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Education

Marywood's educational tradition is more than 85 years old, but that doesn't mean we take an "old school" approach to learning. Instead, our students benefit from innovative, personalized programs that balance theory and research with practical application of that knowledge in real school settings.

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Goals

Marywood’s Teacher Education Program prepares beginning teachers to succeed in varied school settings. The department has major responsibility for teacher preparation sequences in early childhood and elementary education, Pre-Kindergarten (PK), and special education grades PK-8 and 7-12. Additionally, it cooperates with many other departments to offer the professional education components for prospective teachers of music in grades PK-12 and for prospective teachers of biology, English, mathematics, and social studies in secondary grades 7-12.

Teacher Education Programs complement the Undergraduate Core Curriculum, especially as it fosters the development of creative and responsive leadership and service to others in personal and professional life.

Conceptual Framework for Teacher Education at Marywood University

What distinguishes teacher education at Marywood University from any other college or university is summarized by our Conceptual Framework – principles that steer the curriculum and classroom fieldwork you will experience in your program:

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 competencies articulated by the Interstate Teacher Assessment and Support Consortium Standards (INTASC, PA Chapter 354) as follows:

The Learner and Learning

  • Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  • Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content

  • Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
  • Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

  • Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.
  • Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

  • Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Special Features

The department’s programs are approved by the Pennsylvania Department of Education and accredited by the Council for the Accreditation of Educator Preparation (CAEP), having met National Council for Accreditation of Teacher Education (NCATE) standards.

The Pennsylvania Department of Education (PDE), charged with approving all teacher education certification programs, is in the process of revising Teacher Certification Guidelines, continually reviews/revises Teacher Certification Program Guidelines, which may necessitate curriculum changes at Marywood University.

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

The Pennsylvania Department of Education directs that applicants may not be formally admitted to an initial professional educator preparation program before completion of 48 semester credit hours or the full-time equivalent of college level study. 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 basic skills tests in: reading, writing, and math;
  9. character reference;


Student teaching approval requires:

  1. completion of all admission procedures specified above;
  2. completion of at least 190 hours of field experience, appropriately distributed over scope of sequence;
  3. completion of all prerequisite coursework;
  4. minimum QPA of 3.00 overall;
  5. 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 areas of certification;
  6. 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. attainment of a Bachelor’s Degree;
  2. completion of program in education including satisfactory rating on student teaching evaluation (3.00 minimum QPA);
  3. completion of major (3.00 QPA).
  4. Passing scores on state licensing test, Praxis II, or PECT, depending on teaching subject area (involving fees to testing agency). 

Pennsylvania licensure requires:

  1. minimum of a Bachelor’s Degree;
  2. successful completion of an approved certification program;
  3. satisfactory rating on student teaching evaluation;
  4. passing scores on state licensing test, Praxis II or PECT, depending on teaching subject area, within past 10 years;
  5. online application for certification to the PA Department of Education at www.pde.state.pa.us, with required fees, etc.;
  6. additional evidence, as may be required, regarding citizenship, freedom from substance addiction, absence of criminal record, code of conduct oath, 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.

Currently, there are Interstate Agreements in place for those with a PA Instructional certificate. The Agreement makes it possible for an educator who completed an approved program and/or who holds a certificate or license in one state to earn a certificate or license in another state. Receiving states may impose certain special requirements or use different licensing tests. The continuing NCATE/CAEP accreditation earned by Marywood is a major advantage for licensure in many states.

Teacher Education Handbook

The Teacher Education Handbook provides essential information as a supplement to the official Marywood University Catalog. Students should consult the handbooks on teacher education competencies/dispositions, 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 Education Department and with the Director of Professional Field Experience 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 current 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 at this placement level are related to the objectives of the upper level methods courses in which they are currently enrolled.

Student Teaching

Student teaching is the focal point of the total teacher-preparation program during which both the cooperating teacher and university supervisor play important mentor roles. The prospective teacher is assigned as a full-time student teacher for one semester, ordinarily 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 can be taken during this semester except those directly supporting the student teaching experience, such as SPED 352 for Early Childhood and Elementary Education and EDUC 420 for Special Education.

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

Degree Requirements

Credits required for Early Childhood and Elementary Education (PK-4)

Major: 81.5
Core: 43-46
Total to Graduate: 127.5

Credits required for Special Education (PK-8) with dual certification (PK-4)

Major: 89.0
Core: 43-46
Total to Graduate: 135

Credits required for Special Education (7-12) with dual certification in Math (7-12) or English (7-12)

Major: 91
Core: 43-46
Total to Graduate: 137

Curriculum Requirements

Early Childhood and Elementary Education (PK-4)

