Undergraduate Catalog: Education

Goals || Conceptual Framework || Special Features || Program Requirements ||Degree Requirements

Curriculum Requirements:  Elementary Education || Early Childhood Education || Secondary and K-12 || Special Education

Patricia Sullivan Arter, Ed.D., Chairperson
*Ellen Burkhouse, M.S.
Kathryn Clauss, IHM, Ph.D.
Gwynne Gilbert, M.S., director, Fricchione Day Care Center
Michelle Gonzales, Ph.D.
Bernice Lukus, M.S.
Sister M. Marilyn Muro, IHM, M.Ed., director, Early Childhood Center
Joseph Polizzi, Ph.D.
Sister Frances E. Russell, IHM, Ph.D., C.M.F.C.
Kathleen O’Neill Ruthkosky, Ph.D.
Mary Salvaterra, CSJ, Ph.D.
Christine Simrell­Fryer, M.S.
Linda Skierski, M.S.
Kerri Tobin, Ph.D.
*Part-time

Members of many departments cooperate in the Teacher Education Program, specifically in special subject methodology and supervision of student teaching.

Goals

Marywood’s Teacher Education Program prepares beginning teachers to succeed in varied school settings. The department has major responsibility for the sequences in early childhood education (PK­4), elementary education (grades 4­8), and special education (PK­8 and 7­12). Additionally, it cooperates with many other departments to offer the professional education components for prospective teachers of biology, communication, English, general science, mathematics, and social studies in secondary grades 7­12; for prospective teachers of art, French, Spanish, health and physical education, home economics/family and consumer science, and music, grades K­12.

Marywood also offers a minor in Special Education, which is designed to acquaint the future teacher with the intellectual, emotional, and behavioral characteristics of individuals with special learning and social adjustment needs. An increasing number of these individuals are being educated in general education classrooms and are presenting numerous challenges for professionals in preschool through secondary school programs. Marywood students electing the minor will gain competencies in such areas as curriculum adjustment techniques, writing of individualized educational programs, counseling parents, behavior management, inclusion practices, and the legal rights of individuals with disabilities.

Teacher Education Programs complement the Statement of Undergraduate Curricular Purpose, especially elements such as "demonstrating professional competence and leadership skills that have the potential for meeting human needs and are directed to the well-being of future generations," and "thinking critically and creatively in both the theoretical and practical aspects of life."

Conceptual Framework for Teacher Education at Marywood University

We believe that faculty and prospective educators should be liberally educated professional persons who can effectively communicate with students, colleagues and parents. They model and hold themselves responsible for designing, imple­menting, and evaluating instruction that promotes for all students; mastery of a dynamic body of knowledge, creativity, problem solving, active learning, intellectual excitement, lifelong reflective learning, cooperation and collaboration, responsible work habits, wellness, respect for and integration of individual, group and cultural differences, and civic responsibility for an interdependent and just world. They strive to promote learning in a developmentally appropriate, technologically rich, and affirming environment.

To prepare prospective educators to realize the vision presented in the concep­tual framework, the Teacher Education Program seeks to develop experiences that allow all teacher candidates to develop the following competencies. (INTASC, PA Chapter 354)

1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline the teacher teaches, and can create learning experiences that make these aspects of subject matter meaningful for all students.
2. The teacher understands how all children learn and develop, and can provide learning opportunities that support their life­long intellectual, social, career and personal development.
3. The teacher understands how students differ in their cultural background, ability, and approaches to learning and creates opportunities that foster achievement of diverse learners in the inclusive classroom.
4. The teacher understands and uses a variety of instructional strategies, including interdisciplinary learning experiences, to encourage students’ devel­opment of critical thinking, problem solving and performance.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self­motivation.
6. The teacher uses knowledge of effective verbal, nonverbal and media commu­nication techniques supported by appropriate technology to foster active inquiry, information literacy, collaboration and supportive interaction in the classroom.
7. The teacher plans instruction based upon knowledge of subject matter, students, the community, curriculum goals and the Pennsylvania Academic Standards.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical devel­opment of the learner.
9. The teacher thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship and actively seeks out opportunities to grow professionally.
10. The teacher contributes to school effectiveness by collaborating with other professionals and parents, by using community resources, and by working as an advocate to improve opportunities for student wellness and learning.

