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Program Outlines

Certification Programs - Administrative, Supervisory, and Instructional

Master of Science in School Leadership and Certification as Principal

The program in School Leadership consists of 36 hours of graduate work. The courses are divided into three categories: nine semester hours in core courses, which are intended to give the student an understanding of research, organizational dynamics, and multicultural issues in schools; twenty-four semester hours in concentration courses, which provide an understanding of administration, current issues in education, curriculum planning, supervision and evaluation of instruction, law, finances, personnel leadership, and an internship in a school setting; three semester hours in elective courses.

The purpose of this program is to provide opportunities for the development of the administrative and interpersonal skills needed by practicing and future leaders in education. The program is built on the assumption that the public and non-public school environments are unique. For this reason, courses and other learning experiences are deeply grounded in those principles of public and non-public thought and practice. Internships are individualized, based on needs and interests of school districts and student participants. The Educational Leadership Constituent Council (ELCC) standards support the courses and internship.

I. PROFESSIONAL EDUCATION AND CORE COURSES

9 semester hours

EDUC 501	Research Theory	3
COUN 532	Multicultural Issues in Counseling	3
EDUC 605	Communication Theory & Organizational Dynamics	3
EDUC 555	Professional Contribution	0

24 semester hours

*EDUC 545	Administrative Theory for School Leaders	3
*EDUC 546	Seminar: Problems and Issues in Education	3
*EDUC 547	Curriculum Planning for Schools	3
*EDUC 548	Supervision and Evaluation of Instruction	3
*EDUC 549	Law and the School	3
*EDUC 551	School Finances	3
*EDUC 552	Personnel Leadership in Schools	3
*EDUC 593	Administrative Internship	3

3 semester hours

Elective

3

This program has been approved by the Pennsylvania Department of Education for awarding certification as a principal K-12.

*Principal

Persons seeking a K-12 principal certificate in the Commonwealth of Pennsylvania, who do not wish to receive the Master's degree, may do so by taking only courses marked with an asterisk listed under the M.S. School Leadership program above. Initial interview is also required. Issuance of the Principal K-12 certificate requires five years satisfactory experience on any Instructional or Educational Specialist certificate.

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs. Please contact Marywood's Education Department to learn more about these specifications.

Superintendent's Letter of Eligibility

The Superintendent's Letter of Eligibility will endorse an individual for appointment as a district superintendent or an assistant superintendent. Candidates for this post-masters certification shall:

1. follow normal application procedures for admission to graduate programs, indicating desire to seek this certification. Candidates must possess a 3.0 average in all prior graduate work.
2. successfully complete an interview after six credits prior to formal admission
3. **successfully complete a minimum of eighteen semester hours in the following areas:

EDUC 604	School, Community, Public Relations	3
EDUC 605	Communication Theory and Organizational Dynamics	3
EDUC 606	Labor Relations and Negotiations	3
EDUC 607	Business and Facilities Management	3
EDUC 608, 609	Field-Based Internship	3,3

At the point of admission/acceptance, the Chair of the Education Department and the Office of Certification will determine if the candidate has met all competencies as outlined by the Pennsylvania Department of Education. If it is determined that a candidate is lacking in an area typically part of the first administrative endorsement (principalship), more than eighteen hours may be required.

Likewise, if a candidate has fulfilled some of the courses required for the Letter of Eligibility certification, the courses will not be repeated. As with all certifications, fifty percent of required courses must be taken at Marywood.

Candidates for the Superintendent Letter of Eligibility must provide evidence of six years of teaching or other professionally certificated experience, three years of which shall have been in supervisory or administrative positions.

**These courses are also a part of the Ph.D. in Human Development Degree.

Note: The program requirements discussed in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Curriculum and Instruction

The Curriculum and Instruction Supervisor certification will endorse an individual as a general instructional supervisor in a school district. Candidates for this certification shall:

1. follow normal application procedures for admission to graduate programs, indicating desire to seek this certification. Candidates must possess a 3.0 average in prior undergraduate or graduate work.
2. successfully complete an interview prior to formal admission to the program.
3. successfully complete a minimum of eighteen semester hours in the following areas plus an internship:

Post Baccalaureate - Curriculum and Instruction Supervisor

EDUC 545	Administrative Theory	3
EDUC 547	Curriculum Planning	3
EDUC 548	Supervision and Evaluation of Instruction	3
EDUC 549	School Law	3
EDUC 551	School Finances	3
EDUC 552	Personnel Leadership	3
EDUC 594	Supervisory Internship	3

Post Master's - Curriculum and Instruction Supervisor**
(At this level, a master's level course in School Law is a prerequisite.)

