2007-2008 Catalog

Washington College: Your Revolution Starts Here

Education

Division of Social Sciences

The Teacher Education Program is characterized by a highly nurturing and personalized environment, intellectual rigor, and a performance milieu within a liberal arts context. Education is not a subject major. As the department is a member of the Social Sciences Division, the foundational sequence courses (Principles of Education and Educational Psychology) can fulfill distribution requirements in the social sciences.

The department aims: a) to provide the professional preparation for certification required by the State Department of Education in Maryland and the 49 states with whom Maryland has reciprocal certification agreements; b) to explore the social, psychological, philosophical, and historical foundations of education in our society; and c) to stimulate inquiry concerning the nature of our educational institutions. The department, recognizing that the world of schooling is a primary socializing agency for the American polity, has the further aim of inviting students in elective courses to inquire into the nature of education and its relationship to their future lives as citizens, parents, or educators.

Program requirements are in alignment with the Maryland Redesign of Teacher Education and standards of assessment are based on The Essential Dimensions of Teaching. The College has established ten Professional Development Schools in three local counties in order to implement state requirements that each teacher candidate complete 100 days of an extended internship in a Professional Development School in two consecutive semesters. This includes the student teaching experience.

Entry Requirements

Entry criteria for the Teacher Certification Program are as follows: cumulative GPA of 2.8 (and a GPA of 3.0 in the teaching field for secondary certification); recommendation from a professor in the student's major field of study; a Maryland passing score on the Praxis I Exam, Part I; approval of the Education Department Chair following a formal interview with the Chair and departmental colleagues. Admission to the secondary program generally occurs during the fall semester of the junior year. Admission to the elementary program generally occurs during the spring semester of the junior year. (Where possible, the Department will make accommodations for "late deciders.")

It should be noted that Washington College Teacher Certification Program requirements may be modified because of evolving state requirements for approved programs in teacher education.

Program Completion

Students will be recommended for Maryland Approved Program teacher certification when they complete the following: 1) an academic degree with a cumulative GPA of 2.8, and a GPA of 3.0 in their major (in their teaching field for secondary certification); 2) successful completion of the Washington College Teacher Certification Program; 3) successful completion of Praxis I and II examinations according to Maryland standards.

I. Elementary Education

The Elementary Certification program is made up of three required components: 1) completion of selected core courses in Humanities, Social Sciences, and Mathematics-Natural Sciences; 2) an academic major, preferably in Human Development; 3) a required sequence of Education courses and field experiences. Consultation with the Professor of Elementary Education should be held during the first semester of the freshman year to insure proper scheduling and selection of courses.

The required education courses for students who wish to become certified as elementary teachers are listed under the Human Development major.

The Human Development Major

Students selecting the Human Development major will study the individual in community and the world of schooling. The major is (a) a comprehensive preparation for prospective elementary school teachers, and (b) an interdisciplinary program for students who wish to examine human development in the context of theory and practice in education but who do not wish to seek teacher certification.

The Human Development major is designed to help students answer the question, "How do children develop into fully mature, autonomous and self-aware human beings who are capable of both intimate and public communal relationships?" These studies will facilitate an understanding of the development of children in our multifaceted society within the comprehensive liberal arts foundation of the Washington College experience. The Human Development major provides the opportunity for enlarging our understanding of the development of school-aged youth. This is a particularly appropriate foundation for individuals wishing to become elementary school teachers.

The academic program includes sequenced study in educational foundations (the history, philosophy, and psychology of education), a developmental progression of study in pedagogical theory and practice, a demonstrated knowledge of content in selected liberal arts disciplines, and multi-disciplinary courses from the departments of anthropology, sociology, and psychology.

Field experiences and research are an essential component for the major. The major study for the teacher candidate requires a 100-day internship in a Professional Development School; for the non-teacher candidate, the major study includes field experiences in schools or other educational and social agencies.

Washington College places singular emphasis on the completion of a significant independent project as the culminating activity in a major program. The teacher candidate will develop and present a professional portfolio which includes an action research project; the Maryland Essential Dimensions of Teaching standards will provide guidance and evaluative criteria. The non-teacher major will develop and present an approved interdisciplinary thesis which includes field research.

Course Sequence For Human Development Majors

OPTION 1: Course Sequence for Human Development majors with Elementary School Teacher certification

Professional courses required for Maryland Approved Program Certification (8 courses)

An additional two courses will be selected, in consultation with the advisor, from the following:

Anthropology

Psychology

Sociology

Certification students require selected core courses in content areas. In completing the General Education requirements of the College, students will choose from the following list of courses in the distribution sequences:

Natural Science - two courses

Students will take two courses in the natural sciences. The courses must have a laboratory component, and can be courses for non-majors or majors.

