The Education Program is approved by the New Jersey State Department of Education and the Teacher Education Accreditation Council (TEAC) in the following areas:
Early Childhood and Elementary Education with Dual-Certification, P-3 and K-5
Non-graded (K-12) Secondary Education in the areas of Art, Biology, Chemistry, English, World Languages, Mathematics, and Social Studies
Non-graded Special Education (Teacher of Students with Disabilities Certification.)
Additional Information
All elementary/early childhood education majors are required to pursue a second major of their choice in the liberal arts or sciences. Dual-degree plans are prepared in a student’s sophomore year in consultation with academic advisors.
Secondary education minors must select a major in one of the following subject areas: art, biology, chemistry, English, Spanish, history, or mathematics.
All education majors and minors must pass the required PRAXIS Exam(s) prior to enrollment in senior level education courses at the 400 and 500 level. PRAXIS exams required of education majors are 0014 and 0022. PRAXIS exams required of Education minors are in the relevant content area(s).
Spring student teachers in the education major and minor must pass the PRAXIS exam(s) by May 1 of the prior academic year in order to take Ed464/465, Ed505, Ed507 and Ed466 for the minor in the fall semester preceding student teaching.
Students who do not pass PRAXIS exam(s) by the required deadlines will not be allowed to continue as education majors or minors and enter senior 400 and 500 level courses. They will have the option of passing the PRAXIS exam(s) in order to be readmitted to the Education Program consistent with the deadlines for fall or spring student Teaching and within one academic year or two semesters.
Students continuing their education on a part-time basis are welcome to participate in Undergraduate Education Program.
Consistent with New Jersey Department of Education regulations, the Undergraduate Education Program accepts into its teacher certification programs only students who are either U.S. citizens or in the process of becoming U.S. citizens. However, with the approval of the Education Program chairperson, coherent sequences of courses in early childhood/elementary and secondary education are available for international students. While neither of these sequences will lead to certification, each offers comprehensive studies in education and field experiences in schools.
The College of Saint Elizabeth Education Program meets the professional requirements in all other States that participate in NASDTEC’s reciprocal certification agreement.
Mission
Bachelor of Arts in Education
Emanating from the institutional mission of the College of Saint Elizabeth, the specific mission of the undergraduate degree program in Education is to prepare students to be reflective practitioners who are humane, competent, caring, professionally active educators who respect the uniqueness of all individuals.
Student Outcomes
Master of Arts in Education
The outcomes of the Program are to:
provide the opportunity to acquire the knowledge and skills asschool leaders based upon the NSPSSL/ISLLC standards.
provide the opportunity to acquire applied research skills, with an emphasis on technology.
enable participants to become familiar with best practices in education.
prepare professional leaders who will serve in a variety of roles which bridge the school with communities and to guide change in those settings.
equip professional educators to utilize technology in educational settings.
provide opportunities for teachers to advance in the profession to leadership roles in the schools.
commit and act upon the principles of servant leadership
Doctorate in Education in Educational Leadership
The Program is grounded in the New Jersey Professional Standards for School Leaders (NJPSSL, Appendix A). Graduates meet New Jersey licensure requirements for certification as School Administrator (i.e. superintendent), and possess the knowledge, dispositions, and behaviors that enable them to:
Commit to and act upon the principles of servant leadership
Evaluate the role of servant leaders asstewards of both human and fiscal resources
Demonstrate their role to prepare both themselves and the learning community to build a just society
Identify, promote, and sustain high performing learning communities
Analyze and articulate the individual and social purposes of education
Apply research methodologies for systemic improvement of schools and school districts
Graduates
Upon completion of the Teacher Education Program, students apply for the Certificate of Eligibility with Advanced Standing from the New Jersey Department of Education. This certificate qualifies students for employment in public schools as a provisional teacher, P-3, K-5, 6-12, or K-12.
Students who complete the special education coherent sequence are eligible for permanent non-graded certification of Teacher of Students with Disabilities. Upon completing one year of successful full-time teaching, students are awarded permanent certification by the New Jersey State Department of Education. Qualified students will be awarded the prestigious Meritorious New Teacher Candidate Program Award.
Graduates of the College’s Education program are employed in schools throughout New Jersey and other states. Having been well-prepared to begin teaching careers, these graduates help maintain the deservedly excellent reputation that the College’s Education programs have long had among professionals in the field.
Requirements for the Bachelor of Arts in Elementary and Early Childhood Education
The requirements listed below pertain to both the major and the minor:
Students formally apply for acceptance into the Elementary/Early Childhood Education major or Secondary Education minor during the second semester of their sophomore year concomitant with Ed253/254. Before admission into the major or minor and permitted to take 300, 400 and 500-level Education courses, students:
Must complete all basic skills requirements as well as Eng111/115 requirement prior to the end of the sophomore year
Must have a cumulative grade-point-average of 2.75 or better
Must have attained grades of “C” or better in all Education courses taken
Must have completed a double major degree completion plan for the major or an education program plan for the minor as well as all supporting forms
Must have completed an application form and statement of philosophy of education
Must complete Ed145, Ed252 and Ed253 for the major
Must complete Ed254 for the minor
Must take, for the first time, PRAXIS 0014 for the major or the relevant content area PRAXIS for the minor by the end of the Ed253/254 semester. Official scores must be submitted to the Coordinator of Field Placement. Failure to do so will affect acceptance as an Education major/minor. Transfer students who have completed Ed253/254 elsewhere need to take the relevant PRAXIS exam prior to acceptance as an Education major/minor.
Upon acceptance into the Elementary/Early Childhood Education major or Secondary Education minor, students:
Must maintain, as specified by State of New Jersey regulation, a minimum cumulative grade point average of 2.75 through their completion of the Program. Failure to do so will result in a student’s termination from the Program
Must complete all necessary credits and coursework including all requirements in their Education program, field work component, academic major, as well as any outstanding incomplete grades, AND pass the relevant PRAXIS exam prior to student teaching. See above for PRAXIS passing requirements including tests and deadlines. PRAXIS exams required of Education majors are 0014 and 0022. PRAXIS exam(s) required of Education minors are relevant content area(s).