EDUC 605	Communication Theory and Organizational Dynamics	3
EDUC 610	Models of Teaching	3
EDUC 611	Instructional Design: Theories and Applications	3
EDUC 613	Dynamics of Leadership and Change	3
EDUC 614, 615	Practicum	3,3

4. Issuance of the Supervisory certificate requires a minimum five years of professional school experience on an instructional certificate. have been in supervisory or administrative positions.

**These Post-Master's courses are also a part of the Ph.D. in Human Development Degree.

Pupil Personnel Services Supervisor

The Pupil Personnel Services Supervisor certification will endorse an individual as a district-wide specialist in the comprehensive pupil personnel services field (school psychology, school counseling, school health, school social work services) as supportive of the instructional process in a school district. Candidates for this post-master's certification shall:

1. follow normal application procedures for admission to graduate programs, indicating desire to seek this certification. Candidates must possess a 3.0 average in all prior undergraduate or graduate work.
2. successfully complete an interview prior to formal admission to the program.
3. successfully complete a minimum of eighteen semester hours in the following areas plus an internship:

EDUC 501	Research Theory	3
Or
PSY 561	Psychological Testing
EDUC 545	Administrative Theory	3
EDUC 547	Curriculum Planning	3
EDUC 548	Supervision and Evaluation of Instruction	3
EDUC 549	School Law	3
EDUC 604	School, Community and Public Relations	3
EDUC 605	Communication Theory and Organizational Dynamics	3
S ED 523	Programming for At-Risk Infant/Preschool Child	3
EDUC 596	Supervisory Internship	3

Issuance of the Supervisory certificate requires a minimum five years of professional school experience on an instructional certificate.

Note: The program requirements discussed in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Master of Arts in Teaching and Certification in Elementary Education

49-63 semester hours (Variable)

The M.A.T. / Elementary Education program is designed for the teaching professional whose goals include initial certification in Elementary Education and an M.A.T. degree. This program consists of a minimum of 49 hours of graduate work. Students with no education courses may need to take up to 63 semester hours. The courses are divided into four categories:

• twenty-one semesters hours in professional education courses which are intended to give the student an understanding of foundations of education, special needs youngsters, human growth and development, and the psychology of the teaching/ learning process.
• twenty-two and a half hours in specialty area courses which provide an understanding of the curriculum taught at the elementary school level.
• thirteen and a half hours in student teaching and seminar.
• six hours in core courses, providing the student the opportunity to integrate theory and practice in both research and learning theory.

These courses are certification requirements for those students seeking both the degree and Pennsylvania Instructional I certification. Eligibility for certification is determined by fulfillment of Pennsylvania requirements.

I. PROFESSIONAL EDUCATION AND CORE COURSES

40.5 semester hours

*EDUC 000	Field Experience (minimum of 100 clock hours)	0
*EDUC 500	First Semester Certification Seminar (required for students seeking an Instructional I Certificate)	0
EDUC 501	Research Theory	3
*EDUC 502	Multidisciplinary Foundations of Education	3
EDUC 554	Learning Theories	3
*EDUC 523	Seminar: Psychology of Education	3
*EDUC 561	Methods, Materials and Assessment ESL	3
*PSY 514	Human Development	3
*S ED 507	Characteristics and Remedial Strategies Impaired Learner	3
*S ED 511	Curriculum for Special Needs Learners	3
*S ED 539	Behavior Management Approaches	3
*EDUC 591	Student Teaching	6,6
*EDUC 595	Student Teaching Seminar	1.5

I. CONCENTRATION

22.5 semester hours

*R ED 524	Creative Teaching of Language Arts	4
*R ED 526	Teaching Content Area Reading	3
*EDUC 511	Children's Literature	1.5
*EDUC 470D	Music/Art	3
*EDUC 470F	Math	3
*EDUC 470G	Science	3
*EDUC 470H	Social Studies	3
*EDUC 470J	Physical Education/Health	2

*Courses leading to certification.

