Initial teaching license

Early Childhood Education

Program Description

The VT-HEC Early Childhood Educator Initial Licensure Program is an 18-credit sequence of coursework, field experiences (including student teaching), and a seminar series designed to prepare participants without a Vermont license in any field to fulfill the requirements for an early childhood educator license.

Upon successful completion of all program requirements, the VT-HEC will recommend educators to the Agency of Education for an initial early childhood educator license.

New cohorts begin every summer. This program is affiliated with Vermont State University.

If you already have a Vermont teaching license, learn more about adding an early childhood endorsement.

View Timeline & Course Descriptions View Upcoming Courses

Application and Program Requirements

Applicants must have:

A completed a bachelor’s degree with an overall GPA of 3.0 or better,
A minimum of one year’s experience working with children between the ages of 0-8 years OR two years of experience in a related field, and
Support from a current supervisor or employer.

Applicants should first contact Manuela Fonseca, the VT-HEC EC/ECSE program director, to arrange a meeting to discuss the program and whether it is a good fit. Applications are accepted during the summer and fall semesters.

For questions or to request an application, contact Manuela Fonseca at [email protected]

Program Timeline + Course Descriptions

View Upcoming Courses

These courses are designed to meet the competencies for licensure as a special educator in Vermont. Candidates are required to attend an initial licensure seminar that runs from July through May of year two. The seminar is offered virtually, once every three weeks, in the late afternoon or evening

Year One

This course is designed to provide current and aspiring early childhood and early childhood special educators with an opportunity to acquire in-depth knowledge of children’s typical and atypical development across all domains, from conception through middle childhood. The course will assist educators to develop a deep understanding of how children develop and apply this knowledge not only in classroom assignments, but more importantly in their work as early childhood educators.

We will study child development by observing children, examining the research, and considering various theoretical perspectives that have formed our interpretations of how and why children develop in both similar and unique ways. We will explore the cultural and familial contexts in which children develop, and the factors that impact their development through readings, discussions, multimedia, child observations, and personal experiences. In addition, participants will develop a better understanding of research methods and refine their observational skills.

In this course, students will conduct observations of children at different stages of development and then analyze and interpret their observations by applying what they are learning in this course. Students will also do in-depth research into a topic in child development that interests them and teach others what they have discovered.

This course focuses on five major areas of teaching and learning:

Examining various curriculum models and approaches to early childhood education,
Designing inclusive, safe, and engaging physical and social environments based on and supporting children’s growth and development,
Creating developmentally and individually appropriate learning opportunities and assessment strategies that are evidence-based and address Vermont’s Early Learning Standards,
Understanding the importance of building relationships with children, their families, and colleagues, and
Becoming a professional by articulating a personal philosophy of teaching and learning, using ethical standards, and adhering to state and federal regulations and requirements.

In this course, participants will learn how to plan a curriculum that integrates various disciplines, including the visual arts and creative expression. Strategies for promoting young children’s social and emotional development, and for including children of all abilities will be explored.

This course is designed to address the literacy related competencies of the early childhood educator (PreK-3rd grade) endorsement and initial licensure. It delves into how children construct knowledge about literacy and develop the ability to read and write. It also focuses on how teachers can support the early literacy development of children in preschool, kindergarten, and the primary grades by creating literacy rich environments and using developmentally appropriate instructional and assessment strategies.

Year Two

Covering a range of topics, the purpose of the yearlong seminar is to:

provide specific guidance and support to candidates drafting their Vermont Licensure Portfolio, and
build a collaborative, supportive community of candidates.

Candidates must have successfully passed the Praxis Core Series by the start of the fall semester, Year Two.

This course focuses on the nature of language development (including phonology, morphology, syntax, semantics, and pragmatics) from infancy through grade three. It examines the developmental progression of phonology, semantics, morphology, syntax, and pragmatics as well as various theoretical perspectives of how language develops. This course also provides a basic overview of the neurological underpinnings of language along with an understanding of cultural and linguistic aspects of first and second language acquisition and communication disorders. The connections between oral speech and language skills to early literacy development and later literacy skills are examined, as well as a preliminary introduction to early writing strategies. This course includes an overview of assistive technologies used for communication and literacy in early childhood. The Vermont Early Learning Standards will be utilized as a tool for creating developmentally appropriate language learning opportunities.

This course is designed to provide educators with a deeper understanding of the foundational concepts of number and operations, measurement, geometry and spatial reasoning. It will examine how children develop these understandings and explore ways of promoting mathematical reasoning in pre-K through grade three (preK-3). Individuals will have the opportunity to develop and implement appropriate assessment and instructional strategies in a (preK-3^rd grade) setting, emphasizing the importance of establishing a culture in which mathematics occurs in relevant, authentic ways and in which children have the opportunity to reason, examine relationships, and communicate their ideas with others.

