Degrees for Education

The beginning of the Post-graduate Department of Education may be traced back to the academic year 1949-50, when the Post-graduate Studies in Education were organized in the Government Secondary Teachers (S.T.) Training College, Belgaum. This College was established in 1939 and affiliated to the Bombay University. It had permitted the Principal of the S.T. College to organise a “Course of Lectures” leading to the M.Ed. (Master of Education) degree of the Bombay University, during school holidays, for the benefit of secondary school teachers and educational officers. After establishment of the Karnatak University at Dharwad, in 1950, the Government Secondary Teachers Training College, Belgaum came under the jurisdiction of the Karnatak University and however the Post-graduate Studies in Education was continued to be organized by the Principal of the S.T. College, Belgaum for the Karnatak University Dharwad. This was the first M.Ed. Course in Karnataka State.

In 1962, the Karnatak University started the Post-graduate Department of Education and the College of Education, which were modeled after the London University. Dr. D.C. Pavate, the then Vice-Chancellor sponsored this system in Karnatak University. Accordingly to avail better facilities, the Centre of Post-Graduate Studies in Education was shifted from S.T. College, Belgaum to Dharwad. The Post-Graduate Department of Education started functioning at Dharwad in the year 1962 with Miss Sulabha Panandikar as Head of the Post-Graduate Department of Education and Principal of the University College of Education. The Post-Graduate Department of Education and University College of Education began functioning on 15th June 1962, in Karnatak College building, Dharwad. The Department had the distinction and privilege of having its first Head becoming the Member of the historic Indian (Kothari) Education Commission (1964-66). After Miss Sulabha Panandikar joined Kothari Commission, Sri C.S. Bennur, who was then the Principal of the S.T. College, Belgaum was invited to take charge of the University College of Education as Principal and Head of the Department of Education.

VISION : To emerge as an internationally accredited Department of Education with a capacity to design and provide quality assured opportunities for studies, extension, development, consultancy and research in education

MISSION : To produce globally acceptable Human Resources in Education through;
1. Instruction : Providing instruction by making use of a mix of indigenous and cutting edge methods of teaching
2. Curriculum : Evolving globally acceptable curriculum and continuously renewing the same by means of programme evaluation.
3. Research : Advancing the frontiers of knowledge in teacher education by means of both quantitative and qualitative researches at basic, applied and action levels.
4. Extension: Extending the wealth of knowledge of education to the practitioners of education and to the hitherto unreached sections of society
5. Development: Developing advanced programmes, tools and techniques, which are useful in the field of education.
6. Consultancy: Providing expertise in resolving academic problems faced by the teachers, administrators, managers, planners and practitioners of education.

In this mission the Department envisions

1. Students: Shapers of the future destiny of the nation and hence developing them as most competent and fit human resources.
2. Staff: Human Resources for carrying forward the mission and achievement of vision.
3. Infrastructure: Foundation for conducting all activities and hence equipping the department with modern and advanced infrastructural facilities.
4. Management: Philosophy of managing the department resourcefully and creatively to provide necessary nurturing support to all stake-holders

Governance of the Department : The Administration and Management of the Department is presently guided and governed by the Karnatak University on the lines of Karnataka State Universities Act-2000 and the subordinate amendments flowing there from. The administration of the Department is participative and open. Members of the staff are entrusted with specific responsibilities, which they carry out under the overall supervision of the chairperson. The Departmental Council is the grass-root authority for making routine decisions in the Department.

Origin of the Idea for the Establishment of the Department: Post-graduate Department of Education and University College of Education were instituted at the suggestion of the late Dr. A.C. Devegowda, then Director of Public Instruction, Government of Mysore. The rapid expansion of secondary education in the State and the need felt by the Government for improving the quality and standards of secondary education created a demand for a large number of trained teachers. Therefore, the then Director of Public Instruction, Dr. A.C. Devegowda, on behalf of the Government, made a suggestion to Karnatak University to start its own College of Education.