Preferred two-course sequences are:

Alternately, students may complete any combination of the following courses:

Quantitative - two courses

Students will take two math courses, one of which must be MAT 221 Communication, Patterns and Invention in Mathematics. Students may choose from MAT 109 Statistics or PSY 309 Statistics and Experimental Design, or any other mathematics course.

Humanities (two-course sequence)

Students will fulfill the Humanities requirement by taking any of the following pairs:

Fine Arts - one course

Any course in art, drama, or music that will fulfill distribution in the Fine Arts.

Social Science - three courses

Students will take:

OPTION 2: Course Sequence for Human Development majors without teacher certification

Required Foundation - two courses

Two of the following from two separate disciplines

Research Design Course - one course

The choice of research method will influence the choice of the student's major co-advisor and the nature of the senior obligation research.

Experiential Field Course - one

Students must complete four one credit experiential learning components, i.e. EDU 211 though EDU 214. (Clinical Field Experiences) or EDU 494. Special Topics: Individualized Internships/Experiential Learning.

Eight courses (in addition to those listed previously) will be selected from at least two areas as listed. Two of these courses may be at the introductory level; six of these courses must be upper level.

Area 1: Anthropology

Area 2: Education

Area 3: Psychology

Area 4: Sociology

Substitution of up to two courses is possible with the approval of the advisor.

Senior Capstone Experience

Human Development majors selecting the non-certification route will complete and present a research study.

II. Secondary Education

Washington College has twelve Maryland Approved Secondary Certification Programs (grades 7-12): art, biology, business education, chemistry, English, French, German, mathematics, physics, social studies, Spanish, theatre. The number and specificity of courses required for certification in these subject areas varies, with some fields such as social studies and English having more extensive state requirements. Certification and Program Completion is contingent on candidates achieving Maryland passing scores on the ETS Praxis I and Praxis II Examinations.

The following education courses are required for students who wish to become certified as secondary teachers:

EDU 401, 402, and 405 make up the "Education Block" taken in the fall semester of the senior year or the fall semester after graduation.

EDU 307. (together with 302 and 401) meet Maryland reading I and II Secondary Requirements.

Students wishing to be certified in English must take EDU 315. Modern and Traditional Grammar and ENG 323. Children's and Adolescent Literature. They are also encouraged to take FLS 200. Introduction to Language.

It should be noted that students majoring in economics, political science, psychology, sociology, international studies, and American studies may apply for certification in social studies and do their student teaching in social studies. They must plan their programs carefully in order to fulfill all requirements. Social studies certification includes the following core courses: HIS 103, 104. Modern World History; HIS 201, 202. History of the United States; an African American history course; ECO 111. Introduction to Macroeconomics; POL 101 or 102. Intro. to Political Science/Intro. to American Government and Politics; EDU 311. World Geography; an approved upper division course in social science.

Course Descriptions

211, 212, 213, 214. Clinical Field Experiences

This four-part course consists of off-campus supervised field experiences. For teacher candidates, these will take place in a Professional Development School. (Requirements for elementary and secondary levels are different. See program descriptions above.)

301. Principles of Education

A general summary of the field of education for prospective teachers. The historical, philosophical, and sociological foundations of education will be surveyed; contemporary education in the United States will be examined.

302. Educational Psychology

A study of (a) aspects of psychology that are generally applicable to education, (b) the aspects of evaluation that are specifically applicable to classroom practices, and (c) the aspects of individual differences and psychological adjustments that are generally relevant to education. Prerequisite: Permission of the instructor.

303. Comparative Education

A study of the educational systems of various nations. Social, political, and economic influences upon educational practice and theory will be considered.

307. Reading in the Content Area

This is a Maryland Approved Reading Course. It is designed to train preservice middle school and high school teachers to develop in their students the literacy skills necessary for learning in all content areas. Cooperative learning and performance assessment will be used extensively. (Additional reading competencies not included in EDU 307 are integrated into EDU 301, EDU 302, EDU 401 and EDU 491 for students in the undergraduate approved program to meet all requirements set by the state Reading Professional Development Committee.)

311. World Geography

The course examines the relationships between the physical environment, population, and culture in the evolution of global regions.

315. Traditional and Modern Grammar

The course reviews traditional grammar and introduces generative/transformational grammar. It promotes confidence and competence in a student's ability to recognize and manipulate grammatical elements of English. Finally, it prepares teacher certification candidates to incorporate grammar into the English classroom and explore theories about its uses and abuses.

