Programs of Study: Elementary/Special Education Major and Initial Certification

Program Description

The elementary/special education program with student teaching (student internship) leads to Maryland certification to teach elementary grades one through six and/or special education, elementary/middle, grades one through eight. The special education portion of this program prepares students to teach children with disabilities and is non-categoric in nature; the focus is on students with mild and moderate disabilities who have learning disabilities, mental retardation, and/or emotional disturbance.

The elementary/special education certification program includes a total of fifteen courses and a culminating semester of student teaching and related seminar. Student teaching is composed of multiple experiences within the Professional Development Schools (PDSs), in an elementary school and a special education placement in a middle school. During the first student teaching semester, four courses are also offered that complement the student teaching experience. The elementary/special 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, the student is eligible for a Maryland professional certificate in both elementary, grades one through six, and in special education elementary/middle, grades one through eight.

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. Elementary grades 1-6, and Special Education, elementary-middle grades 1-8).

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Statement of Philosophy

The Department of Education believes that upon completion of the elementary/special education program, students will possess four characteristics:

(1) a knowledge base in the liberal arts;
(2) an understanding of the scientific underpinnings of education, including the theories and empirical data related to human development, curricula, and assessment;
(3) significant pedagogical experience in a variety of classroom settings; and
(4) 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.

Elementary/Special Education Program Objectives

Professional education course work in elementary/special education is based on the Interstate New Teacher Assessment and Support Consortium (INTASC) and ACEI/NCATE Standards (Elementary Program 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. (NAEYC 2.1, 6.1, 6.2, 6.3, 6.4).
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 (NAEYC 1.1, 1.2, 1.3, 6.1, 6.2, 6.3, 6.4).
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. (NAEYC 1.2, 2.1, 2.3).
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. (NAEYC 2.1, 6.1).
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. (NAEYC 2.2, 2.4).
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. (NAEYC 2.1, 6.1 3.1),
Standard 7: Instructional Planning Skills- The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. (NAEYC 2.1, 2.3, 2.4).
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. (NAEYC 4.1, 4.2).
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. (NAEYC 5.1, 5.5, 5.6).
Standard 10: Partnerships- The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being. (NAEYC 3.1, 3.2, 3.3, 3.4, 3.5, 5.7, 5.8)

ACEI/NCATE 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

Requirements For The Elementary/Special Education Certification Program

The dual teacher certification program in Elementary/Special Education is comprised of multidisciplinary breadth course requirements and three phases, each of which has specific course requirements after the prerequisite classes and field experiences. Prior to entering Phase II, Elementary/Special Education students must successfully pass the Praxis I test.

Students who do not student teach may pursue the elementary/special education major without certification. The non-certification track path 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 g.p.a. in education courses for admittance 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 year-long internship. Most methods courses will be taught in the PDS during the first student internship semester for two days, and student teaching 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 of 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, observing and/or assisting the teacher.

Phase I

Admission to Phase I requires successful completion of prerequisite courses, passing Praxis I, and a successful field experience in EDUC 204. Field Experiences relate to EDUC 316 and 354. Teacher candidates spend the equivalent of one day per week in a classroom assisting small groups of students.

Phase II

Admission to Phase II requires a 2.75 g.p.a. overall as well as in Education courses (one must have a C or higher in all education classes), and a rating of “Basic” or higher for the Entry Portfolio. Field Experiences relate to the first semester of the year-long internship in the Professional Development School along with many methods courses.

Phase III

Admission to Phase III requires a 2.75 g.p.a. overall as well as in Education courses (one must have a C or higher in all education courses), and satisfactory rating by the mentor teacher from Phase II. Field experiences relate to the culminating semester of student teaching within the Professional Development School. One successfully exits Phase III with a “Basic” or higher on the Exit Portfolio, passing scores on the two Praxis II tests, and successful ratings from the mentor teacher/college supervisor.

Portfolio Requirements

Twice during a students time in the teacher education program, he/she submits a portfolio. 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 will be the Exit portfolio that a student submits during the last semester in the teacher preparation program and will serve as one of the criteria for recommendation to the Maryland State Department of Education for certification.

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	3 credits
EDUC 223	Child Development	3 credits

Required Curriculum and Instruction Courses:

EDUC 224	Processes and Acquisition of Reading	3 credits
EDUC 236	Exceptional Children and Youth	3 credits
EDUC 316E	Reading Instruction	3 credits
EDUC 320E	Science Curriculum, Methods and Materials	2 credits
EDUC 330E	Social Studies Curriculum, Methods, Materials	2 credits
EDUC 345	Instructional Assessment	2 credits
EDUC 353	Special Education Methods: Elementary	3 credits
EDUC 354	Special Education Methods: Middle School	3 credits
EDUC 373	Assessment, Diagnosis, and Prescription in Special 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 317E	Materials for Teaching Reading	3 credits
EDUC 321ECE	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 349/449	Student Internships I & II Elementary/Special Education	14 credits over two semesters
EDUC 360/460	Student Internship Seminars	4 credits over two semesters

Student teaching in the Professional Development School is the culminating experience in the professional education sequence and requires a full-time, five-days-per-week commitment during the second semester of the year-long student internship. Students may not enroll in other courses in Phase II of the student internship other than EDUC 317E, EDUC 321, EDUC 340, and EDUC 347 because student teaching requires enormous mental, physical, and emotional energy. The Department also strongly discourages student employment during either Phase II or Phase III of the student internship for the same reasons. Frederick and Montgomery counties serve as the primary locations for the student internship.

Education Department Facilities

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

The Microcomputer Classroom, housed in Room 107, Tatem Arts Center, contains over twenty 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, Dr. John George at (301) 696-3461 or georgej@hood.edu

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