Must provide official documentation to the Coordinator of Field Placement indicating that relevant PRAXIS exam(s) have been passed consistent with tests and deadline requirements. See above.
During student teaching, students must demonstrate continued subject matter knowledge, pedagogical knowledge and caring and teaching skill consistent with the Education programs approved by TEAC (Teacher Education Accreditation Council) as well as the New Jersey Professional Teaching Standards (NJPTS).
Students who have completed all Education Program requirements are recommended by the College for certification:
The Certificate of Eligibility with Advanced Standing K-5/P-3 or K-12, will be issued to students who successfully complete the requirements of the education major or minor.
Permanent certification, Teacher of Students with Disabilities (TOSD), will be issued to students who successfully complete the requirements of the special education coherent sequence in addition to their initial certification.
Requirements for the Elementary/Early Childhood Education Major, with Dual Certification P-3 and K-5
ED145 Issues in American Education (3)
ED252 Early Childhood Education (3)
ED253 Behavior Observation and the Assessment Process in Curriculum Development (3)
ED263 Adaptations of Strategies and Materials in Early Childhood, Elementary, and Special Education (3)
ED341 Science in Early Childhood, Elementary and Special Education (3)
ED355 Reading Curriculum in Early Childhood, Elementary and Special Education (3)
ED357 Reading and the Expressive Language Arts Curriculum in Early Childhood, Elementary and Special Education (3) ($25 course fee)
ED465 Senior Practicum Early Childhood, Elementary, Special Education (3)
ED505 School Organization and Curriculum Design (3)
ED467 Student Teaching (8)
ED471 Student Teaching Seminar (3)
ED473 Senior Portfolio (1)
Total: 39 credits
Allied Requirements for the Elementary/Early Childhood Education Major
PSY241 Intro to Psych & Ed of Except Learner (4)
PSY251 Educational Psychology (4)
MATH145 Fundamental Concepts of Mathematics (3)
WCL110 A Survey of Global Studies (4)
Total: 15 credits
Total Credits for Bachelor of Art in Elementary and Early Childhood Education: 54
Capstone Requirement
Education majors and minors fulfill the capstone requirement in ED473 in the development of the written portfolio and oral presentation.
Requirements for the Secondary Education Minor
ED254 Behavior Observation and the Assessment Process in Curriculum Development (3)
ED353 Language and Learning Across the Curriculum, K-12 (3)
ED359 Using Integrated Language to Improve Learning, K-12 (3)
*ED510 Linguistics and Second Language Acquisition (for World Language majors only in place of ED466) (3)
ED505 School Organization and Curriculum Design (3)
ED464 Senior Practicum, K-12 (2)
ED466 Special Content Methods (1)
ED467 Student Teaching (8)
ED471 Student Teaching Seminar (3)
ED473 Senior Portfolio (1)
Total: 27 credits
*For World Language Majors only total: 30
Allied Requirements for the Secondary Education Minor
PSY241 Intro to Psych & Ed of Exceptional Learner (4)
PSY251 Educational Psychology (4)
*WCL110 A Survey of Global Studies (4)
Total: 8 credits
*For History Majors only total: 12 credits
Total credits for Secondary Education Minor: 35
Total credits for World Language Majors: 38
Total credits for History Majors: 39
Accepting application in January for MA Program in Educational Leadership that begins in September.
M.A. in Educational Leadership
The M.A. in Educational Leadership program, offered by the College of Saint Elizabeth (CSE), is a 39-credit cohort-based program offered over a two-year time frame. It is designed to offer students the opportunity to gain the knowledge, skills and experience necessary for successful employment in school leadership positions. Students' educational studies will assist them to provide leadership, demonstrate ethical values, and offer dedicated service to all students and teachers in their care. Upon successful completion of the program and a passing score on the SLLA Praxis, candidates will be eligible for a standard certificate as a supervisor and a certificate of eligibility as an assistant principal, director, and principal. Candidates for the principal's certification also must document at least three years of certificated teaching experience, as well as provide evidence that a fourth and fifth year will be completed during the course of studies.
Program Philosophy
The M.A. in Educational Leadership program offered by the College of Saint Elizabeth prepares education professionals to assume leadership roles in meeting the challenges in educational settings. The program is designed to prepare school leaders who have great vision, act in an ethical and moral manner, communicate effectively with all stakeholders in school settings and contribute effectively in promoting increased learning for all members of the educational community. At its essence, this program will produce leaders who will offer dedicated service to all students, teachers and parents in their care. Graduates are expected to emerge as empowered leaders who act with responsibility and accountability; this enhancement of their professional role should result in increased commitment and extraordinary practice. Students must maintain a 3.25 GPA in order to continue in the program.
Program Goals
The goals of the M.A. in Educational Leadership degree are to:
Provide opportunities for candidates to acquire the knowledge, skills, and dispositions necessary for growth and development as school leaders based upon the NSPSSL/ISLLC standards.
Provide future school leaders with the opportunities to demonstrate an understanding of how to develop a vision of purpose, use information to frame a problem, and exercise leadership processes to achieve common goals.
Prepare candidates to function as ethically and socially responsible school leaders within a caring community of learning dedicated to teaching and learning excellence.
Prepare school leaders who are humane, confident, and professionally involved.
Admission Requirements
Applicants must:
Submit evidence indicating:
possession of a standard teaching certificate
evidence of three years of exemplary certified teaching experience
writing sample
two letters of recommendation from school(s) of employment
evidence of academic accomplishment
Successfully complete a personal interview.
Program Description
The M.A. in Educational Leadership program consists of 39 credits of required coursework that is aligned to national standards for educational leaders (ISLLC). The work includes an administrative internship experience and an action research project. Courses are specifically sequenced to maximize effective learning. The program follows a cohort model where students stay together and complete the entire program in two years. This program is offered off-site.