A second impetus to the University for instituting the Department of Education was the perceptive remark made by the then Union Minister of Education, Dr. K.L.Shrimali, in his inaugural address at the Sixth Conference of the All India Association of Training Colleges at Bangalore in 1961. He said, “ The Universities and other institutions of higher learning have not taken much interest or part in the programmes of teacher training institutions, partly because most of the institutions are under Government control and partly also because the Universities and Colleges have shown a certain indifference towards all the professional colleges. The Universities have been critical of the standards and attainments of secondary education, but they have made little effort to assist the Training Colleges in improving the quality of teachers upon whom alone the raising of standards depends, instead of making a constructive approach, if they helped the Training Colleges in improving the quality of teachers. Those who are at the top of the pyramid must realize that if education at lower levels-elementary and secondary-deteriorates for lack of competent teachers, higher and professional education will also deteriorate, since it rests upon the firm duties provided by elementary and secondary education”.

The Karel de Grote-Hogeschool, we study a shortened path for obtaining a secondary teachers diploma for students who already have a diploma achieved. We worked some “standard packages” for people with specific qualifications. Click the link below to see if you qualify:
PBKO 1 - abbreviated training Professional Bachelor kindergarten
PBLO 1 - abbreviated training Professional Bachelor primary education
PbSO 1 - abbreviated training Professional Bachelor Secondary Education

This program offers preparation for teacher certification in the areas of general special education, learning disabilities, and reading. The program provides opportunities to develop professional skills, knowledge, and competencies in relation to the education of children and adolescents with learning disabilities. Further, the course of study is designed to prepare individuals to make practical application of theories of the developmental, corrective, and remedial teaching of reading.

Students who wish to obtain LD certification only, without a Master’s degree, may do so with the approval of the Program Director.
Prerequisites
Prior teacher certification
Two years of teaching experience
ED 516 Nature of the Exceptional Learner, or equivalent
ED 518 Classroom and Student Behavior Management, or ED 533 Managing Adolescents: Survival Skills for Secondary Teachers
ED 520 Reading and Language Arts: Programming and Instruction, or equivalent
ED 524 Children’s Literature, or equivalent
Degree Requirements (36-48 credits)
Required courses (24-36 credits)
ED 501 - Fundamentals of Research Credits: 3
ED 517 - Language and Reading: Development, Processes, and Remediation Credits: 3
ED 523 - Teaching Reading in the Content Areas: Methods and Applications Credits: 3
ED 525 - Understanding Students with Learning Disabilities Credits: 3
ED 528 - Mild To Moderate Methods and Individual Education Plan Writing Credits: 3
ED 530 - Diagnosis I: Assessment of Educational and Reading Disabilities Credits: 3
ED 531 - Diagnosis II: Advanced Assessment of Learning and Reading Disabilities Credits: 3
ED 532 - Teaching Students with Learning Disabilities Credits: 3
ED 535 - Instructional Specialist as Consultant and Resource Person Credits: 3
ED 552 - Multisensory Reading Instruction Credits: 3
ED 601 - Cognition and Language Credits: 3
ED 603 - School-Wide Reading Programs: Development and Implementation Credits: 3
Internship/Seminar (12 credits)
ED 634 - Internship/Seminar in Reading Credits: 6
ED 635 - Internship/Seminar in Learning Disabilities Credits: 6

This program is available for individuals already teaching who wish to increase their classroom competencies by doing advanced work in English and educational theory specific to English/Language Arts classrooms. The M.A.T. in English offers teachers the opportunity to become current with the developments in their field and integrate those findings with their own classroom practices.

The M.A.T. in English combines the advantages of a traditional advanced degree in English with advanced work in pedagogy. In conjunction with the department coordinator, individuals tailor a program to their specific background and current needs as professional educators.
Competencies