This course is required for individuals seeking the early childhood educator (PreK-3rd grade) endorsement or initial licensure. Educators in this class will explore strategies for engaging young children in meaningful explorations of the world around them. The social studies component will focus on historical, geographical, and social science tools and practices that enable children to learn about and connect with the larger community. The science component will help build skills and foundational knowledge necessary to support children’s developing scientific thinking about the natural world. A shared vision for quality instruction of science and social studies will be constructed through an analysis of our work in class as well as opportunities to discuss relevant readings, classroom observations, practicum experiences, and videos of children.

Internship description coming soon!

GUIDING YOU WITH EXPERTISE

Course Instructors

Judith Masson, M.Ed.

Judith Masson, M.Ed.

Judith has been an Essential Early Educator (EEE) in the Northeast Kingdom for 14 years, working with preschoolers in the surrounding towns of Newport. She has an Bachelor’s Degree in Early Childhood Special Education as well as a Master’s Degree in Early Childhood Education. In 2010, she completed a fellowship program through Vermont Interdisciplinary Leadership for Educating Health Professionals (ILEHP), focusing on autism spectrum disorders. Her professional responsibilities currently include providing special education services for preschoolers with disabilities, supervising paraprofessionals, conducting case management and program development activities and collaborating with families, teachers and related service providers.
Lori Cassidy, M.Ed.

Lori Cassidy, M.Ed.

Lori has been a Special Educator for over 35 years in the State of VT. She spent the first 4 years as an Intensive Needs teacher for adolescents and then as an Early Childhood Special Educator. She has worked in a variety of settings and positions from being a classroom teacher/director to being a traveling special educator. Lori received a Masters in Early Intervention from UVM. She is a VT AOE State approved Trainer and Coach for Early MTSS focusing on the Pyramid Model. For the last 10 years, Lori has taught the Fundamentals for Early Childhood class for Northern Lights Career Development Center. She has also taught the Curriculum course for the Higher Ed Collaborative and has presented trainings/workshops on a variety of topics.
Stephanie Sumner

Stephanie Sumner

Stephanie has been an elementary educator in Vermont since 1996. Stephanie’s passion is working with students and educators to create and support learning environments where all children are welcomed and valued for who they are and are nurtured, inspired learners. When teachers are empowered to create communities of belonging, students are empowered to grow and learn to their greatest capacity. Stephanie holds undergraduate degrees in Elementary Education and Psychology, an M.Ed in Science Education K-8, and a certificate of advanced graduate studies in School Leadership. Professionally, she spent many years teaching grades 4-6, working as a mathematics coach, and several years as a PK-4. Stephanie’s current work includes serving as the seminar instructor in the VT-HEC Special Education Initial Licensure program and as a certified facilitator for Illustrative Mathematics. She has taught social-emotional learning and literacy instruction courses for the Castleton Center for Schools and has been an instructional leader for all content areas PK-4. Stephanie also works privately as a parent coach and educator.
Alison Matot

Alison Matot

Alison is a seasoned educator with extensive experience at the elementary level. As a former instructor at the Community College of Vermont, she has dedicated her career to fostering academic excellence and nurturing the intellectual growth of her students. Alison is a proud graduate of both the Vermont Mathematics Initiative and Southern University of New Hampshire, where she honed her expertise in mathematics education. Balancing her professional endeavors with personal passions, Alison cherishes her role as a grandmother. In her spare time, she can often be found navigating the waters as a ferry boat captain, blending her love for adventure with her commitment to lifelong learning.
Danielle Kent, M.S., CCC-SLP
Lilly DePino, M.Ed., MST.

Lilly DePino, M.Ed., MST.

Lilly is a PreK-6 Math Coach/Coordinator in southern Vermont, and an instructor in the VT-HEC Early Childhood program. She is a former kindergarten teacher who has also had the pleasure of teaching and learning alongside children in grades PreK through 8th as both a classroom teacher and an interventionist. As a math coach, she has the opportunity to support her colleagues as they explore and implement best practices in teaching mathematics collaboratively. Lilly is a graduate of the Vermont Mathematics Initiative and Bank Street College of Education.
Cathy Siggins, M.Ed.

Cathy Siggins, M.Ed.

Cathy is an instructor in the VT-HEC Early Childhood Education Program. She was among the first graduates of this program back in 2007, achieving an initial teaching license in Early Childhood Special Education. Cathy then completed her Master’s in Curriculum and Instruction with UVM in 2009. Cathy has taught preschool in both public and private school settings, and has held a variety of roles as an adult educator, including mentor, trainer, and college instructor. Currently, in addition to working as an early education outreach teacher, she is mentoring teachers seeking their initial early childhood licensure through peer review.
Amy Emerson

Amy Emerson

Amy has been an Early Childhood Special Educator for over 5 years at Blue Mountain Union School. Prior to that, she was the preschool teacher for 3 years. Amy received both her initial license and ECSE endorsement through VT-HEC, and her M.Ed. through Lyndon State College. Amy is a member of the VT-HEC Early Childhood Advisory Board and is involved with Peer Review with the AOE. Amy lives in South Ryegate with her husband, two children, and two dogs.
Jennifer Knowles
Kate Boursiquot