- EDUC 520 Educational Research and Evaluation
- EDSP 522 Literacy Across the PK-12 Continuum
- EDSP 530 Theory and Pedagogy in Special Education
- EDSP 532 The English Language Learner
- EDSP 535 Evaluation/Assessment and the Law in Special Education
- Credits for Electives: 21
- Electives: Select any seven graduate education courses as electives. Student teaching and student teaching seminar may not count as electives.
- The electives are selected by the student with approval by the faculty advisor to meet individual professional goals.
- Total Credits: 36
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M.Ed. in Early Education (PK4)
Chestnut Hill College’s master’s program in Early Education integrates theory and practice concerning the cognitive, social and educational development of young children grades PK-4. The program reflects contemporary research and scholarship in early education and incorporates strategies to meet the needs of special populations, such as students with disabilities and diverse cultures. The course of study also takes into consideration the strengths, needs and interests of individual candidates.
Complete All:
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- EDUC 520 Educational Research and Evaluation
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- EDUC 621 Foundations of Education PK-12
- EDP4 525 Emerging Literacy and Language Arts
- EDP4 527 EC Math and Science Methods
- EDP4 528 EC Integrated Methods: Social Studies, Humanities, and the Arts
- EDSP 522 Literacy Across the PK-12 Continuum
- EDSP 530 Theory and Pedagogy in Special Education
- EDSP 535 Evaluation/Assessment and the Law for Students with Disabilities
- EDSP 532 The English Language Learner
- EDP4 533 EC Student Teaching
- EDP4 534 EC Student Teaching Seminar
Total Credits: 36
Dual: PK-4 & Special Education PK-12
Chestnut Hill College’s Master’s program in Early Education with special education PK-12 integrates theory and practice concerning the cognitive, social and educational development of students in grades PK-4 as well as students in grades PK-12 with disabilities. The program reflects contemporary research and scholarship in early education and incorporates strategies to meet the needs of special populations, such as students with disabilities and diverse cultures. The course of study also takes into consideration the strengths, needs and interests of individual candidates. This is a dual-certification preparation program and thus integrates the requirements for both PK-4 and PK-12special education. This dual program integrates a special education student teaching component.Complete All:
- EDUC 520 Educational Research and Evaluation
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- EDUC 621 Foundations of Education PK-12
- EDP4 525 Emerging Literacy and Language Arts
- EDUC 630 Integrated Methods Across the PK-12 Classroom: STEAM
- EDSP 522 Literacy Across the PK-12 Continuum
- EDSP 530 Theory and Pedagogy in Special Education
- EDSP 535 Evaluation/Assessment and the Law for Students with Disabilities
- EDSP 532 The English Language Learner
- EDSP 621 Classroom Management for Students with Disabilities
- EDSP 623 Educational Practice and Assistive Technology for Students with Disabilities
- EDSP 631 Aspects of PK-12 Transition: Early Intervention and Transition for Children with Disabilities
- EDSP 657 Special Education Student Teaching
- EDSP 658 Special Education Student Teaching Seminar
Total Credits: 42
Montessori Early Childhood Credential
The Montessori specialization offers an alternative for those who desire to work with young children. Montessori education has a philosophy of child growth and learning that focuses on:- designing an environment in which young children may live, learn and develop at their own pace;
- developing a curriculum that adapts to the individual needs of young children while fostering creativity, personal responsibility, and community participation;
- preparing teachers to gain specific insights and sensitivities toward a child’s total development: mind, body, and spirit.
Program Options Students seeking the Montessori certificate have the following program options:
- M.Ed. in Early Education plus Montessori Credential
- Graduate course credit plus Montessori Credential
- Montessori Credential only (non-credit)
Note: Courses may be taken for undergraduate elective credits with approval from the student’s advisor.
Option I: Master’s in Early Education with Montessori Credential
This option is open to students who have a B.A./B.S. from an accredited institution and seek to obtain a Master’s Degree (M.Ed.) in Early Education plus a Montessori Credential issued by the American Montessori Society. As a prerequisite or co-requisite, the Credential requires a college level course in child development. If this course was not taken previously in an undergraduate program, it may be fulfilled by taking a course in child development, with the emphasis on birth through adolescence, at Chestnut Hill College or another accredited college or university as either an undergraduate or graduate course. Prior approval by the Montessori Director is required before registering for this course. Students must follow the attendance policy required by the American Montessori Society and must complete all the assignments for the courses plus the Graduate Projects for each course.
