Degrees for Education

The Teacher Certification Program is designed to allow individuals with a baccalaureate degree to obtain state certification to be eligible for a classroom teaching position.

After completing the TCP program, students interested in obtaining a master’s degree can then move seamlessly forward in UNE’s Master of Science in Education program with a concentration in Teaching Methodology.

Through course work designed to satisfy department and state requirements, certification in areas of elementary education (K-8), secondary education (7-12), and art education (K-12) may be obtained. Courses provide foundational and pedagogical knowledge, coupled with the requirement to have field experiences in public school classrooms throughout the program.

The MS in Occupational Therapy is the only accredited master-level Occupational Therapy Program in the Capital District and Upstate Region of New York State. Full-time students can complete the 82-credit masters program in 27 months of study that includes 6 months of field experiences. Students can elect to complete the program on a part-time basis by enrolling in classes 2-3 days per week and completing one year of coursework over a two-year time period.

Qualified men and women who possess a baccalaureate degree and who have fulfilled the prerequisite courses for the professional program may apply directly through Sage Graduate School.

Prospective students who do not have a bachelor’s degree click here for information about the Accelerated 3+2 BA or BS Leading to the MS in Occupational Therapy.

Students interested in applying to Sage Graduate School for an MS in Occupational Therapy should complete the following forms and include them with the admission application: Academic Standards Statement, Clinical Observation Documentation, and Program Prequisite Record. The observation hours can be completed after acceptance, but must be completed prior to beginning program coursework.

For an application and financial aid information, go to Sage Graduate School Office of Admission.
Program Features
In slightly over two calendar years, students complete the 82-credit master’s program that includes a research project and 6 months of full time fieldwork.
The program is taught by highly experienced faculty; many having earned practice specialties and board certification.
Many courses are delivered in seminar-format; class size is kept small.
Curriculum is delivered in well-equipped laboratory spaces using the latest technology.
Fieldwork experiences are integrated throughout the curriculum.
Over 90% of Sage graduates seeking employment in 2006 were employed within 8 weeks post graduation.
Fieldwork

Students complete five part time and full time fieldwork experiences to refine clinical reasoning and therapeutic skills while working with clients. Level I fieldwork involves three multi-week experiences in clinical settings integrated within first and second-year coursework. Level II fieldwork involves two full time, 12-week internships during the summer and fall following the second year of study. These affiliations give students the opportunity to practice the clinical skills learned in the classroom in occupational therapy settings under appropriate supervision. The expected outcome of Level II fieldwork is entry-level therapist performance and independent practice.

Sage has formal agreements with over 150 clinical sites located throughout the country. Students have completed fieldwork at sites in NY, PA and NJ, at facilities in New England, and at sites in the southern region of the US, the mid-West and on the West coast. Supervising therapists describe Sage occupational therapy students as highly competent and well-prepared.
Research

Students are active research participants in faculty-mentored research projects. The three-course OT research sequence provides a solid foundation to support student research efforts. Some recent student research topics include spirituality, improving functional outcomes, autism, driving cessation and depression, pervasive developmental disorders, outcome assessment validation, post-stroke depression, and carpal tunnel syndrome. Faculty, too, are engaged in ongoing research projects covering a range of practice topics such as post-traumatic stress disorder, caregiver occupations and well-being, efficacy of interventions for children with autism, and linking expressive arts to quality of life for pediatric oncology patients.
Faculty

Students enjoy an excellent student to faculty ratio of 10:1 that facilitates personal attention and close working relationships. The Occupational Therapy faculty at Sage are specialists in the fields of pediatrics, psychosocial practice, rehabilitation, gerontology and research. To ensure currency in program content delivery, faculty are engaged in scholarly work and clinical practice in addition to their teaching responsibilities. As a result they are able to bring new ideas and technologies into the classroom as well as to expose students to contemporary practice in their respective therapy settings. Faculty include professors who hold advanced certification in pediatrics, neurorehabilitation, sensory integration, neurodevelopmental treatment, and hand therapy. Areas of inquiry represented in faculty doctoral degrees and study include caregiver well-being, expressive arts, curriculum and instructional technologies, education and psychology. Many OT faculty also hold leadership positions in occupational therapy professional organizations and in community agencies

