technical school, or in a comprehensive high school. Since the students in this program are employed during the day, the program is offered on a part time basis in the evening. In the Commonwealth of Massachusetts a conferred degree is not a requirement for teaching a trade in a vocational school.

Requirements for Vocational Education

 

Note:

* See description in Graduate Catalogue for corresponding course; undergraduate course to be submitted for governance approval.

** Title change to be submitted for governance approval

Additional Graduation Requirements

All students must meet the University Graduation Requirements and complete a common core of studies, distributed among the different academic areas as detailed in the Common Core.

Learning Outcomes

At the completion of their programs of study, our Education majors will understand:

More Education Learning Goals

  • Their own history, identity, and position within US society and that of others, and related impact on teaching and learning.
  • Human variability, and the value of strength-based perspectives in work with children, families, communities.
  • The critical role of the teacher in enacting a humanizing pedagogy that is anchored in the needs, identities, and lived experiences of students, families, and broader community.
  • The history, complexity, and power of institutional settings such as schools, and the ethical responsibility of a teacher in working for justice.
  • The big ideas of disciplinary content and tools for inquiry, research, and curriculum design and implementation across content areas relevant to P-12 teaching.
  • The architecture of the ‘self’ (Sealy-Ruiz), the imperative of critical self-reflection for personal/professional growth.
Westfield State student teacher with students