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The Hood College Education Department offers three graduate degree programs and one certificate program. For specific information regarding advanced certification program completers, refer to for Hood College's Institutional Report or to the Title II Institutional Report attachment in this catalog.

Graduate Program Overview

Candidates completing the graduate and post-baccalaureate programs will gain the requisite knowledge, skills and dispositions to meet national, professional, state and institutional standards. In compliance with NCATE guidelines for national accreditation, the department is guided by a conceptual framework that includes the following vision and mission statements and institutional outcomes.

Our Vision as a Department

The Education Department believes that well-educated and prepared teachers and educational leaders have a sense of self-satisfaction in both intellectual pursuits and pedagogical applications. The department believes that the discipline of education is a scholarly pursuit, a science, an art and a profession. We believe that the Education Department must provide candidates with a theoretical knowledge base, technological tools and support to become competent professionals of the art of education and guidance to operate within an ethical profession in a diverse society.

Mission Statement

Our mission as an education department is to prepare academically competent and professional educators who are committed to facilitating learning in a culturally diverse society. This mission reflects a commitment to providing a technologically enhanced environment in which to nurture highly skilled educators who have a broad base in the liberal arts, are active learners and are reflective practitioners. In order to meet our vision and mission statements, the Education Department has framed six Institutional Outcomes (IOs) that all candidates must meet. These IOs are assessed at various points in the programs of study.

Institutional Department Outcomes

We believe that the education department at Hood College prepares educators who:

  • Demonstrate the subject matter content, pedagogical knowledge, teaching skills and professional dispositions necessary to ensure that all of their students and clients learn. (CONTENT KNOWLEDGE and SKILLS)
  • Use their knowledge of diversity to create learning environments that support the belief that all students can learn. (DIVERSITY)
  • Have attained the necessary skills to use assessment data to guide practices that support the belief that all students can learn. (ASSESSMENT)
  • Have attained the necessary skills to use technology to enhance learning. (TECHNOLOGY)
  • Communicate effectively with students, parents and colleagues in order to facilitate learning. (COMMUNICATION)
  • Reflect on their practice and are committed to continued professional growth. (REFLECTIVE PRACTICE)

For admission information, see Graduate Admission and Program Specific Application Requirements.

All the graduate programs in education leading to a master's degree consist of three phases and candidates must meet program requirements at each phase before advancing to the next phase of the program.

Phase Ωvancement to Full Candidacy
  • Complete 12 credits of coursework as specified in each program of study with a cumulative 3.0 grade point average.
  • Complete performance assessments in required Phase I courses at the proficient or advanced level.
  • Submit completed Degree Candidacy Form signed by academic adviser, program director and dean of the Graduate School.
Phase II - Midpoint Transition (Preparation for Intensive Collaborative Practice)
  • Complete required Phase II courses with an overall 3.0 grade point average.
  • Complete performance assessments in required Phase II courses at the proficient or advanced level.
  • Complete program specific requirements to judge readiness for Intensive Collaborative Practice in Phase III.
Phase III - Intensive Collaborative Practice
  • Maintain overall 3.0 grade point average in program coursework.
  • Complete performance assessments in required Phase III courses at the proficient or advanced l level.
  • Complete intensive collaborative practice (clinical experience in Reading, internship in Educational Leadership or action research project in Curriculum and Instruction).
Program Completion
  • Complete appropriate program specific requirements for each program of study for program completion.
  • Complete program surveys and activities at the beginning and at the completion of the program that provide data for program improvement.

Students who enroll in either EDUC 597 (Action Research/Research Project) for Curriculum and Instruction or EDUC 587 or EDUC 588 (Administrative Internship) for Educational Leadership will initially enroll in the course for the fall semester. The Graduate School will re-register students for the course in the spring as "IP" (In Progress) until a final grade is submitted. Students will pay the Graduate School comprehensive fee each fall and spring semester until the course is completed.

Candidates enrolling in an Education graduate program are assessed on the six Institutional Outcomes (IOs) and their core (dispositional) beliefs (commitment to continuous content knowledge and skills development; all students can learn: consistent and purposeful assessment guides practice and instruction; effective and ethical use of technology will enhance learning; effective communication with all stakeholders will facilitate learning; and reflective practice to inform and promote professional growth) as part of program expectations. The Education Department assesses these professional dispositions through candidate pre- and post surveys, through course expectations and collaborative practice experiences and can issue a dispositional alert if candidates fail to meet these professional dispositions. Faculty members and/or the program director may fill out a dispositional alert form with a remediation action plan to notify the candidate of such concerns. Failure to complete the action plan may lead to program dismissal.

All Education graduate programs require all candidates who enroll as program completers or nonprogram completers to use the Chalk and Wire e-Portfolio system to create a program portfolio with specified performance assessments and activities. Candidates must enroll in EDUC 502 as their first course and receive training on creating their program portfolio.

Curriculum and Instruction 

This program leads to the M.S. degree with concentration areas in:

  • Elementary Education
  • Elementary School Science and Mathematics
  • Secondary Education
  • Special Education

This program does not lead to initial teaching certification.

Educational Leadership

This program offers two options: an M.S. degree and Certification Preparation. It does not lead to initial teaching certification.

Reading Specialization

This program leads to the M.S. degree. It does not lead to initial teaching certification.

Initial Teaching Certification Programs

Graduates of accredited institutions may apply for entry into the initial teaching certification program. For these post-baccalaureate students the program results in eligibility for the initial teaching certificate, but not a graduate degree.

Program options available to post-baccalaureate students are:

Art Education (leads to initial teaching certification in Studio Art K-12)

Early Childhood Education (leads to initial teaching certification for children aged 3 years to grade 3)

Elementary/Special Education (leads to initial teaching certification in elementary grades 1-6 and special education grades 1-8)

Secondary Education (leads to initial teaching certification in middle school and high school). Students opt for a secondary education program in one of the following content areas:

  • Biology
  • English
  • History
  • Spanish
  • Chemistry
  • French
  • Mathematics

Students enrolled in the initial teaching certification program may elect to apply for entry into a master's degree program.