Course Sequence (39 credits)
YEAR ONE
Fall
EDAS 601 Leadership in Learning Communities (3)
EDAS 603 Curriculum Theory and Practice (3)
Spring
EDAS 681 Supervision of Instruction (3)
PSY 637 Group Dynamics and Interpersonal Relationships (3)
Summer 1
EDAS 685 Field Internship I Online Course (3) – 100 hours
MC 626 Ethical Issues Online Course (3)
Summer 3
EDAS 688 Leadership Development Institute (3)
YEAR TWO
Fall
EDAS 609 Managing the School Community I (3)
EDAS 612 Leadership for Curricular Change (3)
EDAS 687 Field Internship II Online Course (3) – 100 hours
Spring
EDAS 610 Managing the School Community II (3)
EDAS 611 Action Research: Final Project II (3)
EDAS 689 Field Internship III Online Course (3) – 100 hours
Applications are now being accepted for cohort 7, which will begin on July 22, 2013.
Ed.D. In Educational Leadership
The Doctoral Program in Educational Leadership at the College of Saint Elizabeth is designed to prepare globally conscious and morally purposeful servant leaders for district leadership roles in Pre-K to 12th grade settings. The Ed.D. in Educational Leadership combines theoretical knowledge and practical application in an authentic school setting using the student’s professional experience in school leadership. It is a sequenced 66-credit program to be completed during a three-year time frame.
Unique Elements of This Program
Students will complete all courses as a cohort (a group of approximately 20 students who progress through the program by taking all of their classes together).
Students will function as members of teams and work collaboratively on the study, collection, and analysis of data and the development of research-based solutions to educational problems. Research teams will extend beyond the College to the larger community.
The program meets N.J. requirements for certification as School Administrator (i.e. superintendent). The foundation of the program is aligned with the New Jersey Professional Standards for School Leaders (NJPSSL).
Students will receive personal attention and service from College departments at times that are convenient for working adults.
Flexible hours for advisement, registration, and career counseling are available to fit in with students’ busy schedules.
Program Outcomes
Upon completion of the doctoral program the students will be able to:
Commit to and act upon the principles of servant leadership.
Evaluate the role of servant leaders as stewards of both human and fiscal resources.
Demonstrate their role to prepare both themselves and the learning community to build a just society.
Identify, promote, and sustain high performance learning communities.
Analyze and articulate the individual and social purposes of education.
Apply research methodologies for systemic improvement of schools and other educational communities and institutions.
Admission Requirements
Students applying for admission must present the documentation listed below to a selection committee comprised of Department of Education faculty. This committee will assess the documentation based upon the New Jersey Professional Standards for School Leaders (NJPSSL).
An M.A. in Educational Leadership or related field
Evidence of leadership experience including Certification as Principal and/or Supervisor
Outstanding academic success in prior graduate work including an official transcript from all undergraduate and graduate colleges/universities attended. Courses taken at colleges in countries outside the United States must be evaluated by WES (World Education Services) for a course-by-course evaluation. For additional information on certified university record translations, students should contact WES at 800-937-3895 or by email at info@wes.org.
Proof of writing ability, as evidenced by a professional or academic document or publication
One letter of recommendation from a college/university professor attesting to candidate’s ability to perform a high level of academic work in the program
Two letters of recommendation attesting to professional competency (in addition to the one letter from college/ university professor)
The final step in the admission process will be a successful interview with a faculty committee.
Course Sequence
YEAR ONE
EDAS 701 Essential Competencies for Doctoral Studies (3)
EDAS 705 Servant Leadership (3)
EDAS 715 Emerging Perspectives on District Level Leadership (3)
EDAS 725 Education Public Policy Development and Advocacy (3)
The College of Saint Elizabeth offers the Master of Arts in Education, Master of Arts in Educational Leadership, and Certification Programs approved by the New Jersey State Department of Education in Early Childhood (P-3), Elementary Education (K-5), Secondary Education (K-12), and Special Education (Teacher of Students with Disabilities). The Master's can also be earned by combining initial certification and endorsement certification.
Program Philosophy
The graduate degree program in education offered by the College of Saint Elizabeth prepares education professionals to assume leadership roles in meeting the challenges of educational settings that represent current cultural, social, technological, economic, learning and health factors, and global concerns. In this program, the teacher is viewed as the central professional to bring the needed human/social services to children and families in an integrative manner. Professional educators are prepared to effectuate alliances between school and community settings to meet the comprehensive needs of children and their families.
Graduates are expected to emerge as empowered leaders who act with responsibility and accountability; this enhancement of their professional role should result in increased commitment and extraordinary practice.
Program Goals
The goals of the program are to:
provide the opportunity to acquire the knowledge and skill necessary to address the diverse academic, cultural, social, technological, economic, and health needs of students in educational settings.
provide the opportunity to acquire applied research skills, with an emphasis on technology.
enable participants to become familiar with best practices in education as documented in the professional literature.
prepare professional leaders who will serve in a variety of roles which bridge the school with community agencies, and to guide change in those settings.
equip professional educators to utilize technology in educational settings.
provide opportunities for teachers to advance in the profession to leadership roles in the schools.
Admission Requirements
Applicants must:
be certified professional educators.
have completed a baccalaureate degree with a 2.75 GPA on a 4.0 scale.
complete a personal written statement.
submit two letters of recommendation.
submit official transcripts of all colleges attended.
Program Description
The M.A. in Education program is a sequenced program (minimum of 38 credits) that allows students to choose from two areas:
M.A. in Education with an Emphasis in Special Education
ED 665 Nature & Needs of Students with Educational Disabilities (3)
ED 671 Curriculum, Instruction, and special Materials for Students with Educational Disabilities (3)
PSY 619 Psychological Issues in Human Services Leadership (3)
ED 620 Introduction to Assistive Technology (3)
ED 659 Behavior Management of Students with Severe Special Needs (3)
ED 675 Resources, Services & Agencies (3)
ED 677 Action Research in Special Education (3)
MC 626 Ethical Issues in Human Services Leadership (3)
ED 681 Field Experience in Educational Technology (3)
ED 623 Assistive Technology for Reading and Writing (3)
ED 625 Assistive Technology for Individuals with Multiple Disabilities (3)
ED 627 Assistive Technology Assessment (3)
ED 629 Clinical Practice in Assistive Technology (3)
This M.A. degree allows students who complete one of our initial Teacher Certification programs (ACT 1 or ACT 3) to matriculate into an M.A. program by selecting one of the other ACT choices.The three options for this M.A. with Initial Certification are outlined below:
Option A (38 credits): Completion of ACT 1 (22 credits) along with Early Childhood Endorsement (10 credits) plus 6 credits in Ethical Issues and Action Research
Option B (46 credits): Completion of ACT 1 (22 credits) along with Teacher of Students with Disabilities Endorsement (21 credits) and an Ethical Issues Course (3 credits)
Option C (47 credits): Completion of ACT 3 (23 credits) along with Teacher of Students with Disabilities (21 credits) and an Ethical Issues course (3 credits)
Admission Requirements
Successful completion (3.25 GPA) of initial certification program
Requirements for a Teacher of Students with Disabilities Certification
The New Jersey Department of Education and the College highly recommend that all education students, majors and minors, add this endorsement for dual certifications.
