Programs of Study: Early Child Education Major and Initial Certification

Program Description

Download the Handbook for Early Childhood Education Undergraduate Majors and Post-Bacc Certification Candidates.

The early childhood education program with student teaching (student internship) leads to Maryland certification to teach nursery school, prekindergarten, kindergarten and grades one, two and three. Student teaching consists of field work and assignment to placements in a professional development school (PDS) in kindergarten and primary classes.

The Early Childhood Education Certification Program includes a total of 12 courses and a culminating semester of student teaching and related seminar. The student internship is composed of two experiences within the Professional Development Schools (PDS), one in kindergarten and one in a primary grade. During the first student teaching semester, four courses are also offered that complement the student teaching experience. The early childhood education certification program is approved by the Maryland State Department of Education using nationally recognized professional standards.

Upon completion of the program and achievement of acceptable scores on the PRAXIS I and II assessments (numbers 10022 and 10521), the student is eligible for a Maryland professional certificate in early childhood education for nursery school, prekindergarten, kindergarten and grades one, two and three.

Professional education course work in education is designed to meet the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards as articulated by the Maryland State Department of Education. At the completion of the program, teacher education students will provide evidence of their understanding and application of the INTASC Standards.

Certification Reciprocity

Graduates of Maryland-approved teacher education programs are not only eligible for a Maryland teaching certificate, but are also eligible for initial teaching certificates in many other states, providing the states offer the same certificates as Maryland (i.e., early childhood education, nursery school, pre kindergarten, kindergarten, grades one, two and three). Click here for more information.

Statement of Philosophy

The education department believes that graduates of the Early Childhood Education Program must demonstrate the following:

A knowledge base in the liberal arts;
An understanding of the scientific underpinnings of education, including the theories and empirical data related to human development, curricula and assessment;
Significant pedagogical experience in a variety of classroom settings; and
An understanding of interpersonal relationships which contribute to the profession of teaching. We believe that a well-prepared teacher creatively applies the scientific knowledge base of teaching to real situations, and maintains an open mind in searching for new solutions to the challenges of the classroom.

Objectives of the Early Childhood Education Program

The professional education course work in early childhood education is based upon the Interstate New Teacher Assessment and Support Consortium (INTASC) and ACEI/NCATE Standards (Elementary Program Standards).

INTASC STANDARDS

Standard 1: Knowledge of Subject Matter - The teacher understands the central concepts, tools of inquiry and structure of the discipline(s) he or she teaches and can create learning experiences that make subject matter meaningful for students
Standard 2: Knowledge of Human Development and Learning - The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development
Standard 3: Adapting Instruction for Individual Needs - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners
Standard 4: Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills
Standard 5: Classroom Motivation and Management Skills - The teacher uses an understanding of individual and group motivation to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation
Standard 6: Communication Skills - The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom
Standard 7: Instructional Planning Skills - The teacher plans instruction based on knowledge of subject matter, students, the community and curriculum goals
Standard 8: Assessment of Student Learning - The teacher understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social and physical development of the learner
Standard 9: Professional Commitment and Responsibility - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents and other professionals in the learning community) and who actively seeks out opportunities to grow professionally
Standard 10: Partnerships - The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being

ACEI Standards

1. Development, learning and motivation
2. Curriculum
2a. Central concepts, tools of inquiry and structures of content
2b. English language arts tools
2c. Science
2d. Mathematics
2e. Social Studies
2f. The arts
2g. Health education
2h. Physical education
2i. Connections across the curriculum
3. Instruction
3a. Integrating and applying knowledge for instruction
3b. Adaptation to diverse students
3c. Development of critical thinking, problem solving, and
performance skills
3d. Active engagement for learning
3e. Communications to foster learning
4. Assessment
5. Professionalism
5a. Practices and behaviors of developing career teachers
5b. Reflection and collaboration
5c. Collaboration with families
5d. Collaboration with colleagues and community

NAEYC Standards

Promoting child development and learning.
Building family and community relations.
Observing, documenting, and assessing to support young children and families.
Teaching and learning:
- Connecting with children and families
- Using developmentally effective approaches
- Understanding content knowledge in early education
- Building meaning curriculum
- Becoming a professional
Becoming a professional

Program Requirements

Early childhood education majors are encouraged to complete a double major in early childhood education and in a liberal arts program or to complete a liberal arts minor with an ECE major. The teacher certification program in ECE is composed of multidisciplinary breadth course requirements and three phases, each of which has specific course requirements and field experiences. Prior to entering Phase II, special education majors must successfully pass Praxis I tests. Prior to the beginning of the Phase Three internship, candidates must successfully pass the Praxis II exams required for state certification.

Students who do not student teach may pursue the early childhood education major without certification. The non-certification track plan requires a minimum of 24 credits of education courses at the 200-level or above.

Grade Point Average Requirement:

Students must achieve a 2.75 grade point average (G.P.A.) in education courses for admission into Phase II of the teacher certification programs. Students are expected to maintain a 2.75 cumulative G.P.A. in education course work.