The Business, Computer and Information Technology Teacher Education major prepares teachers to teach business and office education subjects for elementary, middle school, and high school. The program is designed to help students acquire competencies in liberal arts, business foundations, and professional studies. This comprehensive certificate (K-12) prepares students to teach office technology, programming, accounting, entrepreneurship, business law, general business, software applications, business communications, keyboarding, marketing and management.

Practical applications of teaching competencies are made during the professional semester - a full-time block of studies that includes micro-teaching, methods of developing and achieving performance objectives, and supervised student teaching in an approved school.

A student completing the studies and field experiences of the program will be able to demonstrate:
competency in business subjects,
effective communication skills,
skills for self-initiated learning,
effective interpersonal relationships,
appropriate strategies leading to effective action in new situations, and
competency in designing instructional systems for individualized learning.

For detailed information on the teacher certification program at Robert Morris University, refer to the Guidelines for Secondary Teacher Certification available in the RMU Bookstore.

Students in the program also have the option of obtaining English as a Second Language (ESL) Program Specialist Certification. (Students at the Lehigh Valley campus can also complete a two-year course of study in education prior to changing locations for any teaching option at University Park , Altoona campus, Berks campus or Penn State Harrisburg.)

The teacher certification program in elementary education at Penn State Lehigh Valley is offered in collaboration with Penn State’s College of Education. Practical field experiences are emphasized to promote the integration of academic coursework and professional skills at all levels of coursework.

Full-time study is required when students are enrolled in the student teaching practicum. See the “Degree Overview” page for more information about entrance to major requirements. Junior level courses will be offered beginning with the Fall 2006 Semester.

For information about the degree program at the Lehigh Valley Campus, contact Dr. Mary Hutchinson at mcl6@psu.edu.

Degree Overview
Field Experiences
Field experiences are required at all levels of the program. Prior to formal admission to the major, these experiences provide valuable hands-on opportunities for students to explore the teaching profession and learn about the process of teaching and learning. Furthermore, these activities will help them decide whether elementary education is the right personal choice as a career. Later on, on-site practicum in school settings will accompany the methods courses during the junior and senior years. Finally, student teaching is a full-time semester practicum accompanied by a seminar.
Accreditation
The degree program is approved by the Pennsylvania Department of Education and accredited nationally by the National Council for Accreditation of Teacher Education (NCATE).
Advising
Students are assigned a faculty member to be their advisor. The College of Education has extensive advising information available on the Internet at http://www.ed.psu.edu/edservices/sitemap.html
Degree Requirements
Degree requirements to graduate from Penn State with certification in elementary education can be found on the Internet at http://www.psu.edu/bulletins/bluebook/major/ek_ed.htm. These requirements can also be found in a checksheet format http://www.lv.psu.edu/degrees/eedbl/eked_k6_05.pdf

Teacher Education Entrance and Exit Program Requirements
Entrance to the specific major typically occurs during the spring semester of the student’s sophomore year. Baccalaureate degree candidates must meet requirements 1-3 by the end of their third semester:
A minimum cumulative grade point average of 3.00
Qualifying scores from the PRAXIS I - PPST for Reading, Writing and Mathematics. (http://www.ed.psu.edu/edservices/testing.htm)
Documentation of at least 80 hours of volunteer or paid education work experience with learners of elementary school age. At least 40 of these age-appropriate 80 hours must be with learners whose cultural, social, or ethnic backgrounds differ from the candidate’s own. Documentation Form (http://www.ed.psu.edu/edservices/certification/workexp_req.html)