This Certification program prepares students to teach in self-contained special education classes, resource centers, inclusion settings, public and non-public schools, and special education institutions and facilities. This Certification allows students to be highly qualified for teaching in specific levels of education. It is permanent upon completion of program requirements.
Students who wish to obtain this Certification:
must complete either the Elementary/Early Childhood Education major or the Secondary Education minor
must pass PRAXIS Exam(s) prior to senior year
this is not a stand-alone certification
must complete the coherent sequence of courses listed below for a total of 21 credits.
Core Requirements
PSY241 Intro to Psych & Ed of Exceptional Learner (4)
PSY251 Educational Psychology (4)
ED263 Adaptation of Strategies and Materials in Special Education Curricula (3)
ED300 Technology in Special Education (3)
ED500 Resources and Services for Individuals with Disabilities (3)
One free elective from approved list of liberal arts courses on issues related to diversity (3)
PSY241, PSY251, Ed263 and PSY (Autism Spectrum Disorders) are double counted as required courses in the K-5/P-3 major. Psy241, Psy251 and PSY (Autism Spectrum Disorders) are double counted for the K-12 minor.
Accelerated Certification for Teaching – A.C.T.1, A.C.T.2, A.C.T. 3
The College of Saint Elizabeth believes in a strong liberal arts background for teachers, and in a developmental approach to teacher preparation. Accordingly, the College offers an accelerated program of teacher preparation, A.C.T.1, leading to certification as K-12 Secondary Teacher and K-5 Elementary Teacher for individuals who hold a baccalaureate degree, but who have not yet pursued a program in teacher education. Upon completion of A.C.T. 1, students may elect to continue with studies in Special Education or Early Childhood to obtain an M.A. in Education. The College offers a second program, A.C.T.2, for certified teachers who wish to earn additional endorsement as Teacher of Students with Disabilities. A.C.T. 3, P-3 Early Childhood certification program, is offered as initial certification, as an additional endorsement for certified teachers, or as part of an M.A. in Education with an emphasis in Early Childhood.
Admission Criteria for A.C.T. 1
An individual who isseeking K-12 certification must have earned a bachelor’s degree in the major area for which they are applying: e.g. teacher of English must have a B.A. ; teacher of Biology must have a B.S. or B.A. in Biology. In addition, a passing score on the Praxis II Subject Assessment Tests and a minimum grade point average of 2.75 are required before admission. An individual who isseeking elementary teacher K-5 certification must have earned a bachelor’s degree in liberal arts or pure sciences, or have successfully completed at least 60 liberal arts credits. In addition, the individual must have a minimum grade point average of 2.75 and have passed the Praxis Test in Elementary Education: Multiple Subjects before admission.
Requirements for A.C.T. 1
Individuals enrolling in the A.C.T. 1 will enroll in the following sequence of courses for 22 credits which is designed to comply with the curricular and student teaching requirements for a New Jersey instructional certificate, K-12 Secondary Teacher of major area, and Elementary Teacher K-5:
ED510 Linguistics and Second Language Acquisition (3) (Requirement for K-12 world language certification only.)
ED601 Education and Human Services Settings (3)
ED603 Curriculum Theory and Practice (3)
PSY606 Early Childhood, Childhood and Adolescent Development and Behavior (3)
ED605 Reading and Language Arts: Theory and Practice (3)
ED607 Practicum (1) (Required semester before student teaching.)
ED651 Math and Science: Curriculum and Instruction (3) – K-5 only
ED681 Field Experience in Educational Technology (3) –K-12 only
ED608AC Practice Teaching Seminar (1)
ED609AC Practice Teaching (5)
A student must be in good academic standing with a cumulative grade point average of 2.75 or better in order to apply for certification in all classes.
Admission Criteria for A.C.T. 2
Individualsseeking admission to A.C.T. 2 must be teachers who are currently certified or have completed A.C.T.1 to be eligible to enroll in A.C.T.2 for an additional certificate, Teacher of Students with Disabilities. Certified teachers applying for additional endorsement in Teacher of Students with Disabilities must submit a copy of their initial certification.
Requirements for A.C.T. 2
Individuals enrolling in the A.C.T. 2 will enroll in the following sequence of courses for 18 credits:
ED665* Nature and Needs of Students with Educational Disabilities (3)
ED671* Curriculum, Instruction and Special Materials for Students with Educational Disabilities (3)
ED675* Community Agencies (3)
ED659* Behavior Management of Students with Severe Special Needs (3)
ED620* Technology in Special Education (3)
PSY619^* Psychological Issues in Human Services Leadership for Special Education (3)
ED677 Action Research in Special Education (3)
* May be applied to M.A. in Education emphasis in Special Education.
^ Course code is necessary for Teacher of Students with Disabilities Certification.
Admission Criteria for A.C.T. 3
An individual who isseeking the P-3 Early Childhood certification must have earned a bachelor’s degree in liberal arts or pure sciences, or have successfully completed at least 60 liberal arts credits. In addition, the individual must have a minimum grade point average of 2.75. The accelerated Certification for Teaching (ACT3) is offered as initial certification, as an additional endorsement for certified teachers, or as part of an M.A. in Education with emphasis in Early Childhood (ACT1/P-3). The NJ State Department of Education has initiated this certification area for all teachers in preschool settings. The College of Saint Elizabeth provides a program on a graduate level that will produce well-trained and excellent teachers for the programs of New Jersey. The state of New Jersey requires a passing score of Praxis II Test 0022 – Early Childhood Content Knowledge.
