Home Academics Admissions Library Student Services Athletics & Recreation News & Events About Marywood Future Undergrad Students Future Graduate Students Current Students Alumni, Donors & Friends Faculty, Staff, Administration Campus Services Contact Information E-mail Request Information Index

Education Department College of Education and Human Development Catalog Information || Faculty || Goals || Special Features || Program Requirements || Degree Requirements ||Curriculum Requirements|| Faculty Kathleen O'Neill Ruthkosky, Ph.D. Ellen Burkhouse, M.S.* Gwynne Gilbert, M.S., director, Fricchione Day Care Center Joyce Holmes, M.S. Sister M. Marilyn Muro, I.H.M., M.Ed., director, Early Childhood Center Sister Frances E. Russell, I.H.M., Ph.D., C.M.F.C. *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 elementary (grades K-6) and early childhood (N-3) education. 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 7-12; for prospective teachers of art, French, Spanish, health and physical education, home economics/family and consumer science and music, grades K-12, and for prospective special educators of individuals with cognitive, behavior, physical/health 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." The Teacher Education Program believes 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 the ability to: effect student mastery of a body of knowledge by utilizing varied instructional strategies which complement diverse learning styles; foster creativity in the learning environment; engage students in problem-solving activities in the appropriate disciplines. actively engage students in learning activities; create an intellectually exciting learning environment; encourage students to become lifelong learners; create a learning environment characterized by cooperation and collaboration; develop student responsibility for good work habits. encourage students to apply the principles of wellness to their daily lives; demonstrate respect for individual and cultural differences. involve students in activities that promote civic responsibility for an interdependent and just world; understand principles of human development as they apply to the teaching/learning process; design developmentally appropriate learning experiences; appropriately utilize available educational technology; create an affirming learning environment; assess students; reflect on teaching; grow and develop professionally; communicate with parents. Special Features The department's programs are fully approved by the Pennsylvania Department of Education and by the National Council for Accreditation of Teacher Education (NCATE). Program Requirements || Initial Admission || Upper Level Admission, Retention || Student Teaching || Certification || PA Licensure || Handbook || Transfer Students || Field Experience ||   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: application; recommendation from two faculty; cumulative overall QPA of 3.00 minimum; completion of 6 credits of college level math and 6 credits of college level English (3 credits in composition, 3 credits in literature); speech/hearing/communication screening; evidence of ongoing field experience with minimum of 40 hours (NOTE: Act 34/Act 151 clearances are required for field experience participation); interview with faculty and practitioners; passing scores on PPST: Reading, PPST: Writing, and PPST: Math tests taken in first sophomore semester (involves fees); character reference. Student teaching approval requires: completion of all admission procedures specified above; completion of prerequisite courses; completion of at least 100 hours of field experience, appropriately distributed over scope of sequence; minimum QPA of 3.00 overall; 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 minor; continuing recommendation of major department; Mantoux test (formerly TB) and other clearances specified locally. Recommendation for certification requires:   completion of degree requirements; completion of program in education (3.00 minimum QPA); 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:   passing scores on applicable PRAXIS tests, (involves fees); application for certification, with required signature, fees, etc.; 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 (2001) 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. 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. In sophomore year, the candidate participates as a teacher's aide. The experience is intended to involve the candidate in all aspects of the teacher's role. Regardless of transfer status and/or earlier program choices, no student will be enrolled in upper-level education courses without a minimum of 40 hours of field experience. During the junior year, after formal admission to a specific Teacher Education Program, field experience continues under the supervision of the classroom teacher, to enrich the educational theory that concurrently is being explored in professional studies. The junior student is expected to acquire additional hours of field experience so that the absolute minimum of 100 hours prior to student teaching is fulfilled. 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, 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 the seminar for Elementary Education majors. Although every effort is made to accommodate transportation needs, students should anticipate local travel expenses related to field experiences throughout the program. Degree Requirements Major Core Competencies Electives To Graduate Elementary Education 66-69 51 7 6 126.5 Early Childhood Special Education 63.0 51 7 6 127.0 *depending on choice of minor Curriculum Requirements || Elementary Education || Early Childhood Special Education || Secondary & K-12 || Elementary Education (K-6) The curriculum requirements discussed in this section are subject to change, based on guidelines 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) EDUC 100, 101 Introduction to Education (.5,.5) PSY 251 Developmental Psychology (prerequisite to EDUC 311) (3) EDUC 311 Educational Psychology (3) S ED 100 Characteristics of Students with Disabilities (3) S ED 300 Curriculum Adaptations (1.5) EDUC 309 Elementary Curriculum and Instruction ("Junior Block") (21) EDUC 442 Student Teaching (6,6) (12) EDUC 451 Seminar (1.5) EDUC 414 Social Foundations (3) MATH XXX S ED 367 Behavior Management 3   EDUC 561 Methods, Materials and Assessment of ELL 3   EDUC 520 Universal Design for Learning 3   Specific courses supportive of Elementary Education must also be chosen within the liberal arts requirement. They are listed under program requirements in the Undergraduate Teacher Education Handbook. Elementary Education Majors are strongly encouraged to use elective credits toward a minor in one of the following content areas: math, science, English or social studies An 18-credit minor, must be completed in addition to the major in Elementary Education. Many choices are available, including most liberal arts areas and Early Childhood Education, Deaf Studies and Special Education. A minor that leads to a second certification may require more than 18 credits. In order to graduate with a bachelor of science in elementary education, students must complete all required liberal arts and major courses, with a minimum QPA of 3.00 overall, in the major, and in the minor. 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. Early Childhood Special Education (PK-3) (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 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 eight in a variety of programs, including preschool and primary classrooms. Early Childhood Special Education is a unique program that blends the historical and philosophical perspectives of early childhood education and special education 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 elementary or special education. The curriculum requirements are: EDUC 00_ Field Experience (ongoing) EDUC 100/101 Introduction to Education (.5.5) PSY 251 Developmental Psychology (Prerequisite to Educational Psychology (3) S ED 100 Orientation to Exceptionalities (2) EDUC 109 Orientation to Early Childhood Special Education (3) S ED 202 Programming for Infants & Toddlers (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 309M Elementary Curriculum and Instruction: Language & Literacy I (4) EDUC 310 Early Childhood Environment and Behavior Management (3) EDUC 311 Educational Psychology (3) S ED 350 Assessment and Planning for Young Children (3) EDUC 442 Student Teaching (12) EDUC 451 Seminar (1) EDUC 414 Social Foundations (3) MATH XXX S ED 300 Curriculum Adaptations 3 EDUC 561 Methods, Materials and Assessment of ELL 3 S ED 367 Behavior and Classroom Management 3 An additional ten credits, supportive of early childhood education or a chosen dual certification program, are selected in consultation with the advisor. 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-3) classrooms. The Tony Damiano 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 and elementary education, special education and early childhood education, or elementary education and early childhood education.   These options may require some additional coursework. Contact the department chairperson for more information.     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 English mathematics social studies biology general science All grades (K-12) certification is available in: art music French Spanish health/physical education home economics/family and consumer science cognitive, behavior, health/physical disabilities 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 000 Field Experience (ongoing) 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) EDUC 411B Special Methods (variable in title and credit, taken in major department) EDUC 442 Student Teaching (6,6) (12) EDUC 414 Social Foundations (3) Additionally, most certifications require: S ED 152 Orientation to Exceptionalities (2)

Comments to the Marywood University Webmaster: webber@marywood.edu

Last update: February 25, 2008
Copyright © 2008 by Marywood University. All rights reserved.