Other courses may be selected with approval of the Chairperson.

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs. Program requirements discussed in his section are subject to change based on guidelines established by the Pennsylvania Department of Education.

*Elementary Education

Persons seeking an Elementary certificate in the Commonwealth of Pennsylvania, who do not wish to receive the Master's degree, may do so by taking the courses marked with an asterisk (*) listed under the M.A.T. program above.

Initial interview is also required.

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs. Please contact Marywood's Education Department to learn more about these specifications.

Master of Arts in Teaching and Certification in Secondary/K-12 Education

49+ semester hours (Variable)

The M.A.T. program in Secondary or K-12 Education is designed for the teaching professional whose goals include initial certification in Secondary or K-12 Education and an M.A.T. degree. This program consists of a minimum of 37 hours of graduate work. Students with no education courses may need to take up to 49 semester hours. The courses are divided into four categories:

• nine credit hours of coursework that give candidates an understanding of foundation of education, of human development, and the psychology of the teaching-learning process.
• nine credit hours that focus on general and specific teaching methodologies as well as the reading process.
• up to twelve credit hours (depending on new state guidelines) that focus on developing candidates' understanding of working with learners with special needs.
• thirteen credit hours in student teaching and seminar.
• six credit hours in core courses, providing the candidate the opportunity to integrate theory and practice in both research and learning theory.
• variable credit totals in the content area are in addition to these listed.

These courses are certification requirements for those students seeking both the degree and Pennsylvania Instructional I certification. Eligibility for certification is determined by fulfillment of Pennsylvania requirements.

I. PROFESSIONAL EDUCATION AND CORE COURSES

49 semester hours

*EDUC 000	Field Experience (minimum of 100 clock hours)	0
*EDUC 500	First Semester Certification Seminar (required for students seeking an Instructional I Certificate)	0
EDUC 501	Research Theory	3
*EDUC 502	Multidisciplinary Foundations of Education	3
*EDUC 523	Seminar: Psychology of Education	3
EDUC 554	Learning Theories	3
*PSY 514	Human Development	3
*R ED 526	Teaching Content Area Reading	3
*S ED 507	Characteristics of Mildly Impaired (Not required for Art, CSD, H/PE, Music, S ED)	3
*S ED 511	Curriculum for Special Needs Learners	3
*S ED 539	Behavior Management Approaches	3
*EDUC 561	Methods, Materials and Assessment ESL	3
*EDUC 411A	Effective Instruction Secondary/K-12	3
*EDUC 411B	Content Area Methods	3
*EDUC 591	Student Teaching	6,6
*EDUC 595B	Student Teaching Seminar	1

*Courses leading to certification.

II CONCENTRATION

Courses required vary by specific content area.

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs. Program requirements discussed in his section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Master of Science in Reading Education

33 to 36 semester hours

The goal of the Reading Education program is to equip teachers with the knowledge and expertise needed to teach reading to children and adults.

Each course stresses both the theories resulting from the latest research and the practical application of these theories in the classroom.

Students may obtain a Master of Science degree in Reading Education, which includes the Reading Specialist certification (K-12), or obtain only the Reading Specialist certification (K-12).

The program leading to a master's degree in reading consists of 33 hours of graduate course work. The areas of study include:

1. nine semester hours in the field of education, to give the student an adequate background in research techniques, theories of learning and foundation of education.
2. twenty-one semester hours in the area of reading to give students an understanding of:
• recent research in the field of reading and how it affects the teaching of reading,
• tried and approved methods of teaching reading,
• diagnosis and remediation of reading problems,
• organization and management of the reading classroom.
3. six hours of student teaching for initial certification candidates

In addition to the successful completion of designated course work, students are required to complete a Professional Contribution under the direction of a faculty mentor and give a public presentation of their projects.

IPREREQUISITE

Course work (3 credits) in developmental psychology or human development is a prerequisite for this program.

