ELEMENTARY AND EARLY CHILDHOOD EDUCATION DEPARTMENT
QUEENS COLLEGE CITY UNIVERSITY OF NEW YORK
TEACHER EDUCATION PROGRAM REGISTRATION
PROGRAM TITLE: Content Area Literacy
Across the Curriculum: A Sabbatical
Program for New York City Teachers
Certificate of Advanced Study for New York City Sabbatical
The Elementary And
Early Childhood Education Department’s Sabbatical Program consists of five three
credit courses with a one credit of independent study. Completion of the course
of study will result in a Certificate of Advanced Study. This program is an addition to the Queens
College Elementary and Early Childhood Education Department’s existing 15 Credit
Post Masters Certificate Program. The existing program consists of advanced certificates
in the fields of Early Childhood Education (Birth to Second Grade), Language
Minority Education, Child Developmental Psychology, Science Education, Social
Studies Education, Math Education, and Children’s Literature.
The purpose of this program is to create an integrated course of study in the
Queens College Elementary and Early Childhood Education Department that is only
available to teachers in the New York City schools, who have been awarded a
sabbatical for the academic year. This program is designed to address the
current challenges faced by elementary school teachers to provide rigorous,
standards-based instruction across the content areas of science, math and
social studies. Emphasis is placed on aligning content in these subject areas
with national standards (Common Core State Standards in ELA and Mathematics,
Next Generation Science Standards, The College, Career, and Civic (C3)
Framework for Social Studies State Standards) and state and New York City scope
and sequence documents. The emphasis is on bringing a disciplinary perspective
into the classroom, enabling teachers and students to think like a scientist,
mathematician, and historian. Drawing on the Elementary and Early Childhood
Education Department’s long-term commitment to literacy instruction and
children’s literature, courses also introduce quality fiction and nonfiction
literature as well as strategies for using oral and written language to learn.
All courses are designed to provide teachers with up-to-date knowledge in
elementary education and practical strategies for applying this knowledge.
The Elementary and Early Childhood Education Department
Sabbatical Program for New York City Teachers is designed to reflect the New
York City Board of Education’s requirements for approval of an application by
an eligible teacher for a sabbatical.
These requirements specify an integrated program with courses offered
during a normal board of education school day
The New York City Board of Education’s sabbatical requirements (Personnel Memorandum #7, February 14, 2013):
- All courses for study sabbatical and
the project selected for the educational research project must be job-related courses.
- The project must be significantly
rigorous and must have evident links that translate into improved instructional delivery of
content to students.
- Elementary school teachers must
include courses or complete a project that promotes growth in a range of potential assignments.
- Programs and projects devoted exclusively to literacy are acceptable for all
elementary school teachers.
- The majority of courses in each
semester must be taken during normal Department of Education school hours when staff member
would otherwise be on duty.
How the Elementary and Early
Childhood Education Department Sabbatical Program for New York City Teachers
meets the requirements of the New York City Board of Education:
Based on the New York City Board of Education’s requirements for teacher
sabbaticals, the new Elementary and Early Childhood Education Department’s sabbatical
program meets teacher’s needs in the following ways:
The sabbatical program consists of sixteen credits as
required by the New York City Board of Education, rather than the fifteen
credits of other Elementary and Early Childhood Education Department post masters
At least two of the courses will be offered in the
daytime during the fall and spring semesters. Most of the graduate courses in
the Elementary and Early Childhood Education Department are offered in the
The courses in the sabbatical program are rigorous
with links to the four major content areas of the elementary curriculum:
language arts, math, science, and social studies.
All courses are designed for integrated content and
instruction in grades one to six.
To be admitted to the sabbatical
program, the student must be a New York City Board of Education appointed
teacher in the elementary grades, who is applying for sabbatical leave. The
student must have an earned master’s degree and teacher certification. Although no specific GPA is required for
admission, once in the program students will be expected to maintain a B
Content Area Literacy Across the
Curriculum: A Sabbatical
Program for New York City Teachers
Certificate of Advanced Study
in History Through Literature: 3
This course takes an interdisciplinary
approach to curriculum by combining the content and process of “doing
history” with the focused use of language arts (reading, writing, speaking, and
listening) as a means of learning in the elementary school. By applying the critical
perspective of historians to the study of quality children’s literature
dealing with the past, this course engages teachers in curricular issues of
both content and process. Content topics include (1) developing a questioning
approach to biography, (2) learning to use historical photographs, (3)
developing academic vocabulary, and (4) learning strategies for making sense
Queens as a Learning Lab: 3 cr
Working with organizations, institutions, and historical sites within the
borough of Queens, students investigate and reflect on teaching and learning
strategies for a study of Queens in their classrooms. Emphasis is on
historical, geographical, political, economic, and social development of the
Modern Learning Technologies across the Content Areas: 3cr.
Students learn to use modern technology to enhance the learning of core
curriculum subjects. Technology literacy is acquired through classroom
laboratory experiences, readings, and writing requirements. Students learn to
apply modern technology tools to school curriculum.
Reading and Writing for Learning in Science: 3 cr.
This course is designed to promote engaged learners who
demonstrate curiosity, search for understanding in self-guided ways,
communicate with others to share and test their ideas, contribute to the
creation of a community of learners, and bring an enthusiastic quality to the
classroom. Students learn to create science-learning environments that
promote engaged readers and writers, and develop strategies that promote
reading and writing in science.
Exploring Mathematical Ideas Through Literature: 3cr
This course explores the idea of literature in an elementary school
mathematics program. Students discuss criteria for selecting books and
address issues of equity in children’s literature such as gender and
multicultural perspectives. Students examine a wide range of mathematical
literature and develop effective instructional strategies for using these
books to explore important mathematical concepts.
Final Project: 1 cr
In this course, students engage in a project that applies ideas
encountered in previous courses to their specific teaching assignment and
Download a printable version of the program: EECE Sabbatical Program for NYC Teachers
To apply go to the following link on
Queens College’s Graduate Admissions site: