Degrees for Education

Degree Name : EdS in Educational Leadership (Certification) (Gadsden)

Hours : 33
Delivery : Videoconferencing at sites in Tuscaloosa & Gadsden, face-to-face courses, and web-assisted courses
Contact : Dr. Dave Dagley, ddagley@bamaed.ua.edu

Description : The Department of Educational Leadership, Policy and Technology Studies prepares ethical and reflective practitioners, researchers, and scholars for work in K-12, higher education, and other educational settings. Through teaching and outreach, the Department strives to promote the values, knowledge, and skills needed to improve education in the state and across the region; and through the scholarly activities of its faculty and students, contribute to national research.

Course overview
Direct application to The University of Northampton

Course summary: Module attendance is designed to fit with participants’ employment requirements, for example, part-time day or evening study. The course has a wide range of modules for those participants supporting learners in educational settings, wishing to develop their own professional competence.

Attendance: Module attendance is designed to fit with participants’ employment requirements. For example, part-time day or evening study.

Course run by: School of Education

Entry requirements: Applicants should normally be working as teaching assistants and/or volunteers in an educational setting. We welcome applications from parents/carers. Applicants apply to study individual modules and enrol for the CHESL award after they have built up 100 CATs points on module study (the complete CHESL award is 120 level one CATs points).

Location: Park Campus/Off-site provision

Assessment: There are no examinations.Assessments vary by module and include portfolios, learning materials and short assignments.

Fees and bursaries: For up-to-date fees and bursary information for this course
Course aims

The course aims to enhance and develop participants’ knowledge and understanding of the needs of learners in a range of educational contexts and settings. Specifically, it will develop participants’ competence in carrying out the professional role expected of teaching and learning support staff, parents/carer or volunteer in a range of educational settings. It aims to support the development of reflective practitioners who are able to critically examine issues on education policy and practice. It will also improve participants’ study skills and academic writing, appropriate to undergraduate study at stage one and their ability to progress on to other higher education awards.
Special course features
Individual modules can be taken as ’stand alone’ courses
Individual study programme can be built up at your own pace
An excellent introduction to professional study at higher education level
Highly relevant to professional practice in their school/educational setting
Direct links to other higher education awards
Course content

Participants are able to select from 30 stand-alone modules designed for those with an interest in supporting learners in early years, primary, secondary and/or special needs contexts. Please note that the School of Education is continually developing and expanding its courses in the area of learner support in relation to national issues.
Stage one

All CHESL modules are at higher education stage one (national stage four). The full CHESL award (120 level one CATS points) is the equivalent to the first stage of a full-time undergraduate degree
Typical modules include
Supporting children’s learning - secondary 11-16 and primary 5-11
Supporting learners with autistic spectrum disorders
Supporting learners with literacy difficulties
Supporting learners with numeracy difficulties
Supporting learners with social, emotional and behavioural difficulties
Supporting learners with special educational needs
Supporting learners with speech and language difficulties
Work-based modules
Working with parents
Career opportunities

These modules support teaching assistants seeking to develop knowledge and understanding relevant to the Higher Level Teaching Assistant (HLTA) status. Participants may progress to Foundation Degrees in Learning and Teaching (Schools) or Early Years SureStart-Endorsed, then further onto linked honours degree awards to become qualified teachers through an employment based or Postgraduate Certificate of Education (PGCE) teacher training route.

Course structure

The curriculum is driven by a number of principles. The key principle is the recognition that we are training practitioners who are able to support dyslexic learners in Higher Education. The focus of the course is therefore to provide a good theoretical framework and teaching practice based on this, to assist the development of reflective practitioners. The initial weeks of the course are designed to set the context of adult learning in Higher Education and to develop trainee tutors’ theoretical understanding of the learning issues confronted by dyslexic students. Trainee tutors begin their teaching practice in approximately week 6. The contact hours are only a small portion of the time, which a participant will need to allocate when undertaking this course. The directed learning and teaching practice required will require at least another four hours of input.

Core modules include:
Identification and Assessment - the Profile of the Dyslexic Learner in HE
Difficulties and Manifestations of Dyslexia in HE
Facilitating the Learning of Dyslexic Students

Assessment
Assessment methods include course reflections, a project, a case study, presentations, teaching observation, a portfolio that includes written evidence of teaching practice (minimum 30 hours) and a process recording.

Career opportunities
Graduates from the Postgraduate Certificate may go on to the level of Postgraduate Diploma by the completion of an additional course or to a Masters degree by the completion of an additional course and a dissertation. Graduates of the course should have a good understanding of how to help adult dyslexic learners reach their full potential.

The bachelor of science in education degrees at Medaille are committe to fostering reflective practitioners with demonstrated proficiency in academic content, pedgogy, learning theory, and student developmetn.

As a teacher, you’ll have the opportunity to make a difference in the lives of children. Education majors begin observing teachers and students in the classroom their very first year. Coursework and knowledge later come together when students begin student teaching. At the end of the program, graduates are prepared for rewarding careers helping to educate our future generations.

The undergraduate programs within the School of Education include:
Childhood (1-6)
Adolescent/Secondary (7-12) - English with Special Education
Adolescent/Secondary (7-12) - Math with Special Education
Adolescent/Secondary (7-12) - Social Studies with Special Education

Medaille College has a long-standing reputation in Western New York for producing some of the area’s most effective teachers. Many area school boards prioritize Medaille graduates when looking through resumes. The reason? A Medaille graduate is ready to teach the very first day on the job.
Faculty

The Education Department includes faculty members who specialize in areas such as literacy, elementary education, secondary/adolescent education, and special educatio

HISTORY AND GENERAL INFORMATION

The Division of Education houses programs in Teacher Education: Early childhood (EC-4) and secondary education (8-12) programs in English/Language Arts/Reading, Biology, Mathematics, History, All-Levels of Music and Physical Education. Candidates who pursue a degree in teacher education are required to meet the requirements for certification prior to graduation. The prospective teacher is expected to pass the state licensure tests and meet other requirements before a degree can be conferred. Persons who are interested in one of the teacher preparation programs are encouraged to declare a major as soon as possible, preferably during the freshman year.

MISSION

The mission of the Division of Education is to prepare competent and highly proficient teachers who possess the knowledge, understanding, skills, abilities, and attitudes required of professional educators.

GOALS

General goals of the Division of Education are:
To provide the content knowledge required for mastering of the Texas Examinations of Educator Standards (TExES).
To provide extensive supervised field-based and laboratory experiences throughout the pre-service teacher certification program;
To provide prospective teachers with an understanding of the learner-centered learning processes, and to translate these understandings into appropriate teaching behaviors;
To provide opportunities for teacher candidates to learn professional practices, responsibilities and the organizational structure of the education profession;
To develop a cadre of prospective teachers who demonstrate the knowledge, skills, and professional behavior required for becoming reflective practitioners;
To prepare teacher candidates with a foundation for successful study at the graduate level.

Course Mode

Part time, with a minimum duration of 2.5 years for the MA award. The option of gaining a Post Graduate Certificate after one year of study and a Post Graduate Diploma after two years of study is currently being validated.

Start times on the school based route are flexible and are negotiated with participating schools.

Introduction to the MA in Education

The MA in Education is designed to allow teachers and other professionals working in schools to develop their understanding of key issues in education and to further their continuing professional development (CPD) as reflective practitioners. We offer two routes within the programme - the innovative school based route delivered on site at participating schools, and the professional development route (subject to validation in March 2009), which combines a blend of university based and online study. We are currently considering how we will provide a route for the new Masters in Teaching and Learning for 2009. All routes within the programme, however, aim to give credit to participants for the work they do in their institutions. For most participants, their schools and colleges have always been the context of their study and the programme allows the work that participants do, as they write about issues of central concern to themselves and their institutions, to be properly valued. It places much importance upon the value of a professional practice approach to study at Masters level, allowing all aspects of this practice to inform and to be informed by critical reading of the literature, by theory and by relevant research.

This programme aims to be at the forefront of professional practice and the academic study of education. It aims to support the development of the critically reflexive practitioner.

It is designed to co-ordinate with broader strategies for CPD, supporting and encouraging teachers and institutions as they work on CPD at all levels. For example, by enabling participants to take full advantage of the support offered by the National Strategy for CPD.

Course Structure

All units carry 30 credits at M level. Participants study 1 unit in each of the first 4 semesters of the course.

Core

– Teaching and Learning (Usually Year 1)
– Researching Education (usually the final taught unit) (Usually Year 2)

Options

For the school based route, 2 optional units are agreed with participating institutions and teachers through a negotiation process based on needs assessment and evaluation of previous work. This process will normally start by building on existing units within the programme. For the professional development route, a number of optional units are made available to students. Units available within the programme include:
Equality and Achievement
Enhancing schools’ provision for pupils’ personal and social development: policy and practice
Language and Literacy across the curriculum
Computing in Learning
School Effectiveness and School Improvement
Mentoring
Implementing Change in the School: Theories, Perspective, And Analysis
Leadership and Management
Schools for the Future (aspects of education for sustainability)

Year 3

– Dissertation

We are continually reviewing, in partnership with participating schools and students, the provision of units, developing the course to meet the ongoing needs of participants.

For the school based route, tutor-led sessions normally take place at the participating school and dates and times for these are agreed with participants and their schools. Sessions normally take place in the evening and start 30 minutes or so after the school day has ended. Some schools may decide to organise residential sessions or ‘away days’ that allow a number of sessions to be brought together in exciting and productive ways.

For the professional development route, a blend of face to face twilight sessions and online learning opportunities allow studenst to benefit from interaction with other students at the same time as allowing flexibility in accessing course input and materials.

Entry Requirements

All applicants should normally have an honours degree or the equivalent in a relevant discipline. For example, most applicants will have a degree in a subject related to the school curriculum. Increasingly, partner schools and the University are keen to involve a wide range of suitably qualified education professionals in such MA activity. Careful consideration will be given to candidates who do not meet the standard entry requirements, bearing in mind that the course hopes to attract good practitioners with the motivation, confidence and potential to study at this level.