Special Features

The department’s programs are approved by the Pennsylvania Department of Education and accredited by the National Council for Accreditation of Teacher Education (NCATE).

The Pennsylvania Department of Education (PDE), who approves all teacher education certification programs, is in the process of revising its Teacher Certification Guidelines, which may necessitate curriculum changes at Marywood.

Program Requirements

Initial Admission

Applicants must meet the prevailing SAT minimum score requirement policy for all teacher education programs.The minimum QPA requirements discussed in this section for admission to the program, student teaching approval, recommendation for certification and graduation are subject to change based on minimums established by the Pennsylvania Department of Education.

Upper Level Admission, Retention

Students make formal application for upper level teacher education courses as they complete 48 credits, often in the second semester of the sophomore year.

Requirements are as follows:

1. application;
2. recommendation from two faculty;
3. cumulative overall QPA of 3.00 minimum;
4. completion of 6 credits of college level math and 6 credits of college level English (3 credits in composition, 3 credits in literature);
5. speech/hearing/communication screening;
6. evidence of ongoing field experience with minimum of 40 hours (NOTE: Act 34/Act 151 clearances and FBI fingerprints are required for field experience participation);
7. interview with faculty and practitioners;
8. passing scores on PPST: Reading, PPST: Writing, and PPST: Math tests taken in first sophomore semester (involves fees);
9. character reference

Student teaching approval requires:

1. completion of all admission procedures specified above;
2. completion of at least 100 hours of field experience, appropriately distributed over scope of sequence;
3. minimum QPA of 3.00 overall;
4. minimum QPA of 3.00 in the major and also in the professional education sequence for secondary/K-12; Elementary Education majors need a QPA of 3.0 in the major and also in the two areas of certification;
5. continuing recommendation of major department;Mantoux test (formerly TB), FBI fingerprint, criminal background, child abuse clearance, and other clearances specified locally.

Recommendation for certification requires:

1. completion of degree requirements;
2. completion of program in education (3.00 minimum QPA);
3. completion of major (3.00 QPA).

 

Note: State certification tests are commonly required; passing levels are set by each state and are increasing.

Pennsylvania licensure requires:

1. successful completion of an approved certification program;
2. passing scores on applicable PRAXIS tests, (involves fees);
3. application for certification, with required signature, fees, etc.;
4. additional evidence, as may be required, regarding health, freedom from substance addiction, absence of criminal record, etc.

 

State requirements existing at the time of application for certification will apply. Hence, students are advised to seek certification immediately upon completion of a program regardless of their future plans.

Licensure is controlled by each state. Many require PRAXIS tests, which are administered at Marywood each year. The continuing NCATE accreditation earned by Marywood is a major advantage for licensure in many states.

Handbook

Students should consult handbooks on teacher education procedures, field experience, and student teaching.

Transfer Students

Students transferring into Education from another program within Marywood or from other institutions must have a 3.00 overall QPA on a minimum of 12 credits. Transfer students in all teacher education programs should arrange an appointment with the chairperson of the Education Department immediately upon arrival.

Field Experience

Education certification candidates in all programs must maintain continuous registration for field experience and sign up each semester in the Office of Professional Educational Field Experience. Clearances (Criminal Background, Child Abuse Clearance; FBI Fingerprints, Mantoux test and others required locally) must be active and on file in the Field Experience Office throughout field placement and Student Teaching semesters.

Beginning in the first year, a preprofessional phase consists of exploration of education as a profession and the building of a commitment to teaching.  Experiences with children are begun through assigned observation in local schools.

Level I Field Experience

The first independent field experience placement typically happens during the teacher candidate’s second through fourth semesters at Marywood University. A three-­hour block of time each week is required at the assigned school. In the early field experience placements, the candidate performs tasks that are considered legally permissible for the teacher’s aide.