Requirements 4-7 must be met by the end of the fourth semester when students typically participate in the Entrance to Major process. Students have only one opportunity to participate in the Entrance to Major (ETM) process.
A grade of “C” or better in all specified courses:
CI 295 (2 credits)
EDPSY 14
EDTHP 115
ENGL 15
HDFS 229 (EDPSY 10 OR PSY 213)
HIST 20 or 21
Biological Natural Science (GN) for 3 credits
Quantification (GQ) for 6 credits
Literature Course (3 credits)
Criminal History clearances at http://www.ed.psu.edu/edservices/certification/criminal_his.html.
Completion of at least 48 semester credit hours
Approval from the professional education adviser or the head of the certification program.
Exit criteria for eligibility for a teacher certificate is based on:
Successful completion of the baccalaureate degree.
A minimum cumulative grade point average of 3.00 consistent with that required for admission to the program.
A grade of C or better in all specified courses, including practica.
Approval by the program coordinator, representing the faculty and by the University Certification Officer.
Successful compliance with and completion of any clearances and tests as specified by the Pennsylvania Department of Education. Approval by the program coordinator, representing the program faculty.
Upper level curriculum – Semesters 5-8
Teacher candidates follow a carefully sequenced curriculum during the junior and senior years, including:
LL ED BLOCK – the Language and Literacy Education Block during which students study the teaching of reading, language arts, and children’s literature in elementary school. This block of 3 courses is accompanied by two course in art and music education.
DI BLOCK – in the Discipline Inquiry Block, students attend methods courses in Social Studies Education, Science Education, and Math Education. The Block also includes a practicum in which students spend time in elementary school classrooms as a preservice teacher.
STUDENT TEACHING PRACTICUM – Student teachers engage in full-time classroom instruction during the senior year in an area elementary school. Student teachers are supervised by University personnel and professional teachers, and also attend a seminar on campus one day per week. Students are not permitted to enroll in any other courses or have jobs during the student teaching semester.

The College of Education at the University of South Carolina offers the Master of Arts in Teaching (MAT) degree program at the Beaufort Campus. The MAT program consists of integrated academic and practical experiences, which are generally completed in a 15-18 month cycle of accelerated, full-time graduate study.

The purpose of the MAT degree is to provide a route to initial teacher certification for the career changer. The MAT program of study is designed to provide students with the competencies required by emerging leaders in the profession of teaching.

On admission, these students form a cohort, taking all of their professional courses, field experiences and seminars together.

Courses are offered through traditional in-class sessions, live televised instruction and videotaped instruction that benefits degree-seeking students. Students who successfully complete the degree program and are successful with the standardized test requirements and other conditions set by the state, will be recommended for Elementary Teacher Certification to the state of South Carolina Department of Education.

The Master of Education with Certification (M.Ed.) degree is designed to provide teacher candidates the opportunity to earn a master’s degree and an initial certification in elementary (K-9), secondary (6-12), and special education (PK-12) teaching. The Master of Education with Certification is for individuals who have earned a bachelor’s degree in another field and are seeking certification. Theory and practice are integrated through professional coursework in education with a strong liberal arts foundation and a specific major while field experiences are completed in a variety of school settings.

The program is designed for the working professional. Classes meet once a week in the evening. Field experiences that accompany courses are completed in a school setting during the regular school day. The semester of student teaching is completed during the day on a full-time basis. Student teachers attend a professional growth seminar on campus during the student teaching semester. Teacher candidates who work full-time will design a plan in which they can complete the required field experience hours as well as the program requirements.

The Mission of the Mathematics Education Program is to prepare qualified and effective Mathematics educators to teach at all school levels, and to prepare students to pursue Graduate studies in the field. The Program offers its graduates a strong foundation in the liberal arts, and provides them with the ability to integrate educational theories in the teaching of mathematics.
Educational Objectives

The Program provides students with a sound foundation in mathematics, complemented with the education theories, and methodologies that answer to the needs and recommendations of the local, public, and private, schools in content and philosophy.