351. Processes and Acquisition of Reading

An investigation of research explaining the relationship between language acquisition and reading development, the interactive nature of the reading process, and the interrelationship of reading and writing. Topics include assessing the stages of literacy development from emergent literacy through fluency in the language arts processes of speaking, listening, reading, and writing and applying corresponding instructional strategies. This is a Maryland-approved reading course.

352. Reading Instruction and Assessment

Students will demonstrate mastery of instructional strategies used to make educational decisions in a balanced literacy program including developmentally appropriate word recognition and comprehension strategies. Students will evaluate, use, and interpret a variety of assessment techniques and processes, local, state, and national instruments.The co-requisite clinical field experience will require the student to plan, implement, and evaluate developmentally appropriate reading and language arts instruction and evaluation in a Professional Development School classroom. This is a Maryland-approved reading course.

354. Literature for Children: K-8

A study of literary texts by notable American authors with children as the major audience. Emphasis will be placed on the literary elements, evaluation criteria, and value to the reader of each genre. Through the lens of reader response theory, students will explore the variety of materials, from bound literature to electronic media, available to support children's motivation to become fluent, independent readers and writers. Students will demonstrate their ability to identify, select, and evaluate literature and other materials that meet students' literacy needs and interests and to communicate such knowledge to parents. This is a Maryland-approved reading course.

401. Principles of School Teaching

An exploration of the art and science of teaching and a study of curriculum. Course content, teaching methods, planning, instructional technology, as well as observation and performance of varied teaching techniques are combined to prepare prospective teachers for their student teaching. EDU 302 and 401 in combination comprise a Maryland-approved reading course.

402. Special Methods in the Teaching Field

A course concentrating upon the specific teaching field of the student. Examines objectives and the nature and place of the academic discipline in the secondary school, with emphasis placed on methods and materials for teaching that discipline.

405. Secondary Teaching Internship

The teaching internship requires the teacher candidate to demonstrate proficiency in a Professional Development School (PDS) classroom. Teacher candidates also participate in a weekly seminar. Double credit for the course. Laboratory fee.

411. Curriculum and Instruction: Mathematics and Natural Science

This course examines the mathematics and science concepts, curriculum, methods and materials used for effective instruction in mathematics and science in the elementary school. The focus will be on the development of strategies for active learning that will help children construct a meaningful understanding of mathematics and science.

412. Curriculum and Instruction: Language Arts and Social Studies

Teachers of social studies should possess the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the study of the ten social studies content themes as identified by the National Council for the Social Studies. This course provides the teacher candidate with some of the organizational tools and instructional strategies needed to conduct classroom instruction in social studies and in the language arts, primarily writing.

413. 414. Elementary Education Internship

This full semester internship which represents the culmination of the professional development of the teacher candidate requires the teacher candidate to demonstrate increasing responsibility for assessing, planning, and evaluating instructional effectiveness in a Professional Development School classroom. Teacher candidates will also participate in a weekly seminar held on campus. Double credit for each course. Laboratory fee.

430. Diversity and Inclusion

Students will learn: a) to understand the nature and range of special needs among pupils in today's public schools; b) to differentiate instruction to meet the special needs of students in our multicultural society; c) to interpret and implement an Individualized Educational Program; and d) to use a range of support services available to students and teachers.

190, 290, 390. Internships

490. Writing Theory and Practice: An Internship in Peer Tutoring

The Department of Education and the Writing Center offer a one-semester internship in writing pedagogy. The internship gives students the opportunity to learn what research reveals about writing, to reflect on their own experience as writers, and to identify and practice strategies for responding effectively to the writing of others. Interns will observe and practice the interpersonal skills necessary to the writing conference. To be selected, students from all disciplines—sophomores through seniors—may submit a faculty recommendation and a writing sample, then be interviewed by the Writing Center instructors.

194, 294, 394, 494. Special Topics of Education

Study of an advanced topic in or related to education that is selected on the basis of current student interest and faculty expertise.

197, 297, 397, 497. Independent Study

Advanced study in a selected area under departmental guidance.

195, 295, 395, 495. On-campus Research

196, 296, 396, 496. Off-campus Research

494, 495. SCE. Human Development Senior Capstone Experience

Human Development majors seeking teacher certification will prepare and publicly present a professional teaching portfolio. The portfolio will include an independent action research project. Human Development majors selecting the non-certification route will complete and present a research study which will generally be in the form of a thesis.

Report of 2005 - 2006 ETS PRAXIS exam results

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