Level II Field Experience

Teacher candidates, generally by junior year, are more involved in the classroom activity. Candidates at this level are enrolled in supervised practicum courses. Second level field experience students are to engage in specific activities such as developing learning activities and participating in team teaching. Activities completed in this placement level are related to the objectives of the upper level methods courses in which they are currently enrolled.

Pre-­Student Teaching

Teacher candidates are required to spend seven weeks, three hours per week, in each of two pre-­student teaching placements during the semester prior to student teaching. With a successful placement and teacher and district approval, the cooper­ating teachers would be the same for pre­-student and student teaching.

Student Teaching

The prospective teacher is assigned as a full­-time student teacher for one semester, usually during the last year. This typically will include two placements representative of all content and levels of the certificate involved. Placements are made by the Director of Professional Education Field Experience, and are within an established radius from the University. No courses should be taken during this semester except those directly supporting the student teaching experience, such as S ED 352 for Early Childhood, EDUC 520 for Special Education majors and S ED 300 for Elementary (4­-8) and Secondary/K­-12 majors.

Although every effort is made to accomodate transportation needs, students should anticipate local travel expenses related to field experiences throughout the program.

Degree Requirements

Curriculum Requirements

Early Childhood Education (PK-4)
(available independently or as dual certification with Elementary or Special Education)

The curriculum requirements discussed in this section are subject to change, based on guidelines and the program approval process established by the Pennsylvania Department of Education.

The program prepares prospective early childhood educators who have a desire to specialize in working with children from birth through age nine in a variety of programs, including preschool and primary classrooms. The Early Childhood Ed­ucation program is a unique program that blends the historical and philosophical perspectives of early childhood education and research and practice in the field in order to give prospective teachers the knowledge and skills required to work in in­clusive classroom settings.

This program also gives students the opportunity to pursue dual certification in special education.

The curriculum requirements are:

 

EDUC 00_	Field Experience	ongoing
EDUC 004A	ECE Field Experience I & II	.5,.5
EDUC 005A	Practicum Block A	1
EDUC 005B	Practicum Block B	1
EDUC 100/101	Introduction to Education	.5,.5
PSY 214	Child Psychology (prerequisite to EDUC 311)	3
S ED 100	Characteristics of Students with Disabilities	3
EDUC 108	Orientation to Early Childhood Education	3
EDUC 300	Early Childhood Curriculum I	3
EDUC 301	Early Childhood Curriculum II	3
EDUC 302	Child in the Family	3
EDUC 309F*	Elementary Curriculum and Instruction: Math	3
EDUC 309G*	Elementary Curriculum and Instruction: Science	3
EDUC 309H*	Elementary Curriculum and Instruction: Social Studies	3
EDUC 309L	Elementary Curriculum and Instruction: Children's Literature	1.5
EDUC 309M*	Elementary Curriculum and Instruction: Language & Literacy I	4
EDUC 309N*	Elementary Curriculum and Instruction: Language & Literacy II	3
EDUC 311	Educational Psychology	3
S ED 300*	Curriculum Adaptations	3
S ED 350	Assessment and Planning for Young Children	3
S ED 352**	Diagnostic and Prescriptive Teaching	3
S ED 367*	Behavior and Classroom Management	3
S ED 400	Law and Collaboration	3
EDUC 561*	Methods, Materials and Assessment of ELL	3
EDUC 442	Student Teaching	12
Additional Liberal Arts Credits
MATH 110	Math in Contemporary Society	3
OR
MATH 120	Math in the Liberal Arts	3
BIOL 110/110L	Principles of Biology + Lab	4
SSCI 201	Introduction to Social Sciences	3
COMM 101	Dynamics of Speech	2
*Course requires successful completion of sophomore screening **Course taken with student teaching Students seeking dual certification program with special education take the following additional courses:
S ED 350A	Practicum I (PK-K)	1
S ED 352B*	Practicum II (1-6)	1
S ED 362*	Secondary Programming & Career Education	3
EDUC 520	Universal Design for Learning	1

Field experience begins in the first year and culminates with the student teaching experience. Students have the opportunity to work in a variety of settings including early intervention programs, home-based programs, preschool/day care programs, and primary (K-4) classrooms.  