Requirements for A.C.T. 3
Individualsseeking initial certification in the A.C.T. 3 program will enroll in the following sequence of courses for 23 credits:
ED653*^ Emergent Literacy in Early Childhood Settings: Reading and Language Arts Curriculum (3)
PSY606*^ Early Childhood, Childhood and Adolescent Development and Behavior (3)
ED633*^ Family and Community Resources in Early Childhood (3)
ED654*^ Innovative School Methods and Program Design Including Early Childhood Settings (4)
ED612 Field Experience 1 (2)
ED613 Field Experience 2 (2)
ED608P3^ Practice Teaching Seminar (1)
ED609P3^ Practice Teaching (5)
* May be applied to M.A. in Education emphasis in Early Childhood.
^ Fulfills endorsement certificate requirements.
Certificate in Assistive Technology
Students can also earn a Certificate in Assistive Technology in Special Education.
Course Sequence: 18 credits
ED681 Field Experience in Educational Technology
ED620 Introduction to Assistive Technology
ED623 Assistive Technology for Reading and Writing
ED625 Assistive Technology for Individuals with Multiple Disabilities
Associate Professor/Course of Study Coordiantor of the M.A. Program in Educational Leadership Office: Santa Maria Hall Phone: 4383 Email:jciccone@cse.edu
This course is an introductory overview of the history and development of public education with a focus on contemporary issues in schooling. Discussed are the social-political structure of public education in the context of social justice; best practices in curriculum; significant thinkers in education philosophy and impact of diversity issues on educational settings. 15 hour introductory field observation and participation required.
This course will examine the learning, behavioral and personal/social characteristics of exceptional learners and resulting impacts on the teaching and learning process in a continuum of contemporary classroom and school settings. Instructional modes will include lecture, discussion, and student presentations. Pre-requisite: ED 101for Majors only.
This course is an application of principles of teaching and learning in curriculum and behavior management in inclusive preschool to secondary and post-secondary settings. 30 hour field observation and participation required in designated schools addressing a continuum of learner needs. Pre-requisite: ED 101and ED 105 for Majors only.
This course will explore the ways in which technology can facilitate the learning and development of students with learning differences. Students will be introduced to a wide range of technologies that can support reading, writing, math, and language development in the classroom. Computer applications, technological aids and devices, existing and emerging technologies in education and rehabilitation will be considered. Instructional modes will include lecture, discussion, on-line learning, and field based projects. Pre-requisites: ED101 and ED 105 for Majors only; ED 200 and Junior Education Status for Majors and Minors.
This course will introduce the new technologies and strategies for project-based investigations in math and science for elementary and middle school classrooms. Course outcomes and assessments are based on the NJ Core Curriculum Standards for math and science in elementary and middle school settings. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Pre-requisites: Successful completion of Ed. 101and junior level status. Pre-requisites: ED101, ED 105, ED 200, and Junior Education Status.
The design, implementation, and assessment of literacy curriculum in inclusive elementary and early childhood education school settings will be examined. Balanced literacy approaches derived from skill-based and constructivist curriculum practices are developed. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Prerequisites: ED 101, ED 105, ED 200, or Education Chairperson approval.
This course introduces students to the integration of writing and related language arts curriculum across content areas using process writing approaches. 10 hours of weekly, junior-level Microteaching experiences required. Pre-requisites: ED310 and its Prerequisites:ED101,ED105 & ED200
This course introduces students to the use of integrated language and critical thinking skills in curriculum development and application in instructional units. Students will be able to facilitate learning in middle school math or science settings. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting (supervised Microteaching in Math or Science Content Area Setting.) Prerequisites: ED 310
This course enables pre-service teachers to integrate theoretical and practical approaches for teaching all learners. It enables pre-service teachers to use integrated language skills to improve learning in the content areas. Students review current topics in literacy, teaching and planning strategies, and the use of technology which will enable them to work with learners to improve literacy skills. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting . Prerequisites: Ed 200
An orientation to the essential resources and services available for persons with disabilities and their families in order to meet their personal, vocational, developmental, and health needs in schools, clinics, hospitals, rehabilitation and employment settings, and other public and private agencies. Instructional modes will include discussion, research and field-based projects. The integration of persons with disabilities across the lifespan into mainstreamed settings from the perspective of Disability Studies and the Disability Rights Movement is a particular focus. Field work is required as an integral part of the course. Open to seniors in the TSWD Certification program and others with permission of the program chairperson. Prerequisite: ED 105, ED 200, ED 300, PSY 251, and PSY 315. Students need to provide their own transportation for field settings.
An opportunity to observe and participate in the teaching-learning process in specific subject-matter area classes under the guidance of a cooperating teacher. Seminars are held to coordinate and evaluate the practicum experiences. College supervisors will visit for initial observations. Prerequisite: student's approval for student teaching. Taken concurrently with ED 505. Must have passed PRAXIS exam(s). Students need to provide their own transportation for field settings.
In senior practicum, students develop the understandings, skills, and dispositions essential for quality teaching. Students must demonstrate mastery of subject area content, lesson planning and multiple instructional strategies. Students will have the opportunity to participate in the teaching-learning process of Early Childhood, Elementary, Middle School, Secondary and Special Education depending on certifications. Students will practice teach in school settings are under the guidance of cooperating teachers. Seminars are held to coordinate and evaluate the Senior Practicum experience. College supervisors will visit for initial observations. Prerequisite: Student's approval for student teaching. Students must have passed PRAXIS exams related to their certification programs to be enrolled in ED101. Students need to provide their own transportation for field settings. Pre-requisites: ED 315, ED320, or ED330.
This course will provide an overview of current teaching methods and issues relevant to the various secondary school subject Art. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.
This course will provide an overview of current teaching methods and issues relevant to the various secondary school subject English. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.
This course will provide an overview of current teaching methods and issues relevant to the various secondary school subject History. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.
This course will provide an overview of current teaching methods and issues relevant to the various secondary school subject Math. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.
This course will provide an overview of current teaching methods and issues relevant to the various secondary school subject Science. Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.