Courses (38-41 credits) Complete all
- EDUC 620 Early Childhood Development and Learning (graduate credit) OR
- MONC 027 Non-credit (or an equivalent undergraduate course)
- EDSP 530 Theory and Pedagogy in Special Education
- EDSP 532 The English Language Learner
- EDMN 520 Montessori: Philosophy and Educational Theory
- EDMN 521 Montessori: Everyday Living
- EDMN 522 Montessori: Sensorial
- EDMN 523 Montessori: Math
- EDMN 524 Montessori: Language
- EDMN 525 Montessori: Natural and Social Science
- EDMN 526 Montessori: Education for Peace (1 credit)
- EDMN 630/631 Montessori Internship/Seminar Fall (5 credits)
- EDMN 632/633 Montessori Internship/Seminar Spring (5 credits)
TOTAL CREDITS: 38-41
Option II: Montessori Credential (Graduate Credit)
This option is open to students who have a B.A./B.S. from an accredited institution and seek to obtain graduate credits for the Montessori credential.
As a prerequisite or co-requisite, the Credential requires an equivalent non-credit or college level course in child development. If this course was not taken previously, it may be fulfilled by taking an equivalent non-credit or an undergraduate or graduate level course in child development, with the emphasis on birth through adolescence at Chestnut Hill, another accredited college or university or an American Montessori Society Early Childhood Teacher Education Program. Prior approval by the Montessori Director is required before registration for this course. Students must follow the attendance policy required by the American Montessori Society and must complete all the assignments for the courses plus the Graduate Projects for each course.
Courses (29-32 credits) Complete all
- EDUC 620 Early Childhood Development and Learning (graduate credit) OR
- MONC 027 Non-credit (or an equivalent undergraduate course)
- EDMN 520 Montessori: Philosophy and Educational Theory
- EDMN 521 Montessori: Everyday Living
- EDMN 522 Montessori: Sensorial
- EDMN 523 Montessori: Math
- EDMN 524 Montessori: Language
- EDMN 525 Montessori: Natural and Social Science
- EDMN 526 Montessori: Education for Peace (1 credit)
- EDMN 630/631 Montessori Internship/Seminar Fall (5 credits)
- EDMN 632/633 Montessori Internship/Seminar Spring (5 credits)
TOTAL CREDITS: 29-32
Option III: Montessori Credential Only (Non-Credit)
This option is open to applicants who have a high school diploma, a bachelor’s degree or master’s degree from an accredited institution may enroll in the CHC Montessori Teacher Education Program as non-credit students at a reduced cost. When choosing this option, students will receive only the American Montessori Society Credential and will not, upon completion nor in the future, receive any undergraduate or graduate college credit for the coursework. Students must follow the attendance policy required by the American Montessori Society and complete all the assignments for the course.
As a prerequisite or co-requisite, the Credential requires an equivalent non-credit or college level course in child development. If this course was not taken previously, it may be fulfilled by taking an equivalent non-credit or an undergraduate or graduate level course in child development, with the emphasis on birth through adolescence at Chestnut Hill, another accredited college or university or an American Montessori Society Early Childhood Teacher Education Program. Prior approval by the Montessori Director is required before registration for this course.
- EDUC 620 Early Childhood Development and Learning (graduate credit) OR
- MONC 027 Non-credit (or an equivalent undergraduate course)
- MONC 020 Montessori: Philosophy & Educational Theory (45 hrs)
- MONC 021 Montessori: Everyday Living (45 hrs)
- MONC 022 Montessori: Sensorial (45 hrs)
- MONC 023 Montessori: Math (45 hrs)
- MONC 024 Montessori: Language (45 hrs)
- MONC 025 Montessori: Natural and Social Science (45 hrs)
- MONC 026 Montessori: Education for Peace (15 hrs)
- MONC 030 Montessori Fall Internship (270 hrs)
- MONC 031 Montessori Fall Seminar (30 hrs)
- MONC 032 Montessori Spring Internship (270 hrs)
- MONC 033 Montessori Spring Seminar (30 hrs)
AMS Credential Students holding a Bachelor’s degree or higher will be awarded a full Early Education Credential from the American Montessori Society upon successful completion of all program requirements. Students who are high school graduates but do not have a four-year college degree will receive an Associate Early Education Credential. If later, these students earn a bachelor’s degree, the American Montessori Society will convert their credential to a Montessori Teacher Credential.
M.Ed. in Secondary Education
Secondary Education (Students select content area)- Biology
- Chemistry
- English
- Mathematics
- Social Studies
- Foreign Languages (Spanish or French K-12)
Secondary Education (with content area)
Chestnut Hill College’s master’s program in Secondary Education integrates theory and practice concerning the cognitive, social and educational development of students in secondary education programs. The program reflects contemporary research and scholarship in education and incorporates strategies to meet the needs of special populations, such as students with disabilities and diverse cultures. The course of study also takes into consideration the strengths, needs and interests of individual candidates.
Teacher candidates in the Secondary Education program select a content area of concentration. Prerequisite course evaluations are conducted upon the receipt of an application for admission into the Secondary Education teacher certification program. All official transcripts from institutions attended are reviewed for course content appropriate to the desired certification area. Applicants missing prerequisite coursework will be given course recommendations required for admission into Secondary Education teacher certification programs.