Current teachers graduating with an M.A.T. in English should be prepared to:
Enhance their existing knowledge of literature, language, and writing.
Apply current learning theories to teaching English to secondary students.
Develop learning environments that foster rich language learning and thinking for all students.
Apply a constructivist philosophy and integrated learning strategies to the development of curricula and the teaching of curricula.
Apply a teaching philosophy that is grounded in lifelong learning and a commitment to students and their learning.
Degree Requirements (33 credits)
Methodology and Theory Courses (6-9 credits)
Select from the following:
ED 523 - Teaching Reading in the Content Areas: Methods and Applications Credits: 3
ED 533 - Managing Adolescents: Survival Skills for Secondary Teachers Credits: 3
ENG 531 - Teaching of Writing Credits: 3
ENG 532 - Teaching the Language Arts Credits: 3
ENG 533 - Teaching Literature to Adolescents Credits: 3
ENG 535 - Current Issues/Language Arts Classrooms Credits: 3
Education Courses (6-9 credits)
Select 2 or 3 courses in curriculum design and development, exceptional learner, counseling, management, or testing and evaluation.
Content Area Courses - Literature and Writing (15-21 credits)
LIT or WRIT 5 to 7 electives. See course listing.
Other Requirements
Meeting with the program director to register for courses
Comprehensive examination: Students have input on the content of their take-home examination, which asks them to synthesize material from courses in their graduate program and their teaching practices. They have 72 hours to complete the examination. Follow-up discussion of the content of the exam with the department coordinator and another faculty member. (No credit.)

The M.A.T. for Prospective Teachers is designed for those individuals who hold a bachelor’s degree in English and want to become certified to teach English/Language Arts in grades 5 through 12. This program fulfills all the requirements for New Hampshire State Certification and most or all requirements for secondary certification in many other states.
Competencies

Prospective teachers graduating with an M.A.T. in English should be prepared to:
Enhance their existing knowledge of literature, language, and writing.
Create learning strategies to teach secondary students the literature, reading, writing, speaking, listening, and thinking skills required by district, state, and national standards and the personal needs of students.
Develop learning environments that foster rich language learning and thinking.
Apply a constructivist philosophy and integrated learning strategies to the development of curricula and the teaching of curricula.
Develop a personal teaching philosophy that is grounded in lifelong learning and a commitment to students and their learning.
Meet all requirements for New Hampshire State Certification as a secondary teacher of English.
Degree Requirements (39 credits)

The program director, depending on the student’s educational background and preparation, may authorize substitutions in the program.
Methodology and Theory Courses (12 credits)
ENG 531 - Teaching of Writing Credits: 3
ENG 532 - Teaching the Language Arts Credits: 3
ENG 533 - Teaching Literature to Adolescents Credits: 3
ENG 535 - Current Issues/Language Arts Classrooms Credits: 3
Education Courses (12 credits)
ED 503 - Philosophy of Education Credits: 3
ED 515 - Psychology of Adolescent and Adult Development Credits: 3
ED 523 - Teaching Reading in the Content Areas: Methods and Applications Credits: 3
ED 533 - Managing Adolescents: Survival Skills for Secondary Teachers Credits: 3
Content Area Courses - Language and Literature (9 credits)
ENG 530 - English Language: Development and Issues Credits: 3
LIT or WRIT 2 electives. See course listing.
Internship/Seminar (6 credits)
The completion of 75 hours of pre-student teaching experience (PSTE) is required before ENG 635.
ENG 635 - Internship/Seminar in Secondary Teaching Credits: 6
Other Requirements
Meeting with the program director to register for courses
Adherence to all requirements in Guide to M.A.T. Program
Comprehensive examination: Students have input on the content of their take-home examination, which asks them to synthesize material from courses in their graduate program and their internship experience. They have 72 hours to complete the examination. Follow-up discussion of the content of the exam with the department coordinator and another faculty member. (No credit.)

The M.A./M.A.T. for Prospective Teachers is designed to fulfill all the requirements for New Hampshire State Certification to teach English/Language Arts in grades 5 through 12. The program also fulfills most or all requirements for secondary certification in many other states.
Degree Requirements (54 credits)
The department coordinator, depending on the student’s educational background and preparation, may authorize substitutions in the program.
Methodology and Theory Courses (12 credits)
ENG 531 - Teaching of Writing Credits: 3
ENG 532 - Teaching the Language Arts Credits: 3
ENG 533 - Teaching Literature to Adolescents Credits: 3
ENG 535 - Current Issues/Language Arts Classrooms Credits: 3
Education Courses (12 credits)
ED 503 - Philosophy of Education Credits: 3
ED 515 - Psychology of Adolescent and Adult Development Credits: 3
ED 523 - Teaching Reading in the Content Areas: Methods and Applications Credits: 3
ED 533 - Managing Adolescents: Survival Skills for Secondary Teachers Credits: 3
Content Area Courses - Language, literature, and writing (24 credits)