Student Teaching is an opportunity for qualified students to devote full time to a fulltime student teaching experience in approved schools. Students seeking an endorsement in teaching students with disabilities will spend time in Early Childhood, Elementary, Middle School Math or Science, Secondary, and/or Special Education settings. Those students not seeking an endorsement in Special Education will be placed in Early Childhood and Elementary, or Elementary/Middle School Math or Science, or Secondary High School settings. Students spend time observing, participating, and teaching under the direction of cooperating teachers and supervisors from CSE. CSE supervisors will visit student teachers on a regular basis in both settings in compliance with the NJDOE requirements. Conferences, both group and individual, are held on campus or in school settings during the student teaching period. All candidates for student teaching must obtain written clearance from their Education Program advisors and their liberal arts major advisors before being permitted to student teach. Advisors' approval indicates that students have completed all courses and incomplete grades by the end of the semester directly preceding student teaching. Prerequisite: Passing score on identified PRAXIS exam(s). Completion of all course requirements in all education programs, liberal arts majors and general education liberal arts core occur before the full-time student teaching semester. Student Teachers need to provide their own transportation to field settings.
This course will provide an overview of current teaching methods and issues relevant to planning, implementing, and evaluating instruction in mathematics or science. Students will development an eclectic approach to teach mathematics or science to middle school students by acquiring strategies that meet the needs of diverse learners. Students prepare units and lessons that focus on the NJ Core Content Standards for mathematics or science. Ed 466 is taken concurrently with ED 465.
This weekly seminar brings student teachers together as a cohort, providing continuing support for successful completion of the student teaching experience. Learning activities feature self-reflection, peer interactions, and responses to presentations by faculty and guest speakers. Topics for discussion include: strategies for working with parents, families, colleagues and administrators; school law; professional responsibility with regard to child abuse, substance abuse prevention, bullying, intimidation, and harassment; resume writing; and senior portfolio preparation. A senior portfolio based on coursework and field experience artifacts will be presented in both oral and written form to the Teacher Education Faculty during the student teaching semester. Ed 475 is taken concurrently with Ed 467.
In this seminar, students complete a qualitative research project investigating the selection, organization, and implementation of curriculum in a school setting. Students are required to include a review of the professional literature, a reflection on the role of the teacher in curriculum decisions, and how professional and societal influences impact school organization and curriculum design. Pre-requisite: Taken concurrently with ED465.
Open to students at the discretion of the program members. This course permits the student to pursue an area of interest under the direction of a faculty member or members. This work may be undertaken in conjunction with other programs if it is mutually agreeable. Ordinarily the independent study program cannot be substituted for a course in the program without prior approval of the program chairperson. Variable Credit, students can register for 1-4 credits.
An orientation to the essential resources and services available for persons with disabilities and their families in order to meet their personal, vocational, developmental, and health needs. The integration of persons with disabilities across the lifespan into mainstreamed settings is a particular focus. Field work is required as an integral part of the course. Open to seniors in Special Education only; others with permission of the program chairperson. Prerequisite: senior status. Students need to provide their own transportation for field settings.
The selection, organization, and implementation of curriculum in a school setting is investigated by students in their practicum setting. The investigation is related to major pedagogical concepts from the professional literature, the role of the teacher in the decision- making process, and societal influences. Prerequisite: student's approval for student teaching. Taken concurrently with ED 464 or ED 465.
The purpose of this course is to introduce students to the applications of general linguistic theory to the specific field of language acquisition. The course analyzes second language acquisition (SLA) theory as well as the history of SLA. It examines interactionist and cognitive approaches to SLA and explores the role of learner characteristics in SLA. Methods for teaching and learning second languages will be considered. This course is required for Certification in World Languages. This course is taken concurrently with ED 465. (This course replaces ED 466)
This course will examine the historical, philosophical, and cultural roots of education and human services settings, and their bureaucratic/social structures. In addition, an introduction to education as a profession will be included. Instructional modes will include lecture, discussion, and case study-based projects.
This course is designed to provide students with the theoretical foundation in the field of school leadership. It requires all students to analyze their own belief system, strengths and needs in order to construct a personal Statement of Purpose that will guide them throughout the program. Emphasis will be on individual and small group dialogue where theoretical knowledge is constantly applied in real school settings.
This course will examine the nature and development of curriculum, assessment procedures, strategies, and materials, and classroom management techniques.Models for curriculum development will include critical thinking, cooperative learning, and bias-free concepts. Performance-based assessment will be an additional focus. Instructional modes will include lecture, discussion, technology, media, research, and field-based projects.Co-requiste: ED 601.
This course is designed to provide an overview of the foundations, principles, and issues of curriculumdevelopment and evaluation of instruction.The course content will focus on both aspects of curriculum: theory and practice.Course includes a study of the concepts of philosophy,history, and sociology with emerging futuristic perspectives of school reform.
This course offers approaches to literacy education for early childhood, elementary, and secondary education. It presents insights into literacy acquisition and enhancement as well as strategies for empowering students as language learners across the curriculum. Topics include research in literacy education theories of learning in the language arts, whole language, children's and young adult literature, and ongoing professional growth. Prerequisites: ED 601,ED 603. Co-requistes: PSY 606,ED 607.
During this course, students will observe a classroom within their area of certification for a minimum of 15 hours. It is recommended that these observations are completed by 3 hours per day over a one week period. The purpose of this course is to assist students in preparing for their formal practice teaching experience. Prerequisites: ED 601,ED 603. Co-requistes: ED 605, PSY 606.
This is the first of a two-course sequence that prepares future school leaders for themanagement functions required for effective school leadership. Managing school policy, school law, finance, and facilities will be studied in a problembased approach. Study of legal and ethical issues, court decisions and constitutional provisions will be examined as they impact and affect educational policy and practice relating to school administration.
This courses focuses on classroom and school-based opportunities for teachers and school leaders to conduct research for the sole purpose of improving one's own practice. Through the use of case study, group descriptive and quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own settings and needs. The use and limits of both qualitative and quantitative research in educational settings will be carefully analyzed. Students must have regular access to a classroom.
The second course of theManagement sequence will focus on the impact of earlier studies in the areas of school law and policy, finance, and facilities. The relationships of political, social, and ethical issues and how they impact on leadership and management principles will be themajor emphasis of the course.