The Tony Domiano Early Childhood Center, a campus facility for three-to-six year olds, serves as one of a number of sites at which students observe, participate, or student teach.  The Fricchione Day Care Center, also on campus, serves children from infancy upwards and is used for field experience by students in the ECE program. 

Students may also elect to enroll in a dual certification program. These lead to teacher certification in special education (PK-­8) and elementary education (Grades 4-­8), special education (PK-­8) and early childhood education (PK­-4), or special education (7­12) and secondary education (7-­12).

These options may require some additional course work.  Contact the department chairperson for more information.

In order to graduate with a Bachelor of Science in Early Childhood Education, students must complete all required liberal arts and major courses, with a minimum QPA of 3.00 overall and in the major. Additionally, they must undertake student teaching experiences. Student teaching is evaluated as satisfactory/unsatisfactory. If a satisfactory grade is not earned in both experiences, the student must complete the equivalent number of approved major credits as a substitution, in order to graduate. Under such circumstances, recommendation for certification will be withheld.

Elementary Education (Grades 4-8)

The curriculum requirements discussed in this section are subject to change, based on the guidelines and program approval process established by the Pennsylvania Department of Education.

The prospective teacher requires a broad and strong liberal arts foundation.  Advisement is done primarily by education faculty, with support of faculty in the minor area.

The curriculum requirements are:

EDUC 00_	Field Experience	ongoing
EDUV 005C	Practicum III (Middle Level)	1
EDUC 100/101	Introduction to Education	.5,.5
PSY 252	Adolescent Psychology (prerequisite to EDUC 311)	3
EDIC 110	Middle School Philosophy and Foundations	3
EDUC 311*	Educational Psychology	3
EDUC 310F*	Elementary Curriculum & Instruction: Math & Science	3
EDUC 310M*	Elementary Curriculum & Instruction: Language Arts & Social Studies	3
EDUC 561*	Methods, Materials & Assesment of ELL	3
S ED 100	Characteristics of Students with Disabilities	3
S ED 300**	Curriculum Adaptations	3
S ED 367*	Behavior Management
EDUC 442*	Student Teaching	6,6

*Course requires successful completion of sophomore screening
**Course taken with student teaching

Specific courses supportive of Elementary Education (4-­8) must be chosen within two concentration areas. Candidates may choose concentrations in Math & Science, Math & English, Math & Social Studies, English & Science or Science & Social Studies. They are listed under program requirements in the Undergraduate Teacher Education Handbook.

In order to graduate with a Bachelor of Science in Elementary Education (Grades 4­-8), students must complete all required liberal arts and major courses, with a minimum QPA of 3.00 overall and in the two areas of concentration. Additionally, they must undertake student teaching experiences. Student teaching is evaluated as satisfactory/unsatisfactory. If a satisfactory grade is not earned in both experiences, the student must complete the equivalent number of approved major credits as a substitution, in order to graduate. Under such circumstances, recommendation for certification will be withheld.

Secondary and K-12 Certifications
The curriculum requirements discussed in this section are subject to change, based on guidelines established by the Pennsylvania Department of Education.

Secondary (7-12) certification is available in: communication, social studies, English, biology, mathematics, and general science.

All grades (K-12) certification is available in: art, health/physical education, music, home economics/family and consumer science, French, and Spanish.

The prospective teacher seeking secondary or all-grades certification in any area should be guided by the chairperson of the major discipline and by the Education Department administrator. The professional education requirements for secondary, K-12 certification are:

EDUC 00_	Field Experience	ongoing
EDUC 005D	Practicum IV Secondary/K-12	1
EDUC 100/101	Introduction to Education	.5,.5
PSY 251	Developmental Psychology (prerequisite to EDUC 311)	3
EDUC 311*	Educational Psychology	3
EDUC 411A*	Effective Instruction in Secondary and K-12 Education	3
Various	Special methods (variable in title, number, and credit, taken in major department)
S ED 100	Characteristics of Students with Disabilities	3
S ED 300**	Curriculum Adaptations	3
S ED 367*	Behavior and Classroom Management	3
EDUC 442*	Student Teaching	6,6
EDUC 414*	Social Foundations	3
EDUC 561*	Methods, Materials and Assessment of ELL	3

*Course requires successful completion of sophomore screening
**Course taken with student teaching

Curriculum Requirements for the Special Education Degree

The major in Special Education requires completion of a content area major. Candidates must choose dual certification with early childhood (PK-­4), elementary (Grades 4-­8), or a secondary content area (7-­12).