ENG 530 - English Language: Development and Issues Credits: 3
ENG 541 - Writers on Writing Credits: 3

LIT or WRIT 6 electives Credits:18
Internship/Seminar (6 credits)
The completion of 75 hours of pre-student teaching experience (PSTE) is required before ENG 635.
ENG 635 - Internship/Seminar in Secondary Teaching Credits: 6
Other Requirements
Meeting with the department coordinator to register for courses.
Adherence to all requirements in Guide to M.A.T. Program
Comprehensive examination: Students have input on the content of their take-home examination, which asks them to synthesize material from courses in their graduate program and their internship experience. They have 72 hours to complete the examination. Follow-up discussion of the content of the exam with the department coordinator and another faculty member. (No credit.)
Portfolio, consisting of a substantial body of published or publishable writing, or a Thesis. (No credit.)

The M.A.T. with teacher certification is designed to fulfill all the requirements for New Hampshire State Certification. The program also fulfills most or all requirements for secondary certification in many other states.

Degree Requirements (39 credits)
Methodology and Theory Courses (9 credits)

Select courses such as:
ENG 535 - Current Issues/Language Arts Classrooms Credits: 3
ML 507 - Foreign Language Methodology Credits: 3
SPA 560 - Topics in Advanced Spanish Grammar Credits: 3
Education Courses (9 credits)

Select courses such as:
ED 503 - Philosophy of Education Credits: 3
ED 515 - Psychology of Adolescent and Adult Development Credits: 3
ED 533 - Managing Adolescents: Survival Skills for Secondary Teachers Credits: 3
Content Area Courses (15 credits)

Select courses in literature and culture such as:
ML 710 - History of the Romance Languages Credits: 3
SPA 520 - Studies in Early Spanish Literature Credits: 3
SPA 528 - Cervantes and His Time Credits: 3
SPA 530 - Modern Latin American Fiction Credits: 3
Internship/Seminar (6 credits)

A passing score on Praxis I plus 75 hours of pre-student teaching experience (PSTE) are required before ML 647.
ML 647 - Internship/Seminar in Secondary Teaching Credits: 6
Other Requirements
Meeting with the program director to register for courses.
A comprehensive exit interview will cover content area courses.

There is no profession more significant to our society or our community than teaching children. Indiana University East is prepared and committed to facilitating your individual professional objectives. You determine what you want and need to know to work most effectively with your students in your school. You determine how you can best impact professional development in our schools. We invite you to be a leader, and take an increased role in determining the quality and direction of education in our region.
Program Objectives

To provide elementary and secondary teachers with professional development grounded in educational research directly applicable to learning, student diversity, classroom instruction and management. Graduates will be qualified to actively research and apply best practice and provide leadership to colleagues and school corporations as professional development leaders and trainers. The program will encourage and facilitate participant progress toward National Board Certification.
Program Components

The first component of the program is the Best Practice Academy, an intensive 6-week summer program, through which you earn 12 credits, followed by a single course during the academic year. You will examine and analyze current prevailing practice regarding what is most effective and efficient in the way of programs, curriculum, strategies and practice.

The second component, through which you earn 15 credits, combines your analysis of professional practice in your classroom and school with courses you select based on your professional development objectives. You will have the opportunity to research and share the practices you find most effective in your classroom.

The final component of the program, through which you earn 6 credits, allows you to investigate in depth an area of professional practice you consider to be significant, and in which you desire to develop expertise.

The course takes a minimum of three years, each year with two semesters. This course is specifically designed for the benefit of serving Grade V Primary and Secondary teachers.

