Printer Friendly
Programs of Study: Secondary Education Program and Initial Certification
Program Description
To obtain Maryland teaching certification at the secondary level (middle school through senior high), students major at Hood in one of the following academic fields:- biology
- chemistry
- English
- French
- history
- mathematics
- Spanish
The certification program includes a total of seven courses and a culminating semester of student teaching. Students complete their field work and student teaching in a Professional Development School. During the student teaching semester, two courses are offered that complement the student teaching experience in a local school district. The secondary education certification program is approved by the Maryland State Department of Education using NASDTEC-recognized state standards.
Upon completion of the program and achievement of an acceptable score on the PRAXIS I and II assessments, the student is eligible for a Maryland standard professional certificate in the content area of secondary education. Visit Academic services for more information about Praxis tests.
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 (e.g., History grades 5-12). Click here for more information.Statement Of Philosophy
The Department of Education believes that upon completion of the secondary education program students will possess four characteristics:- 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 that 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.
Secondary Education Program Objectives
The professional education course work in secondary education is based on the Interstate New Teacher Assessment and Support Consortium (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.
Requirements For The Secondary Education Certification Program
Grade Point Average Requirement:
Students must present a 2.75 cumulative grade point average (g.p.a.) for their major and undergraduate work for admittance into the program and maintain a 2.75 g.p.a. in education courses for admittance into Phase III of the teacher certification programs. Students are expected to maintain a 2.75 cumulative G.PA. in education course work.
Continuous, extended field experiences
Each teacher candidate will spend the equivalent of one day per week during the four semesters prior to semester of full-time student teaching. The settings for the field experiences are public school classrooms, selected by Hood faculty and the local school district. The intent is to have the teacher candidate spend all three semesters in the same school, facilitating a smooth transition into the student teaching experience.
Phase I
Field Experiences relate to EDUC 204 and EDUC 308 or EDUC 581. Teacher candidates spend the equivalent of one day per week for two semesters in a classroom, observing and assisting the teacher.
Phase II
Field Experiences relate to EDUC 409, EDUC 413, and EDUC 469 or 569. Teacher candidates spend the equivalent of one day per week for two semesters in a classroom, observing and assisting small groups of students.
Phase IIIField Experiences relate to the culminating semester of student teaching.
Professional Education Course Requirements:
Required Foundation Courses: Both of the following foundation courses must be taken prior to the Curriculum and Instruction Courses.
| EDUC 204 | Foundations for Effective Teaching | 2 credits |
| EDUC 308 | Educational Psychology or EDUC 581 Topics in Educational Psychology | 3 credits |
Required Curriculum and Instruction Courses:
| EDUC 409 | Teaching Reading in the Secondary School Content Areas, Part 1 | 3 credits> |
| EDUC 413 | Secondary Education | 3 credits |
| EDUC 469 or EDUC 569 | Teaching the Special Child in the Regular Classroom: Secondary Education | 3 credits |
The following courses are taken during the semester of student teaching and require satisfactory completion of the above courses as prerequisites.
| EDUC 411 | The Teaching of Secondary School Subjects (in the major field) | 2 credits |
| EDUC 419 | Student Teaching in the Secondary School | 12 credits |
| EDUC 412 | Teaching Reading in the Secondary School Content Areas, Part II |
Student teaching is the culminating experience in the professional education sequence and requires a full-time, five-days-per-week commitment during the student teaching semester. Secondary education students may teach during fall semester only. Students may not enroll in other courses besides EDUC 411 and EDUC 412 during the student teaching semester. Student teaching requires enormous mental, physical, and emotional energy. The department also strongly discourages student employment during student teaching for the same reasons. Frederick County and Montgomery County serve as the primary locations for student teaching.
Portfolio Requirements:
Twice during a students time in the teacher education program, he or she submits a portfolio. Students begin to prepare an Initial Developmental Portfolio during EDUC 204.
In addition, achievement of minimal scores on Praxis I assessment, demonstration of professionalism, and precision in oral and written expression will be necessary to enter Phase Two of the program, as well as evidence of successful field experiences. The Initial Development Portfolio is presented to the Secondary Education Council during Phase II, prior to the Professional Development School experience. Candidates must take all Praxis Two exams required for state certification prior to the beginning of the Phase Three Internship. The second portfolio will be an exit portfolio that the student submits during the last semester in the teacher education program and will serve as one of the criteria for recommendation to the Maryland State Department of Education for certification. For more information about the PRAXIS, refer to Academic servics.