EDUC 001-004	Field Experience	(ongoing)
S ED 100	Characteristics of Students with Disabilities	3
S ED 300	Curriculum Adaptations	3
S ED 350	Assessment and Planning for Young Children	3
S ED 350A	Practicum I: (PK-K) (for early childhood (PK) dual certification only)	1
EDUC 352*	Diagnostic Evaluation/Prescriptive Teaching	3
S ED 352B*	Practicum II: (Grades 1-6)	1
S ED 362*	Secondary Programming and Career Education	3
S ED 362C*	Practicum III:(Grades 7-12) (secondary (7-12) dual certification only)	1
S ED 367*	Behavior and Class Management	3
S ED 400*	Law and Special Education	3
EDUC 520**	Universal Design for Learning	3

*Course requires successful completion of sophomore screening
**Course taken with student teaching

In addition to the credits listed, dual certification in Early Childhood Education (PK­4) requires the following courses:

EDUC 004A	ECE Field Experience I & II	.5/.5
EDUC 005A	Practicum Block A	1
EDUC 005B	Practicum Block B	1
EDUC 100/101	Introduction to Education	.5/.5
PSY 214	Child Psychology (prerequisite to EDUC 311)	3
EDUC 108	Orientation to Early Childhood Special Education	3
EDUC 300	Early Childhood Curriculum I	3
EDUC 301	Early Childhood Curriculum II	3
EDUC 302	Child in the Family	3
EDUC 309F*	Curriculum and Instruction: Math	3
EDUC 309G	Curriculum and Instruction: Science	3
EDUC 309H*	Curriculum and Instruction: Social Studies	3
EDUC 309M*	Curriculum and Instruction: Language & Literacy I	4
EDUC 309N*	Curriculum and Instruction: Language & Literacy II	3
EDUC 311	Educational Psychology	3
EDUC 561*	Methods, Materials and Assessment of ELL	3
EDUC 442*	Student Teaching 1 of 2 placements is in a S ED setting	9

Additional Liberal Arts Credits

MATH 120	Math in the Liberal Arts	3
BIOL 110/110L	Principles of Biology + Lab	4
SSCI 201	Introduction to Social Sciences	3
COMM 101	Dynamics of Speech	2

A dual certification program in Elementary Education would require the following courses:

EDUC 00_	Field Experience	ongoing
EDUC 100/101	Introduction to Education	.5/.5
PSY 252	Adolescent Psychology (prerequisite to EDUC 311)	3
EDUC 110	Middle School Philosophy and Foundations	3
EDUC 311	Educational Psychology	3
EDUC 310F*	Elementary Curriculum & Instruction: Math & Science	3
EDUC 310M*	Elementary Curriculum & Instruction: Language Arts & Social Studies	3
EDUC 442*	Student Teaching (1 of 2 placements will be in a S ED setting)	9
EDUC 561*	Methods, Materials and Assessment of ELL	3

*Course requires successful completion of sophomore screening
**Course taken with student teaching

The minor program for Special Education requires 18 semester hours in the following courses:

S ED 100	Characteristics of Students with Mild Disabilities	3
S ED 350	Assessment and Planning for Young Children	3
S ED 352*	Diagnostic Evaluation/Prescriptive Teaching - Phase II	3
S ED 362*	Secondary Programming and Career Education	3
S ED 367*	Behavior and Classroom Management	3
S ED 400*	The Law and Special Education	3

*Course requires successful completion of sophomore screening

Education Courses