I. PROFESSIONAL EDUCATION AND CORE COURSES

9 semester hours

*EDUC 000	Field Experience (If 1st Cert)(100 hours minimum)	0
EDUC 501	Research Theory	3
EDUC 502	Multidisciplinary Foundations of Education	3
EDUC 554	Contemporary Learning Theories	3
R ED 555	Professional Contribution	0

24 to 27 semester hours

*R ED 524A	Creative Teaching of Language Arts	4
*R ED 526	Teaching Content Area Reading	3
*R ED 530	Reading Disabilities and Diagnosis	3
*R ED 533	Remedial Techniques (Prerequisite: R ED 530 )	3
*R ED 540	Practicum/Seminar in Reading	3
*R ED 542	Organization of School Reading Programs	3
*EDUC 511	Children's Literature	2
*R ED 546	Reading Specialist Internship (Required for Second Cert)	3
Or		Or
*R ED 591	Student Teaching (Required for Initial Cert)	6

This program has been approved by the Pennsylvania Department of Education for awarding certification as a Reading Specialist K-12.

A student who wishes to concentrate in the field of reading but who does not wish to pursue the master's degree program or who already holds a master's degree may obtain Reading Specialist certification by taking the 24 - 27 semester hours marked with an asterisk under the M.S. Reading Education program above. A student seeking only certification is required to take at least fifty percent of the credits at Marywood University.

Regulations in Chapter 49 of the Pennsylvania Code, 22 PA Code 49.18, require that those seeking Instructional I Certificates must demonstrate that they have successfully completed teacher certification examinations. Candidates completing an initial certification in Reading Specialist must complete a student teaching experience. Second certification candidates are required to complete an internship.

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs. Please contact Marywood's Education Department to learn more about these specifications.

The Reading Supervisor certification will endorse a Reading Specialist for appointment as a Reading Supervisor. Candidates for this graduate-level certification shall:

1. follow normal application procedures for admission to graduate programs, indicating desire to seek this certification. Candidates must possess a 3.0 average in prior undergraduate or graduate work.
2. successfully complete an interview after six credits if a master's degree in reading or master's degree plus Reading Specialist certification were not awarded at Marywood University.
3. successfully complete a minimum of eighteen semester hours in the following areas:

EDUC 545	Administrative Theory	3
EDUC 546	Seminar: Problems and Issues in Education	3
EDUC 547	Curriculum Planning for Schools	3
EDUC 548	Supervision and Evaluation of Instruction	3
EDUC 549	School Law	3
R ED 593	Field-Based Internship	3

At the point of admission/acceptance, the Administrator of the Education Department and the Office of Certification will determine if the candidate has met all competencies as outlined by the Pennsylvania Department of Education. If it is determined that a candidate is lacking in an area typically part of the first endorsement (Reading Specialist) more than eighteen semester hours may be required.

Likewise, if a candidate has fulfilled some of the courses required for the supervision certification, the courses will not be repeated. As with all certifications, fifty percent of the required courses must be taken at Marywood.

4. Issuance of this Supervisory certificate requires a minimum five years of professional school experience on a Reading Specialist certificate.

Master of Science in Early Childhood Intervention (ECI) - Birth to Age 8

36 semester hours

The program in Early Childhood Intervention - Birth to Age 8 consists of 36 hours of graduate work. The courses are divided into two categories: twelve semester hours in core courses which are intended to give the student an understanding of research, child development, foundations of education, and learning theories and twenty-four semester hours in concentration courses, which provide an understanding of children in inclusive child-care centers and issues in earl childhood programs, learning theories, and literacy development are several areas covered in this program.

The purpose of this program is to provide opportunities for the development of the administrative and interpersonal skills needed by early childhood teachers in inclusive programs. The program is built on the assumption that the public and non-public school environments are unique. For this reason, courses and other learning experiences are deeply grounded in those principles of public and non-public thought and practice.