For the school based route, applicants should either be working in schools in which the programme is already running, or be in a position to join such a group. In the latter case, applicants must have the full support of their head teacher. Entrance to the programme is normally subject to interview.

Students entering the programme with existing Masters level credit can expect to have this assessed under the University’s APEL (Assessment of Prior Learning) procedures.

Assessment

Assessment for all units is by written work. These vary in format across the units, and may be essays, small-scale research studies, annotated bibliographies, research designs, etc.
There will also be assessment which serves the function of monitoring and recording the school-based activity of course participants; this may take the form of a portfolio or some other collection of evidence.

The unique mission in the College of Education (COE) is the preparation and development of effective and reflective professional educators who think critically and analytically, and who are transformative practitioners and learner advocates for children functioning in global environments. The COE emphasizes efficient and successful teaching practices, policies, and procedures to enhance and support the academic achievement and social development of all Pre K-12 students. The commitment and responsibility of the College of Education are based upon a conceptual framework (Reflective Practitioners for Global Environments) that manifests a performance-based paradigm to ensure the teaching practices of professional practitioners who are instructional leaders, continuous assessors technologically astute practitioners, reflective professionals, and advocates for diversity and collaboration.

The Child Development and Family Studies major investigates the development and education of children and adolescents; family dynamics; and the interactions between family systems and social environment. A wide range of issues are addressed in the study of child development and family studies, including family theory; biological, cognitive, and emotional development throughout the lifespan; the impact of the family, neighborhood, workplace, and culture on development; and the influence that developing humans have on their environment. The program leads to multidisciplinary career opportunities related to human development, education, and well-being of children and families. Participants will select concentrations that may include courses in social work, business, government and education with the goal of selecting a career path that prepares them for entry level professional positions in a variety of settings, e.g., administration of programs for children, youth or elderly; grant writing, entry level policy analysts, and family service liaisons. The Child Development major provides an excellent basis for careers in law, business, child and family advocacy, social work and education. It also provides a strong foundation for those candidates who wish to pursue research or graduate study in these fields. Candidates completing this program are expected to demonstrate attributes characteristic of Reflective Practitioners for Global Environments. The students pursuing this major are prepared to assume leadership roles in the areas related to child and family studies. Graduates of the program may be found in public, private and non-profit agencies; in media such as newspapers and broadcasting companies; and in research institutions. The principles that guide the College of Education, Southern University at New Orleans are: A focus on people’s strengths A celebration of human diversity The application of multi-system practice methods to promote human well-being and fair, equitable communities A commitment to social justice.

Students completing the Bachelor of Early Childhood Education will be qualified to teach children age 3 to third grade. The Early Childhood Education Program at Kent State Salem is guided by several related commitments. These include, but are not limited to, the following:

• Student learning and development—high quality teaching, advising and mentoring for the preparation of reflective practitioners capable of providing effective leadership and service in classrooms, schools, colleges and non-school settings.

• Faculty scholarship—engagement in scholarly activity of multiple forms that contributes to the development of effective educational and administrative theory, policy and practice.

• Collaborative activities—partnerships with schools and colleges; businesses, community agencies and professional organizations; and families and local community groups for the enhancement of student learning and development and faculty scholarship.

• Participative democracy and shared decision making—collaborative decision making that results in a shared ownership of ideas and programs among members of the department.

• Service to the university and to the profession—engagement in a wide range of activities that enables department members to better address the challenges faced by leaders in school, college and non-school settings.

• Affirmation of diversity—an increase in the individual and collective understanding of cultural diversity in its many forms and a commitment to the improvement of educational and related opportunities for those from diverse populations.

Students seeking admission to this program must meet all professional requirements for admission to advanced study. Faculty will select the most qualified applicants based upon the number of available student spaces and “weighting” of the students’ standardized test scores, essay and interview, grades in ECED 10120 and 20163 and cumulative GPA.

For information about the Kent State Salem baccalaureate program, students should contact the Kent State Salem program director for early childhood education the semester before beginning the associate degree student teaching experience. Because there are limited spaces available, meeting the minimum criteria listed above does not guarantee admission to the program. Students who successfully complete the baccalaureate curriculum are eligible to apply for an Ohio license, valid for teaching children in preschool through grade three.

Students transferring from another university need to meet with a program counselor at least one semester prior to transferring.

This is a Master of Science in Literacy program, leading to initial certification in literacy, birth through Grade 6 (B-6). The program curriculum is based on three central and integrated themes - research, application of research-based best practices, and reflection on the efficacy of instructional practice and teacher decision-making.

All graduates of this program are expected to demonstrate:
an understanding of the foundations of literacy processes - both assessment and instruction - both remedial and proactive;

the ability to implement a wide range of evidence-based instructional practices and carefully selected curriculum materials to support reading and writing instruction;

the ability to use a wide variety of assessment tools and practices, both formal and informal, to plan for and evaluate effective literacy education;

the ability to create literate environments that foster literacy by integrating foundational knowledge, use of evidence-based instructional practices, and use of suitable and relevant assessments;

the ability to act as literacy leaders and advocates;

the ability to interpret research findings, conduct action-based research, and communicate results to the stakeholders in literacy education;

the ability to be reflective practitioners and life-long learners.