This'Capstone Experience'requires students to produce an Action Research project based upon the Internship experience. Students work in small groups to develop and present ameaningful project. An oral presentation as well as a written documentmust be successfully presented.
In a seminar and related 15 hours of observation and participation in an early childhood setting, the development of pre-academic skills in the context of childhood play will be explored. Creation of a portfolio of pre-academic play learning activities will occur as a foundation of early childhood curricula. Prerequisites: ED 653,PSY 606.
This course focuses on classroomand school based opportunities for teachers and school leaders to conduct research for the sole purpose of improving one's own practice. Through the use of case study,group descriptive and quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own settings and needs. The use and limits of both qualitative and quantitative research in educational settings will be carefully analyzed.
In a seminar and related 15 hours of observation and participation in an early childhood setting, the development of academic and affective skills will be explored. Creation of a portfolio of academic and affective learning activities will occur as a foundation of early childhood curricula. Prerequisites: ED 653, ED 654, PSY 606.
An overview of hardware and software for students with learning, cognitive, sensory, and physical disabilities. This course focuses on accessing and adapting computers.Technology integration and methods for collaborating with related services professionals are explored.
Explores how hardware and software can enable students with reading and writing disabilities to achieve educational goals.Techniques for using computers in the learning process are examined, with hands-on experience in an Adaptive Technology Lab. Prerequisite: ED 620.
Software options to address the learning needs of students with a variety of disabilities and curriculum levels will be examined, explored, and evaluated in this hands-on class. Students will learn to customize software for individual students. Prerequisite: ED 620.
Students will learn a variety of ways and strategies to do assistive technology assessments with students with disabilities. Students will look at best practices with regard to assistive technology assessments.This is a case study approach to choosing the most appropriate technology options for students of all ages with a variety of disabilities. Integrating the technology into the classroom setting will be emphasized. Prerequisites: ED 623, ED 625.
This course examines the underlying principles of leadership and training as they pertain to technology coordination. The role of the educational technology coordinator in staff development and training, state and local technology planning, computer center management, and grant pro-curement will be studied. Systems models will be developed that can address these program goals.
This course will focus on children from birth to eight years of age. It will explore a developmentally appropriate sequence of theory and applications about the interplay between family and community and the lives of children as well as implications for schooling at the preschool, kindergarten and primary levels. Cognitive development as it relates to appropriate socialization in the family and community units will be considered. Pedagogical theory, including the elements of the N.J. Early Childhood Education Program Expectations will permeate the course.
This course examines, through software use and recent research, the impact of learning technologies on current curricular theory and the present and future capabilities of technology as a tool in restructuring of curriculum goals. Students will complete a project that includes the applications of technology in diverse educational settings, as well as the interaction of technology, curricular goals, student assessment, and learning environment.
This course will examine the nature and development of mathematics and science curricula, strategies,materials, and computer applications.A particular focus will be on practical applications in educational environments. Instructional modes will include lecture, discussion, research and laboratory-based projects.
Theory and practice of literacy instruction in P-3 early childhood settings will be examined. Applications of literacy issues will occur in the assessment, planning and development of curriculum in reading integrated with the language arts for emerging readers and writers. Integration of community resources, including the family, in the development of emergent literacy will be organization models for typically-developing and at-risk students in regular education inclusive settings as well as self-contained special education classrooms.
(Applied field project and placement in early childhood setting required for P-3 candidates.) This course will examine the issue of school reform and innovative programming and methodology. A major purpose of the course is to familiarize students with current educational practice from a research as well as a practical viewpoint, and to help students develop the skills to make rational, knowledge-based decisions for educational and early childhood settings. The issue will be examined from a broader perspective, looking at federal law and educational policy, social climate, level of development influences, and individual difference within the preschool and classroom settings. How these elements influence methodology and program design will be examined. A 15 hour field project will be required. Both a journal and classroom presentation will be required. Prerequisites: ED 653, PSY 606.
Course will focus on principles of behaviormodification and its application to the population of individuals with severe special needs. Students will be exposed to the theoretical constructs underlying classical and operant conditioning,management programs for increasing,decreasing, andmaintaining the frequency of behaviors, schedules of reinforcement, and other related topics within the total context of curriculumdevelopment. Prerequisites: ED 665,ED 671.
This course will examine the learning, behavioral and personal social characteristics of educationally disabled students and their impact on the teaching/learning process in the classroom. Instructional modes will include lecture, discussion, and research.
This course will provide opportunities in the selection of teaching techniques andmaterials for the design and implementation of curricula for students with educational disabilities.This course will also examine formal and informal instruments and procedures used in the assessment and evaluation of persons with educational disabilities. Instructional modes will include lecture, discussion, and field-based projects.
This course will provide an orientation to resources and services available in schools, rehabilitation and employment settings,and other public and private agencies serving disabled individuals and their families. Instructionalmodes will include discussion, research, and field-based projects.
This course focuses on classroom and school-based opportunities for teachers to conduct research for the sole purpose of improving one's own practice in working with special needs children. Through the use of case study, group descriptive or quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own setting and needs. The use and limits of both qualitative and quantitative research within a special education setting will be carefully analyzed. Research must be focused on children with learning disabilities. Students must have regular access to this population.
This course will provide both class and field experiences on types of technologies being used in education.This course examines instructional technology that is used for research, curriculum planning and implementation of instruction and also the impact of technology on instructional design.Students will be responsible for developing technology - integrated lessons in their content areas. Evaluationmodels will also be examined.
This course will provide opportunities for the educator to become familiar with the following supervisory behaviors in order to improve instruction: approaches utilized in successful supervisory practice, the human elements in supervision and change and the supervisor.Students will demonstrate and apply knowledge other than research thatmay impact upon supervisory behavior. Utilizing knowledge gained fromprofessional literature and fieldbased research, students will identify ways in which knowledge of supervisory behavior can be applied to improve and evaluate instruction.
This course examines the educational and research applications of the Internet. This course also examines telecommunications issues. Students will learn to create their own homepage for the Web. Attention will also be given to the use of networked CD-ROM databases as research tools.