I. PROFESSIONAL EDUCATION AND CORE COURSES

12 semester hours

EDUC 501	Research Theory	3
EDUC 502	Multidisciplinary Foundations of Education	3
PSY 514	Human Development	3
EDUC 554	Contemporary Learning Theories	3

II. CONCENTRATION

24 semester hours

S ED 507	Characteristics and Remedial Strategies Impaired Learners	3
S ED 523	Programming for At-Risk Infant/Preschool Child	3
EDUC 506	Problems and Issues in Early Childhood Education/Intervention	3
EDUC 507	Inclusive Early Childhood Education Settings and Assessment	3
EDUC 508	Integrated Curriculum	3
EDUC 509	Administration of Early Childhood Education/ Intervention Programs	3
EDUC 510	Language and Emergent Literacy	3
EDUC 592	Internship - Early Childhood Education	3
EDUC 555	Professional Contribution	0

The degree candidate is required to complete a Professional Contribution under the guidance of a faculty mentor and give a public presentation of the PC or thesis.

*Certification in Early Childhood Education with Master's Degree

The following courses and student teaching are required (Student teaching replaces Internship and Professional Contribution as listed above):

23.5 semester hours

EDUC 000	Field Experience (minimum of 100 hours)	0
EDUC 500	First Semester Certification Seminar	0
EDUC 470F	Elementary Curriculum Math	3
R ED 524	Creative Teaching of Language Arts	4
EDUC 523	Seminar: Educational Psychology	3
EDUC 591	Student Teaching	6, 6
EDUC 595	Seminar-Student Teaching	1.5

Master of Education (M.Ed.) - Instructional Leadership

The Master in Education (M.Ed.) with a specialization in Instructional Leadership prepares experienced K-12 teachers for instructional leadership roles such as lead teachers, instructional supervisors, curriculum specialists and department heads. The M.Ed. is a 36 credit hour degree for elementary and secondary teachers in both general and vocational education.

It is designed to enhance the instructional and leadership skills of candidates so that they become master teachers who can model effective practices, analyze and evaluate curriculum and instruction, and provide help and guidance to other pre-service and in-service teachers.

The Master of Education courses will focus on:

• Enabling participants to enhance skills in curriculum development
• Understanding multicultural issues that impact learning
• Developing classroom communication and management skills
• Integrating instructional technology
• Integrating professional ethics in the instructional environment
• Understanding appropriate instructional designs for classroom teaching
• Developing curriculum and using appropriate teaching strategies for developmental and special needs students

EDUC 501	Research Theory	3
EDUC 520	Universal Design for Learning	3
EDUC 546	Current Problems/Issues in Education	3
EDUC 547	Curriculum Planning/Assessment Practice	3
EDUC 549	School Law and Professional Ethics	3
EDUC 554	Contemporary Learning Theories	3
EDUC 603	Dynamics of Leadership and Change	3
MED 524	Instructional Design: Theory and Application or approved elective	3
MED 529	Integrating Internet into Curriculum	3
R ED 526	Teaching Strategies in Content Areas	3
S ED 511	Curriculum Adaptations	3
S ED 539	Classroom and School Management	3
EDUC 555	Site Based Action Research Project	0

In addition to successful completion of course work, the degree candidate is required to complete a Professional Contribution under the guidance of a faculty mentor and give a public resentation of the project.

Master of Science in Higher Education Administration

The Master of Science degree in Higher Education Administration prepares individuals for a variety of mid-level careers in public and private two-year colleges, four-year institutions, and universities. Examples of career opportunities include but are not limited to, leadership positions in student services, enrollment management, institutional advancement, alumni affairs, and institutional research. The program of study is designed to include required core courses (12 credits) as well as a concentration/electives (24 credits). An internship adds practical experience to the learning process. In general, the curriculum is designed to provide students with the appropriate knowledge about the professional field and, at the same time, ground students in a theoretical framework necessary to guide current and future study and career development in higher education.

The M.S. in Higher Education Administration will focus on:

• demonstrating knowledge of the foundations and scope of higher education administration,
• demonstrating knowledge of professional practice related to an academic enterprise that includes teaching, research and service as primary components of productivity,
• management skills such as problem solving, planning, delegating, budgeting, fundraising, assessing and evaluating,
• human relations skills that include managing, interacting, communication, and contributing to organizational and individual development.