Uniqueness of the Program

The School of Education at the Mountains of the Moon University is distinguished by the following characteristics, which in total make its programmes unique in all its endeavors:
Having very close ties with the schools where our students teach and undertake supervised school practice. These ties ensure that the School of Education is true to its foundation pledge to be responsive to the needs and aspirations of the Society.
Providing programmes that enable students to study full-time, part-time, or by distance education, employing a variety of teaching and learning strategies. With the support of NGOs we are creating on-line learning within the region.
Placing premium on character building by focusing on scholarship and research, excellent teaching, integrity and hard work, physical fitness and spiritual well-being.
Equipping each student teacher with study skills, entrepreneurial skills, computer literacy, language skills, appreciation of culture, and ethics.

Curriculum

In order to realize the aims of this program, students study the following Core and Elective courses.

Core Courses
CSK 1101 Communication and Study Skills
ICT 1101 Basic Computer Literacy
MAT 1101 Mathematics for Teachers
PSY 1101 General Psychology
MED 1201 Management in Education
PSY 1201 Educational Psychology
ICT 1201 GTE 1201General Teaching Techniques and Education Technology
CCI 2101 Comparative Education and Contemporary Issues in Education
EPE 2201 Educational Planning and Economics of Education
PET 3101 Professional Ethics for Teachers
RES 3101 Research Methods in Education
PEE 3201 Philosophy and Ethics of Education
CDI 3201 Curriculum Development and Innovations

Courses for Electives

Each student will be expected to take one of the options of teaching subjects below. These will be in line with the subjects they offered at Grade V.

Option 1 Chemistry and Physics
Option 2 Mathematics and Physics
Option 3 Mathematics and Chemistry
Option 4 Biology and Chemistry
Option 5 Economics and Physics

Option 6 History and Economics
Option 7 C.R.E and Economics

Option 8 History and Geography
Option 9 Fine Art (Double main)
Option 10 Agriculture (Double main)
Option 11 History and Economics
Option 12 Geography and Economics
Option 13 English and Literature
Option 14 English and Social Studies
Option 15 English and Religious Studies
Option 16 Music (Double main)

Admission Requirements

Candidates who wish to obtain admission for a Degree of Bachelor of Education must have obtained:
An “O” level Certificate or its equivalent from a recognized Institution,
An “A” Level Certificate or its equivalent from a recognized Institution
A Diploma (Grade V) in Education or a Diploma in Teacher Education, or an equivalent qualification from a recognized Institution.
A minimum of two years teaching experience

Course Duration

The program is designed to last a minimum of three academic years; each year having two semesters.

Requirement of Certificate in English Teacher at Indiana University Purdue University Fort Wayne

Program Requirements
Credits in one additional course in language study Credits: 3
Credits in one course in ethnic, minority, or non-Western literature Credits: 3
Credits in one course in Western literature other than British or American Credits: 3
Credits in one course in mass communication, including journalism and film Credits: 3
Credits in one additional course, 300 level or higher, in writing, literature, language study, or mass communication Credits: 3
ENG L391 - Literature for Young Adults Cr. 3.
ENG W400 - Issues in Teaching Writing Cr. 3.
School of Education Requirements

Prior to being admitted to the teacher education program, you must complete Group I courses and pass the PPST.

GROUP I
EDUA F300 - Topical Exploration in Education Cr. 1-3.
EDUC K201 - Schools, Society, and Exceptionality Cr. 1-3.
EDUC M101 - Laboratory/Field Experience Cr. 0-3.
EDUC W200 - Using Computers for Education Cr. 1.

GROUP II
EDUC H340 - Education and American Culture Cr. 2-3.
EDUC K206 - Teaching Methods for Students with Special Needs Cr. 1-3.
EDUC M447 - Methods of Teaching High School English Cr. 3.
EDUC M480 - Student Teaching in the Secondary School Cr. 1-16.
EDUC X401 - Critical Reading in the Content Area Cr. 1-3.

And Select:
EDUC M201 - Laboratory/Field Experience Cr. 0-3.
EDUC P250 - General Educational Psychology Cr. 1-4.

And Select:
EDUC M301 - Laboratory/Field Experience Cr. 0-3.
EDUC P253 - Educational Psychology for Secondary Teachers Cr. 1-4.