(available independently or as dual certification with 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, PK, and elementary K-4 classrooms. The Early Childhood and Elementary 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)
0
EDUC 004A ECE Field Experience I & II (taken with EDUC 300/301) .5,.5
EDUC 005A* Practicum Block A 1
EDUC 005B* Practicum Block B 1
EDUC 100/101 Introduction to Education .5,.5
PSYC 214 Child Psychology (Prerequisite to EDUC 311) 3
SPED 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* Curriculum and Instruction: Math 3
EDUC 309G* Curriculum and Instruction: Science 3
EDUC 309H* Curriculum and Instruction: Social Studies 3
EDUC 309L Curriculum and Instruction: Children's Literature 1.5
EDUC 309M* Curriculum and Instruction: Language & Literacy I 4
EDUC 309N* Curriculum and Instruction: Language & Literacy II 3
EDUC 311 Educational Psychology 3
SPED 300* Curriculum Adaptations 3
SPED 350 Assessment and Planning for Young Children 3
SPED 352** Diagnostic and Prescriptive Teaching 3
SPED 367* Behavior and Classroom Management 3
SPED 400* Law and Collaboration 3
EDUC 461 Methods, Materials and Assessment of ELL 3
EDUC 442* Student Teaching 9
Additional Liberal Arts Credits
BIOL 110/110L Principles of Biology + Lab 4
COMM 101 Dynamics of Speech 2
MATH 120 Mathematics in the Liberal Arts 3
SSCI 201 Introduction to Social Sciences 3

*Upper-level course:requires successful completion of sophomore screening
**Course taken with student teaching

Students may elect to enroll in a dual certification program with special education PK-8 and would take the following additional courses:

SPED 350A Practicum I (PK-3) 1
SPED 352B* Practicum II (3-8) 1
SPED 362* Secondary Programming & Career Education 3
EDUC 420 Universal Design for Learning
(taken with Student Teaching, if dual)
3

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 elementary (K-4) classrooms in urban, rural, and suburban locations.

The Fricchione Day Care Center, on campus, serves children from infancy through Pre-Kindergarten and can be 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 early childhood education (PK-4) or in special education (7-12) and secondary education (7-12).

In order to graduate with a Bachelor of Science in Early Childhood and Elementary 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. In order to graduate, students must earn a satisfactory grade in both placements.

Secondary and PK-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:

Biology
English
Mathematics
Social Studies

All grades (PK-12) certification is available in:

Music

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 Chairperson.

The general professional education requirements for secondary or PK-12 certification are:

EDUC 00_ Field Experience (ongoing)
0
EDUC 005D* Practicum IV Secondary/PK-12 1
EDUC 100/101 Introduction to Education .5,.5
PSYC 251 Developmental Psychology (taken by PK-12 candidates) (prerequisite to EDUC 311) 3
OR
PSYC 252 Adolescent Psychology (taken by 7-12 candidates) (prerequisite to EDUC 311) 3
EDUC 311* Educational Psychology
3
EDUC 411A* Effective Instruction in Secondary and K-12 Education 3
Various Curriculum methods and materials in the major discipline (variable in title, number, and credit, taken in major department)  
SPED 100 Characteristics of Students with Disabilities 3
SPED 300** Curriculum Adaptations 3
SPED 367* Behavior and Classroom Management 3
EDUC 442* Student Teaching 9
EDUC 414* Social Foundations 3
EDUC 461* Methods, Materials and Assessment of ESL  3

*Upper-level course: requires successful completion of sophomore screening
**Course taken with student teaching

Program requirements for the concentration areas are listed in the Undergraduate Teacher Education Handbook.

Curriculum Requirements for the Special Education Degree

Special Education candidates elect to teach at the PK-8 or 7-12 grade level. The major in Special Education is not a stand-alone certification; it requires dual certification with early childhood PK-4, or a secondary content area (grades 7-12).

Special Education PK-8 with Grades PK-4

Special Education PK-8 requirements:

SPED 100 Characteristics of Students with Disabilities 3
SPED 300 Curriculum Adaptations 3
SPED 350 Assessment and Planning for Young Children 3
SPED 352* Diagnostic Evaluation/Prescriptive Teaching 3
SPED 352B* Practicum II: (Grades 3-8) 1
SPED 362* Secondary Programming and Career Education
3
SPED 367* Behavior and Class Management 3
SPED 400* Law and Special Education 3
EDUC 420** Universal Design for Learning 3

Special Education PK-8 with Grades PK-4 requires the following courses in addition to the Special Education PK-8 credits listed above:

EDUC 00_ Field Experience (ongoing) 0
SPED 350A Practicum I: (PK-3) 
1
EDUC 004A/B 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
PSYC 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 461 Methods, Materials and Assessment of ESL
3
EDUC 442* Student Teaching (1 of 2 placements is in a SPED setting)
9

Additional Liberal Arts Credits

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

*Upper-level course: requires successful completion of sophomore screening
**Course taken with student teaching

Special Education 7-12 with Math 7-12 or English 7-12 Certification

Special Education 7-12 major requirements:

SPED 100 Characteristics of Students with Disabilities
3
SPED 300 Curriculum Adaptations 3
SPED 352* Diagnostic Evaluation/Prescriptive Teaching 3
SPED 362* Secondary Programming and Career Education
3
SPED 362C* Practicum III (for Grades 7-12 only)
1
SPED 367* Behavior and Classroom Management 3
SPED 400* Law and Special Education
3
EDUC 420** Universal Design for Learning
3

Special Education 7-12 with secondary Math or English 7-12 requires the following courses as well as the major concentration in either math or English, in addition to the Special Education 7-12 credits listed:

EDUC 00_ Field Experience (ongoing)
0
EDUC 005D* Practicum Secondary
EDUC 100/101 Introduction to Education  .5/.5
PSYC 252 Adolescent Psychology (prerequisite to EDUC 311)
3
EDUC 411A* Effective Instruction in Secondary Education
3
EDUC 414* Social Foundations of Education 3
RED 526* Reading in the Content Area (3)
3
EDUC 442* Student Teaching (1 of 2 placements will be in a SPED setting)
9
EDUC 461* Methods, Materials and Assessment of ESL
3

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

In order to graduate with a Bachelor of Science in Special Education, students must complete all required liberal arts, content area, and special education major coursework with a minimum QPA of 3.00 overall and in the content area and major.

Five-Year Bachelor’s to Master’s Programs

Marywood University offers a five-year program leading to a Bachelor of Science Degree in Early Childhood/Elementary Education and Special Education and a Master of Science Degree in Reading Education. Students can earn both degrees in as little as five years with multiple teacher certifications in the areas of Grades PK-4, Special Education PK-8, and Reading Specialist K-12. Successful students will have flexibility in choosing career opportunities and will be prepared to teach in a special education setting, or accept a teaching assignment in a regular early education placement, or as a building or district reading specialist.

Undergraduate education requirements are:

EDUC 00_ Field Experience (ongoing) 0
EDUC 004A/B ECE Field Experience I & II (taken with EDUC 300/031) .5/.5
EDUC 005A* Practicum Block A 1
EDUC 005B* Practicum Block B 1
EDUC 100/101 Introduction to Education .5/.5
PSYC 251 Developmental Psychology (prerequisite to EDUC 311) 3
SPED 100 Characteristics of Students with Disabilities 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
R ED 524A* Creative Teaching of Language Arts 4
R ED 526* Teaching Content Area Reading 3
EDUC 311 Educational Psychology 3
EDUC 420** Universal Design for Learning 3
SPED 300 Curriculum Adaptations 3
SPED 350 Assessment and Planning for Young Children 3
SPED 350A Practicum I (PK-3) 1
SPED 352* Diagnostic Evaluation/Prescriptive Teaching 3
SPED 352B* Practicum II: (Grades 3-8) 1
SPED 362* Secondary Programming and Career Education 3
SPED 367* Behavior and Class Management 3
SPED 400* The Law and Special Education 3
EDUC 461 Methods, Materials and Assessment of ESL 3
EDUC 442* Student Teaching 9
Additional Liberal Arts Credits
BIOL 110/110L Principles of Biology + Lab 4
COMM 101 Dynamics of Speech 2
MATH 120 Math in the Liberal Arts 3
SSCI 201 Introduction to Social Sciences 3

*Upper-level course: requires successful completion of sophomore screening
**Course taken with student teaching

Students easily transition from the undergraduate phase of study to the graduate phase, given that they maintain the appropriate grade point average and stay on track with courses.

Graduate education requirements are:

R ED 530 Reading Disabilities & Diagnostics 3
R ED 533 Remedial Techniques 3
R ED 540 Practicum in Reading 3
R ED 542 Org of School Reading Programs 3
EDUC 502 Multidisciplinary Foundations of Education 3
EDUC 554 Contemporary Learning Theories 3
EDUC 501 Research Theory 3
R ED 555 Professional Contribution 0
R ED 546 Reading Specialist Internship 3

Education Minor

An 18-credit education minor is available to all university undergraduate students. The minor offers value to all majors in developing the knowledge and skills that give an advantage in teaching and leadership roles in industry and business, on teams and projects, with managing others, and for preparing instruction or communications for customers and consumers.

Education Minor

EDUC 004G Field Experience Seminar (0)
0
PSYC 251 Developmental Psychology (K-12) 
3
OR
PSYC 252 Adolescent Psychology (7-12) 3
EDUC 00_ Field Experience (20 hours)  0
SPED 100 Characteristics of Students with Disabilities  3
EDUC 00_ Field Experience (20 hours) 0
EDUC 414 Social Foundations of Education 3
R ED 426/526* Teaching Content Area Reading 3
EDUC 461/561* Methods, Materials and Assessment of ESL  3
SPED 300/511* Curriculum Adaptations 3

*Students intending to pursue the Masters of Arts in Teaching with certification after earning a Bachelor’s Degree must complete the graduate (500-level) course options which are scheduled in the senior year. Students must achieve a 3.00 GPA for successful  completion of this minor.


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