I. PROFESSIONAL EDUCATION AND CORE COURSES

12 semester hours

EDUC 501	Research Theory	3
EDUC 502	Multidisciplinary Foundations of Education	3
PSY 514	Human Development	3
EDUC 554	Contemporary Learning Theories	3

II. CONCENTRATION

24 semester hours

HE 525 (D/HE 1025)	Student Issues in Higher Education	3
HE 530 (D/HE 1030)	College Finance Strategic Planning	3
HE 605 (EDUC 605)	Communication Theory and Organization Dynamics	3
HE 609 (D/HE 1109)	Law and Public Policy	3
HE 640 (D/HE 1140)	Program Evaluation	3
COUN 505	Career Development	3
COUN 532	Multicultural Counseling (or approved elective)	3
HE 592	Internship in Higher Education	1.5,1.5
HE 555	Professional Contribution	0

Master of Science in Special Education

Aims of the Special Education Programs at Marywood University are to prepare a teaching candidate:

• to be cognizant of normal growth and development patterns and the range of deviations which can occur from these patterns,
• to be able to act as an instructional leader and resource person in his/her professional situation,
• to be able to examine critically major trends and issues in the field and to apply this body of information to the professional situation,
• to be capable of employing a systematic approach to teaching and demonstrating a working knowledge of sound research skills in order to effectively measure learning performance,
• to be a guardian of the ethics of the profession and its related duties and responsibilities as described in the Code of Ethics of the Council for Exceptional Children.

Degree-seeking students are required to complete a curriculum that includes studies of major issues in the field and develops broad teacher competencies in a variety of areas. The following courses are suggested, but the individual's academic preparation and professional experiences may permit variations.

I. PROFESSIONAL EDUCATION AND CORE COURSES

EDUC 501	Research Theory (to be taken concurrently with S ED 545A)	3
EDUC 554	Learning Theories	3
S ED 545A	Applied Research (to be taken concurrently with EDUC 501)	1
S ED 545B	Applied Research	1
S ED 545C	Applied Research	1

II. CONCENTRATION

*S ED 500	Special Education Law and Service Delivery	3
*S ED 511	Curriculum Adaptations for the Special Needs Learner	3
*S ED 536	Cognitive Assessment and Remediation	3
or
*R ED 530	Reading Disabilities and Diagnosis
*S ED 539	Behavior Management Approaches	3
*EDUC 520	Universal Design for Learning	3
*EDUC 561	Methods, Materials and Assessment for ESL	3

III. CERTIFICATION TRACK

Program A: First Certification candidates with no education background

Prerequisite: A course in Developmental Psychology

*EDUC 000	Field Experience (minimum 100 clock hours)	0
*EDUC 500	1st Semester Seminar	0
*EDUC 502	Multidisciplinary Foundations of Education	3
*EDUC 523	Seminar in Education Psychology	3
*R ED 524A	Creative Teaching of Language Arts	4
*R ED 526	Teaching Content Area Reading	3
*EDUC 470F	Elementary Curriculum & Instruction: Math	3
*EDUC 442B	Student Teaching - Special Education	6,6

Program B: Non-certification track building on previous B.S. in Special Education

Prerequisite: A course in Developmental Psychology

Program C: Second Certification candidates - building on another area certification

Prerequisite: An education core including R ED 526 Teaching Content Area Reading

*R ED 533	Remedial Techniques	3
*S ED 522	Career Education for Students with Disabilities	3
or
*S ED 523	Programming for At-Risk Infant/Preschool Child
*S ED 519	Practicum	3

*Special Education

Persons seeking a Special Education certificate in the Commonwealth of Pennsylvania, who do not wish to receive the Master's degree, may do so by taking the Section II Concentration courses and Section III Certification Track courses marked with an asterisk (*) under the M.S. program above.

Initial interview is also required.

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs. Please contact Marywood's Education Department to learn more about these specifications.

Master of Science in Administration and Supervision of Special Education

As paradigm shifts are occurring in the educational system and as generic skills for all personnel are being valued, this program envisions training administrators who posess broad leadership competencies, familiarity and experience with the full array of Special Education services, and who can reflect upon change in all its facets. The program curriculum is closely aligned with Marywood University's School Leadership program requirements, and the shared courses are intended to integrate the knowledge base of school leadership with the administrative challenges of specialized programming. This program is committed to the training of individuals in admistrative and interpersonal skills in order to ensure the development of effective education programs for all, in a variety of settings. Additionally, the program is directed at reflective practice and the development of leaders as agents and facilitators of change.