Graduates of the Mathematics Education Program at LAU will:
Acquire knowledge in the different areas of both pure and applied mathematics.
Be able to apply mathematical methods to science-related fields, as well as to real life situations.
Gain an expertise in solving mathematical problems, and in using Information Technology, primarily specialized mathematical software for teaching and research purposes.
Be able to develop mathematics curricula for schools, and to plan academic units, lesson plans, and activities, for teaching math at all school levels.
Be able to select, and implement, appropriate strategies for teaching specific mathematical topics.
Be able to plan strategies, and to prepare the tools for assessing students’ achievement in mathematics.
Be able to pursue professional development opportunities and/or higher-level studies in Math Education as lifelong learners.
Have contacts with school students, teachers, and other professionals, through field experiences that include practice teaching.
Learning Outcomes

Graduates of the Mathematics Education Program have the necessary skills, and attitudes, that enable them to meet the challenges of their profession with creativity, self-reliance, critical thinking, and responsibility.

Graduates of the program will:
Have a mathematical strength that is grounded in the ability to reason mathematically, both formally and informally, to solve challenging problems by building, and/or using, appropriate mathematical structures.
Have the skills to communicate effectively, and persuasively, their mathematical thinking, in both written and oral forms.
Have an appreciation for mathematical rigor, and mathematical inquiry.
Be able to encourage, and guide, the development of mathematical communication, in their own (future) classrooms.
Recognize, through their own experiences of learning mathematics, how they, and others, have built and utilized the rich connections among mathematical ideas: they will emphasize in their own classrooms, with their own students, the importance of building useful, connected understanding.
Use various ways of representing mathematical ideas, including verbal, graphical, numerical, symbolic, to support and deepen mathematical understandings.
Adopt technology as an essential tool for thoughtfully teaching, learning, doing, and understanding, important mathematics.
Construct mathematical models to solve practical, and real life, problems.
Develop the ability to think logically, and critically, and to analyze information in a mathematical setting. Develop the ability to teach students how to reformulate, and solve, problems in an abstract framework.
Design positive, effective learning environments in their classrooms.

The Mathematics Education Program requires a total number of 51 credits: 24 in Mathematics and 21 credits in Education. The remaining six credits are to be taken from Computer Science. Furthermore, students can opt to do a Teaching Diploma, which consists of 18 credits, to be taken over and above the Bachelor’s Degree requirements.
Mathematics (24 credits)Number Course Cr
MTH201 Calculus III 3
MTH207 Discrete Structures I 3
MTH301 Linear Algebra 3
MTH302 Geometry 3
MTH303 Numerical Methods 3
MTH305 Probability and Statistics 3
MTH311 Abstract Algebra 3
MTH499 Mathematics Senior Study 3

Education (21 credits)EDU201 Fundamentals of Education 3
EDU202 Observation and Curriculum 3
EDU310 Computers in Education 3
EDU315 The Teaching of Mathematics in Intermediate 3
and Secondary Schools
EDU332 Educational Measurement 3
EDU425 Practice Teaching—Secondary Math Education 6

Computer Science (6 credits)CSC241 Introduction to Computing 3
CSC243 Introduction to Object Oriented Programming 3

Program Description

The MA in Education with Dual Teacher Certification offers three types of certification:
Elementary Dual Teacher Certification with Teacher of Students with Disabilities Endorsement (K-5)
Elementary/Middle School Dual Teacher Certification with Teacher of Students with Disabilities Endorsement (K-8)
Specific Subject Area Dual Teacher Certification with Teacher of Students with Disabilities Endorsement (Secondary Certification)

The Traditional Dual Teacher certification Program is designed for students with a bachelor’s degree from a regionally accredited college or university who have chosen to enter the teaching profession. This unique, 18 month minimum, 39 credit certification program benefits the students through intense coursework with an emphasis upon enriched field experiences.
The program is a minimum of 18 months for certification (39 credits) with an additional 15 credits to complete the Masters degree