Multidisciplinary Breadth Requirements- Students are required to complete the following credits:

12 credits in English
12 credits in science (at least one course in biological science and at least one course in physical science)
12 credits in mathematics (to include fundamental concepts of mathematics and statistics)
9 credits in social sciences to include U.S. History and Introduction to Psychology.

(Note: some Core Curriculum courses may satisfy the general education requirements.)

Continuous, Extended Field Experiences:

Our goal is that each teacher candidate will spend the equivalent of one day per week during the first semesters prior to the yearlong internship. Most methods courses will be taught in the PDS during the first student internship semester for two days, and student teaching (internship) of three days in a classroom. The second semester will be all student teaching, five days a week. The settings for the field experiences are public school classrooms, selected by the Hood faculty and the local school district. The intent is for a smooth transition for the teacher candidate into the student teaching experience (student internship).

Prerequisite Program:

Field experiences relate to EDUC 204 and EDUC 223. Teacher candidates spend the equivalent of one day per week in a classroom at one of Hood’s professional development schools, observing and/or assisting the teacher. Students must also pass the Praxis I test.

EDUC 204	Foundations for Effective Teaching	3 credits
EDUC 223	Child Development	3 credits
EDUC 224	Processes and Acquisition of Reading	3 credits
EDUC 236	Exceptional Children and Youth	3 credits

Phase I

Along, with these courses, early childhood education students must complete a morning of field experiences in the Onica Prall Child Development Laboratory. The goal is also to include a half day in a professional development school placement. During Phase I, ECE students submit an Entry Portfolio for admission into Phase II as well as maintain a 2.75 cumulative grade point average and grades of C or higher in Education courses.

EDUC 316	Reading Instruction	3 credits
EDUC 320	Science Curriculum, Methods and Materials	2 credits
EDUC 324	Processes and Acquisition of Reading	4 credits
EDUC 330	Early Childhood Social Studies	2 credits

Phase II

Along with the following courses, ECE students must complete and additional three days/week of classroom assignments in professional development schools. Listed courses are also taught in a PDS. ECE students begin assembling elements of their Exit Portfolio and may start taking/passing the two Praxis II examination. A successful mentor teacher recommendation is necessary for advancing to Phase III along with a 2.75 cumulative G.P.A. and grades of C or higher in education courses.

EDUC 317	Materials for Teaching Reading	3 credits
EDUC 321	ECE Mathematics Concepts, Curriculum, Methods, and Materials.	3 credits
EDUC 340	Assessment for Reading Instruction	3 credits
EDUC 347	Classroom Organization and Management	3 credits
EDUC 349	PDS Teaching Internship I	2 credits
EDUC 360	Introduction to the Teaching Internship	1 credit

Phase III

Along with EDUC 459 and EDUC 460, the ECE student will spend five days/week engaged in full-time student teaching (internship) in designated Professional Development Schools (PDSs). Toward the end of Phase III, the ECE student submits the Exit Portfolio. Assessment of this portfolio is part of the recommendation for teacher certification. Before the ECE student applies for certification, she or he must meet the minimum scores for the two Praxis II tests. A satisfactory mentor teacher/college supervisor recommendation is also necessary.

EDUC 459	PDS Teaching Internship II	12 credits
EDUC 460	Professional Development Seminar	3 credits

Portfolio Requirements:

Students must submit a portfolio twice while in the teacher education program. Students begin preparing an Entry Portfolio during EDUC 204. In addition, demonstration of professionalism and precision in oral and written expression will be necessary to continue in the program, as well as evidence of successful field experiences. The Entry Portfolio is presented to the education faculty as a condition to admission to Phase II, prior to the Professional Development School experience. The second portfolio, the Exit portfolio, is submitted during the students' last semester in the teacher preparation program and serves as one of the criteria for recommendation to the Maryland State Department of Education for certification.

Education Department Facilities

The Onica Prall Child Development Laboratory School is a nursery school for children ages three and four years. The curriculum, adhering to the constructivist philosophy, addresses the social, emotional, intellectual and physical development of the preschool child. The one-way mirror observation booth in each classroom allows students to observe daily classroom interactions. Early childhood education students enrolled in EDUC 324 spend a semester teaching in the lab school.

The science and mathematics workroom contains curriculum, materials and equipment currently used in public schools. Students may select materials to be used in teaching science and math during placements.

The microcomputer classroom, housed in Room 107, Tatem Arts Center, contains more than 20 computers. The education department maintains a library of representative software. The microcomputer classroom hours are posted on the door; check the hours carefully because classes may meet in the lab and computer access may be limited during those times.

Hood Professional Clubs

The Hood College Education Club and the Best Buddies Club, student organizations, serve to bring together early childhood, special education and elementary teacher candidates to discuss and explore current topics in education. These clubs also participate in local community activities that highlight children and youth. The enthusiasm and friendship that come naturally to an education student are qualities that make these clubs a unique blend of friends as well as of fellow students.

For program information, contact the coordinator, John George, Ph.D., at (301) 696-3461 or georgej@hood.edu

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