30 Semester hours

PREREQUISITE

A course in Special Education Law and Service Delivery is prerequisite to this program.

I. PROFESSIONAL EDUCATION AND CORE COURSES

EDUC 501	Research Theory	3
EDUC 554	Learning Theories	3

II. CONCENTRATION

S ED 507	Characteristics & Remedial Strategies for Mildly Impaired	3
S ED 511	Curriculum Adaptations for Special Learners	3
S ED 539	Behavior Management Approaches	3
S ED 540	Administration & Supervision of Special Education Programs	3
S ED 544	Practicum in Special Education Supervision	3
EDUC 545	Administrative Theory for School Leaders	3
EDUC 547	Curriculum Planning for Schools	3
EDUC 522	Personnel Leadership in Schools	3

Special Education Supervisor

Candidates for this post-master's certification shall:

1. follow normal application procedures for admission to graduate programs, indicating desire to seek this certification. Candidates must possess a 3.0 average in all prior graduate work,
2. successfully complete an interview after 6 credits if the Master's degree was not awarded at Marywood University,
3. successfully complete a minimum of eighteen semester hours in the following areas including a practicum:

EDUC 545	Administrative Theory for School Leaders	3
EDUC 547	Curriculum Planning for Schools	3
EDUC 552	Personnel leadership in Schools	3
S ED 540	Administration & Supervision of Special Education Programs	3
EDUC 554	Contemporary Learning Theories	3
S ED 544	Practicum in Special Education Supervision*	3

*A practicum is a requirement in the Special Education Supervisor Certification Program. The minimum requirement for the initiation of the practicum is the completion of 12 credit hous of the required certification program. At least 6 of the credit hours must have been completed at Marywood University. The practicum is ordinarily completed at the district or intermediate unit level, with a broad range of N - 12 experiences. The practicum includes a minimum of 300 hours of administrative experience. Practicums are usually arranged during the fall and spring semesters.

4. Issuance of the Supervisory certificate requires a minimum five years of professional school experience on a valid Special Education teaching certificate.

Note: The program requirements discussed in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Library Science

24 - 27 semester hours

This library science certification program will prepare individuals to be information specialists who are leaders in their fields. It will challenge participants to be collaborators with school, professional and community staff in the delivery of knowledge. The program emphasizes interdisciplinary curriculum, technological application, ethical decision-making, evaluation, administration and leadership.

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs.

Program requirements in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

LS 502	Issues/Trends in Library Information Environment	3
LS 503	Management Role of the Information Professional	3
LS 504	New Technologies for Searching, Retrieval, and Presentation of Information	3
LS 505	Meeting Information Needs and Services through Instructional Collaboration	3
LS 507	Building K-12 Multi-Media Collections	3
LS 509	Cataloging, Classification, and Collection Management in an Electronic Age	3
EDUC 511	Children's Literature	1.5
LS 515	Seminar	1.5
LS 520	Practicum (Required for Second Certification)	3
Or		Or
LS 591	Librarian Internship (Required for Initial Certification)	6

Home & School Visitor

This certificate is intended for students who plan to deliver social work services in elementary or secondary schools. There are three models for certification:

1. Certification earned while earning the MSW
2. Certification earned post-MSW
3. Certification earned without an MSW

Each model addresses the competencies defined by the Pennsylvania Department of Education. PDE requires that certain criteria be met prior to acceptance into certification or degree programs. Please contact Marywood's Education Department to learn more about these specifications.

Home & School Visitor is an interprofessional Educational Specialist certificate, requiring 360 hours of appropriately supervised school-based practice and coursework in both social work and education. Curriculum plans for each certification model follow.

Certification earned while earning the MSW
The student completes the MSW with the following interprofessional foci:

1. Foundation courses in social work incorporate assignments related to school-based practice.
2. The two practicum years are undertaken in school settings under appropriate supervision. The 912 hours of practicum required for the MSW will also satisfy the requirement for 360 supervised practice hours for the certification. The student registers for full-credit MSW practicum courses and pursues a practicum curriculum appropriate to foundation or advanced practice and to the competency requirements of certification.
3. Twelve education credits, of which nine will be applied as elective credits for the MSW, are taken in:

EDUC 502	Multidisciplinary Foundations of Education	3
EDUC 549	School and Law	3
EDUC 554	Contemporary Learning Theory	3
EDUC 604	School and Community Relations	3

Three credits may be transferred from another institution.