The Traditional program allows students to work full time up to the point of the 15 week student teaching experience.
Classes are offered in the evening starting at 7:00 p.m.
A typical schedule is shown below.
Fall 200X Spring 200Y Summer 200Y Fall 200Y Spring 200Z
EDC5110 EDC5105
(60 hrs) EDC5225 EDC5235 EDC6080
(student teaching)
EDC5158 EDC5206 EDC5211 EDC6313
(90 hrs)
EDC5210

Students who successfully complete their course work for certification (39 credits), Praxis II exam requirement and field experience will achieve a state-approved dual teacher certification: The first certification will be in teaching K-5; K-8 (subject specific) or 6-12 (secondary – subject specific). The second will be an endorsement in Teacher of Students with Disabilities (Special Education) in their specific teaching area.
Program Highlights

The strength of our program is our faculty. All students are taught by practitioners. Our professors have many years in the public sector as teachers and administrators. This is what is noteworthy about our program. It is based on practical application rather than instructors who quote research but have never taught. As William Purkey, a leading educator stated “You can’t come back from where you have never been”. Students must learn from those who have been there. Perhaps this is the reason eighty percent of our graduates have teaching positions within six months of graduation. Many have been selected as Teacher of the Year by their respective schools and the County. Some have represented New Jersey on the national level as Teacher of the Year.

Many of our graduates have become principals, supervisors, superintendents of schools. In fact, one of our graduates is a County Superintendent. The proof of our program rests in the achievement of the pupils our graduates teach. This is one reason our graduates are sought by various school districts.
Admisssion Requirements
Four-year degree form a regionally accredited college/university
A minimum GPA of 2.75 is required for consideration to the program

Admissions Procedures for Teacher Certification students
Completed application - Graduate Application (PDF) or Online Graduate Application
$40.00 application fee
Transcripts from EVERY college/university attended
Three letters of recommendation
Statement of objectives (a one to three page essay on why you want to become a teacher)

At this point your transcripts will be evaluated for prerequisite coursework and a decision will be made regarding your acceptance.
You will be sent a letter from the school of education listing the required prerequisite coursework. Next:
Submit Praxis I scores (see Praxis I handout)
Submit results of federal fingerprint check. Information available online at www.bioapplicant.com/nj/

The last step is the advising interview with the School of Education PRIOR to registration. Information will be sent to accepted students.

Once accepted, the applicant must maintain a 3.0 GPA, pass student teaching with a “B” or better and pass the required Praxis II exam/s Prior to student teaching.
Course Sequence
EDC 5105 – Introduction to Inclusive Education (inc. 60 hrs. in classroom setting)
EDC 5110 – Foundations in Inclusive Education
EDC 5158 – Introduction to Educational Technology in an Inclusive Setting
EDC 5206 – Assessment and Instr. Design for Students with Special Needs

If Elementary (K-5, K-8)
EDC 5210 – Inst. In Literacy Inclusive Elem. Ed. I
EDC 5211 – Inst. In Literacy Inclusive Elem. Ed. II
EDC 5225 – Inst. Numeracy for Inclusive El. Ed
EDC 5235 – Inst. Design for Inclusive El. Ed.

If Subject Specific Area
EDC 5215 – Inst. In Literacy for Inclusive Sec. Ed I
EDC 5220 – Inst. In Literacy for Inclusive Sec. Ed. II
EDC 5230 – Secondary Subj. Inst. In Inclus. Ed.
EDC 5240 – Inst. Design for Inclusive Sec. Ed
EDC 6313 – Co- Planning and Co-Teaching for Inclusive Education
(includes 90 hours in an inclusive classroom setting)
EDC 6080 – Student Teaching – (includes 15 week in an inclusive classroom setting)

Total credits – 39 credits
To complete the MA in Education (with-in a six year maximum time limit)
EDC 5001 – Phil. And Psych. Foundations of Inclusive Education
EDC 5014 – Methods of Research for Leadership in the Inclusive Setting
EDC 5010 – Curricular Leadership for the Inclusive School
EDC 6095 – Project: Applied Thesis I
EDC 6099 – Project: Applied Thesis II

Total credits – 54 credits

Curriculum C320A

The Early Childhood Education certificate program is designed for students wishing to prepare for entry-level positions in day-care centers, nursery schools and kindergartens. Emphasis is placed on directly related Early Childhood Education course work.