An in-depth exploration of a specific topic that is of current interest to graduate students inmanagement.Approval of the ProgramDirector is required to register.
Independent project in an area of individual special interest. The student and faculty advisor develop appropriate goals for the project which is then presented in a formal proposal. This course may require the preparation of a final paper and presentation. Prerequisite: Permission of the Director.
The first of a three-semester experience requires students to serve in leadership internship within their own school environment. Participants will perform and implement learned skills and strategies in each of the NJPSSL standards as well as 'shadowing'an effective leader in various administrative functions.
This intensive week-long experience provides opportunities for students to acquire additional skills required for effective school leadership. It also allows them to master the areas of need identified in EDAS 601. Finally, students interact on a personal basis with recognized leaders in the field.
This course provides students with the necessary knowledge and skills for successful completion of the Ed.D. Program. These include Institutional Review Board certification, proficiency in academic research, technological expertise, and scholarly writing.
This intensive experience provides students with an opportunity for personal and professional renewal. The experience is designed to assist students reflect upon and clarify their moral purpose in their role as educational leaders and understand its importance to their continuous success in the profession.
This course provides an in-depth review of scientific inquiry, research planning, and techniques of data-collection, observation and analysis as necessary and appropriate for the successful planning, assessment, and decision-making for district level and school-based educational leaders.
This course provides a review of scientific inquiry and research as necessary and appropriate for the successful planning, assessment, and decision-making for district level and schoolbased educational leaders.
This course provides a review of techniques of data-collection as necessary and appropriate for the successful planning, assessment, and decision-making for district level and schoolbased educational leaders.
This course provides a review of techniques of observation and analysis as necessary and appropriate for the successful planning, assessment, and decision-making for district level and school-based educational leaders.
This course explores the evolution of both the American system of schooling from the early 20th century to the present. Emphasis is placed on the changing social, economic, and political forces that have shaped, and continue to shape, the administration of the public schools. The challenges facing the contemporary school superintendents as they provide leadership for their learning communities is extensively studied through research, readings, discussions, and case studies.
This course continues the exploration of leadership at the district level and its relationship to the development and support of the overall district learning community, as well as the learning communities that comprise the school system. Emphasis will be placed on the development of morally purposeful high performing learning communities, committed to social justice, and the importance leadership for learning and continuous growth.
Students are required to complete an internship experience on the district-level with a mentor superintendent and complete a clinical project to be approved by both their advisor and mentor. Students meet in small groups during the semester to report on their clinical project's progress and results, and to debrief their district level internship experience.
The development of educational policy requires a reflective and thoughtful leader to serve the school district's vision and the common good.This course explores policy development through the lens of school and non-school settings, as well as the role of state and federal government and schooling in a multicultural environment.
This course examines leadership practices in American and international educational settings. This cross-cultural experience focuses on research and theories of leadership and their application in a multitude of educational settings around the world. It provides the doctoral students with the opportunity to compare and contrast educational philosophies and methodologies of other nations with our American educational system, and serve to expand the students' global perspective.
Students are required to complete a second internship experience on the district-level with a mentor superintendent and complete a second clinical project to be approved by both their advisor and mentor. Students meet in small groups during the semester to report on their clinical project's progress and results, and to debrief their district level internship experience.
Doctoral faculty will plan a summer experience with input from the doctoral students. The experience may include discussions of their first year clinical projects, progress reports on their dissertation research. The plan will also include presentations and workshops conducted by national and/or international experts in the field of PK-12 educational leadership. (6 credits).
This course provides students with state and federal directives on school finance, economic principles, and national income measures related to public education including local, state and federal methods of financing public education. The budgeting process is presented as directly related to mission and values-based strategic planning and the achievement of educational goals.
Through extensive readings, research, study, and writing this course provides an opportunity for students to begin the preparation for designing their action research dissertations. Emphasis is placed on peer review and critique as students consider topic areas and methodology and share it with their advisors and other members of their cohort.
Enables students who have registered for all credits but have not completed all coursework requirements to maintain continuous enrollment in their programs of study.
This course provides an overview of the legal and ethical dimensions of professional practice in contemporary American public education. Students examine the ethical dimensions of school law, by researching authentic case studies in order to ensure a reality based experience.This problem-based approach gives the students the opportunity to analyze various situations using the ethic of justice, the ethic of care, and the ethic of the profession.
Students are required to complete a third internship experience on the district-level with a mentor superintendent and complete a third clinical project to be approved by both their advisor and mentor. Students meet in small groups during the semester to report on their clinical project's progress and results, and to debrief their district level internship experience.
This course provides students with knowledge of formal and informal decision-making structures in local communities and how they affect educational issues. The many sources of community influences are examined and analyzed, particularly the role of the local board. Effective and ineffective methods by which school administrators garner support from various sectors of the community are analyzed.
This seminar provides students the opportunity to finalize the development of their action research dissertation proposals. Working closely with their dissertation advisors students develop and submit dissertation proposals for final review and approval. Once the dissertation proposal is approved by the advisor the student is then scheduled for the proposal defense.
Students develop the necessary knowledge, skills, and strategies designed to facilitate positive and effective collective bargaining and labor relations processes with various organizations and associations. Emphasis is placed on strategies designed to foster win-win solutions to the collective bargaining process.
Doctoral faculty will plan a summer experience with input from the doctoral students. The experience may include discussions of their second year clinical projects, progress reports on their dissertation research. The plan will also include presentations and workshops conducted by national and/or international experts in the field of PK-12 educational leadership.
Education majors and minors complete 15 weeks of full-time student teaching during the final semester of college. These student-teaching assignments are completed primarily at public schools.
Prior to their student-teaching placement, education students engage in assigned school settings beginning in the first year of study. Field components are integral to course study and provide developmental and sequential experiences. Volunteer work activities are encouraged in courses fulfilling major and minor requirements.
Education majors and minors are members of the Elizabethan Education Association, a club that hosts an annual student-run conference each spring. These conferences address important topics, issues, and challenges facing the education profession today.
The College of Saint Elizabeth has an on-campus chapter of the Kappa Delta Pi, the National Education Honor Society, and a student chapter of the Association of Supervision and Curriculum Development, an international education organization.