Certification earned post-MSW
The student adds to the MSW the competencies specific to the Home and School Visitor’s role and function.

1. The student who is employed in school-based practice may fulfill the requirement for 360 hours of supervised school-based practice with employment experience. The student will register for a one-credit practicum in fall and in spring semester, and a faculty liaison will be assigned to the student’s placement, to work with the student’s supervisor and administrator in evaluating the application of MSW learning to the school setting and the achievement of the home and school visitor competencies. The supervisor and administrator will provide documentation of competencies and of 360 hours of school-based practice.
2. The student whose employment in a school setting has been completed prior to beginning the certification program will register for two credits of practicum in one semester, secure the appropriate documentation from the former supervisor and administrator and prepare a series of short papers, linking the practice experience to practice theory, social policy, and human behavior/social environment concepts.
3. The student who has not/is not engaged in school-based practice will register for full-credit practicum courses to accomplish the 360 hours on a manageable schedule across one or more school years. A faculty liaison will be assigned and the student will pursue practicum assignments to develop home and school visitor competencies.
4. The student will take EDUC 502, 549, 554, and 604 or present evidence of prior learning in those curriculum areas. A student who earned the MSW at Marywood may transfer six of the required twelve graduate education credits; a student who earned the MSW from another accredited program must earn a minimum of twelve credits at Marywood, in any combination of coursework and practicum credits.

Certification without the MSW
This is a 34-credit curriculum, with 27 classroom credits and 7 practicum credits (360 practice hours). For the student who does not have coursework or field experience prior to beginning the program, one school year and one summer of full-time study will complete the competency requirements. Part-time study will require two school years plus summers.

I. EDUCATION COURSES

12 semester hours

EDUC 502	Multidisciplinary Foundations of Education	3
EDUC 549	School and Law	3
EDUC 554	Contemporary Learning Theory	3
EDUC 604	School and Community Relations	3

Six of the twelve graduate education credits must be earned at Marywood.

II. SOCIAL WORK COURSES

22 semester hours

SW 601*-602	Human Behavior and Social Environment I and II	3,3
SW 801	Social Welfare Policy I	3
SW 501-502	Theory and Practice I and II	3,3
SW 591-592	Practicum	3,4

*Psychology 514 (Human Development) may be substituted for SW 601. In each course, the student is expected to focus on school-aged children.

The student will complete 360 hours of social work practice in schools under appropriate supervision, with a faculty liaison, following the MSW foundation curriculum and developing home and school visitor competencies. Practicum hours can be accomplished in two or more semesters, but must cover a school year. Registration will be for three credits in the fall semester, four in the spring. Students employed in schools may use their places of employment as their practicum sites, by arranging for appropriate supervision and assignments that will address the home and school visitor competencies.

Teacher Certification Programs

Students may obtain a Pennsylvania Instructional I Certificate in Elementary Education and in specialized areas, K-12 and 7-12. Requirements for admission to a post-baccalaureate certification program: 3.0 GPA, two college math, one college English literature and one college English composition course. Determination of individual student requirements for certification will be made after all previous college transcripts have been evaluated. A student seeking only certification is required to take at least fifty percent of the required specialty area credits at Marywood University.

Eligibility for certification is determined by fulfillment of Pennsylvania Department of Education (PDE) requirements. State regulations in Chapter 49 of the Pennsylvania Code, 22 PA Code 49.18 require that those seeking their initial or first Instructional I Certificate must demonstrate that they have successfully completed a teacher certification exam in these areas:

The PRAXIS (Professional Assessments for Beginning Teachers) Series:

• PRAXIS I - Pre-professional skills tests (PPST) - Reading, Writing, Mathematics*
• Fundamental Subjects: Content Knowledge (not required for 7-12 certification areas)*
• PRAXIS II - Specialty Area (required in each area of certification)**

* Required for initial certification only ** Required for initial and advanced certification

For certification as a Home & School Visitor, PDE will accept Praxis tests OR an intermediate (LSW) or clinical (LCSW) Pennsylvania license in place of Praxis tests.