Field experiences are requirements in all ECE classes, progressing from basic observations to a supervised observation/participation class, in program approved and licensed Early Childhood programs. Experiences include working with children and families, curriculum, team teaching responsibilities, classroom management and guidance techniques. Semester One Credit Hours

ECE 110 Early Childhood Development 3

ECE 111 Introduction to Early Childhood Education 3

Program electives 9
15
Semester Two
# ECE 138 Observation, Assessment, Curriculum and Guidance of Young Children 4

Program electives 11
15

Total credits required 30
Program electives (20):
# ECE 118 Health, Nutrition and Safety 3
# ECE 121 Language Development & Activities 3

ECE 122 Infant/Toddler Care and Curriculum 3

ECE 136 School Age Programming 3
# ECE 142 Students with Disabilities in School 3
# ECE 146 Child, Family & Community 2

ECE 151 Communicating with Parents and Children1 1

ECE 152 Principles of Child Growth
and Development, Birth - 51 1

ECE 153 Guiding Children and Managing the Classroom1 1

ECE 154 Activities and Resources for Young Children I1 1

ECE 155 Activities and Resources for Young Children II1 1

ECE 156 Effective Teaching1 1
# ECE 230 Theory of Play 3
# ECE 231 Science & Math for Children 3
# ECE 233 Creative Activities for the Young Child 3
# ECE 250 Administration & Supervision of Early Childhood Programs 3

ECE 296 Special Topics in Early Childhood Education1 1

EDU 200 Introduction to Special Education 3

ENG 170 Children’s Literature 3

HIA 115 Food Sanitation & Safety 2

HTH 281 First Aid & CPR 2

PSY 100 Introduction to Psychology 3

Note: A minimum grade of “C” is required as a prerequisite for each ECE course in all ECE programs.

1Only three of the one-credit hour courses can serve as program electives for the Early Childhood Education Associate’s degree.

Coordinator: Diana Rosenbrock, Ext. 3615

Teaching the next generation

You want to teach because teaching matters. You remember the teachers who have made a difference in your life, and you want to have that same impact on many children’s lives. It is greatly rewarding to experience the excitement and challenge of working in a classroom. Trine prepares students for licensure at elementary, middle school, and high school grade levels.

Explore
In small class sizes, with 20 students or fewer, you will interact and collaborate, learning by the methods that you will employ as a teacher in your own classroom. Trine faculty will guide and assist you both on campus and at the schools where you will participate in field experiences.

Experience
Hands-on learning begins your first year in Freshman Practicum, where you will observe students in their classrooms. Each year, your involvement with students at field sites increases, moving from observation to assisting and, finally, full participation, when you are placed in a classroom, full time, working as a student teacher during your fourth year.

Areas of study
As a Trine education major, you will prepare for licensure in the subject(s) and grade level(s) of your choice, including:

Elementary Education (K-6)

Middle School Education (5-9)

Secondary Education (9-12)
Mathematics
Science (biology, chemistry, physics)
Social Studies (history, geography, government, economics, psychology)

All-Grade Education (K-12)
Health/Physical Education

Excel
Trine graduates enjoy tremendous success. Our graduates are currently passing the examinations required for licensure in Indiana at a rate of 100 percent! Besides working in school districts throughout northern Indiana, Ohio, and Michigan, our graduates are employed all over the United States, from California to Florida to North Carolina.

Accreditation
Trine University’s teacher education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) as well as the Indiana Department of Education/Office of Educator Licensing and Development. Your degree will offer the preparation you need to go directly into a classroom or continue your education in graduate school.