Complete All:
- EDUC 520 Educational Research and Evaluation
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- EDUC 621 Foundations of Education PK-12
- EDUC 526 Secondary Methods and Assessment
- EDSC 517-521 Special Methods in Content Area (Select One)
- 517: English
- 518: Social Studies
- 519: Biology/Chemistry
- 520: Mathematics
- 521: Foreign Language (Spanish or French K-12)
- EDSP 522 Literacy Across the PK-12 Continuum
- EDSP 530 Theory and Pedagogy in Special Education
- EDSP 535 Evaluation/Assessment and the Law for Students with Disabilities
- EDSP 532 The English Language Learner
- EDSC 533 Secondary Student Teaching
- EDSC 534 Secondary Student Teaching Seminar
TOTAL CREDITS: 33
M.Ed. in Special Education
Special Education PreK-12
The Masters in Education (M.Ed.) programs are designed to meet the professional needs of individuals seeking initial or advanced degree and/or certification(s) programs in education. The mission of the Education Department is to build on the intellectual and holistic foundation of Chestnut Hill College. The overall objective of this program is to contribute to the improvement of instruction in the classroom, the leadership in schools, and support services to meet the needs of all children, most specifically children from PK-12 with disabilities. Essential elements of education programs include student engagement and participation in creating learning environments to develop professional skills and attitudes required to educate a diverse community of learners. The components of this program include; integration of knowledge of theory and practice, field experiences that include student teaching and comprehensive practicum work. Individuals have the opportunity to acquire beginning or advanced knowledge in one or more specialties, to develop greater competence in their disciplines, and to discover innovative and effective approaches to teaching. The Masters in Special Education program is for individuals who are interested in achieving a graduate degree in Special Education.
Complete All:
- EDUC 520 Educational Research and Evaluation
- EDSP 522 Literacy Across the PK-12 Continuum
- EDSP 530 Theory and Pedagogy in Special Education
- EDSP 535 Evaluation/Assessment and the Law for Students with Disabilities
- EDSP 532 The English Language Learner
- EDSP 621 Classroom Management for Students with Disabilities
- EDSP 631 Aspects of PK-12 Transition: Early Intervention and Transition for Children with Disabilities
- EDSP 623 Educational Practice and Assistive Technology for Students with Disabilities
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- EDUC 621 Foundations of Education PK-12/Org. and Structure of Schools (Stage 2 Field Experience)
- EDUC 630 Integrated Methods Across the PreK-12 Classroom: Science, Technology, Engineering, the Arts and Mathematics (STEAM)
- EDSP 657 Special Education Student Teaching
- EDSP 658 Special Education Student Teaching Seminar
TOTAL CREDITS: 39
Program Completion
Certified Teacher Programs at Chestnut Hill College are approved by the Pennsylvania Department of Education to prepare students for certification within the state. In order to become a certified teacher, students must meet the following exit criteria:
- Complete all coursework, field experiences and/or required student teaching in the certification programs;
- Maintain a GPA of 3.0 or higher;
- Successfully complete instructional exit competencies determined by the specific program requirements;
- Pass all appropriate PECT/Praxis Series exams required by PDE;
- Follow any and all other guidelines announced by PDE;
- Apply on TIMS for certification.
It is the responsibility of special education PK-12 teacher candidates to apply for certification once they have satisfactorily met the requirements. After the certifying officer of the Education Department receives application through the TIMS online system, the certifying officer has the ability to recommend the candidate by electronically signing and sending the application to the Pennsylvania Department of Education.
M.Ed. in Educational Leadership/Principal Certification Program
Requirements:- Prior certification with three (3) years of satisfactory professional experience and/or three (3)years of satisfactory professional experience within an educational setting that is related to the instructional process.”
- Review of professional experience is conducted by Program Director, additional prerequisite course work may be required for candidates who do not possess Instructional I certification
The Graduate Program in Educational Leadership is designed to provide educators with the skills and concepts necessary to function as principals, assistant principals and supervisors in K-12 settings. Establishing a positive school climate, developing school goals, a shared vision, supervision and evaluation of teaching and non-teaching staff members, and building community support for schools are some of the skills developed in this program. There is a focus on a changing society and the diverse issues that can affect a school, including the gaps of attitude, opportunity and achievement. Curriculum development and assessment as well as staff development will be addressed for all candidates. This program will be offered in an accelerated format. The courses will be experiential in nature with an emphasis on field studies.
Accelerated and Intensive Summer Program Format
Classes are designed and delivered in an accelerated format to allow candidates to complete the program in 18-months. A six-credit practicum is required. Students who begin in the program must stay enrolled in order to complete the required courses on schedule. If students skip a term, the planned schedule courses will not be offered the following term. Please consult with your advisor for any changes in your program.
Internship
The internship is a vital part of the educational leadership program. The candidate seeking specialization in leadership must complete a total of 360 hours, the majority of which includes a supervised internship in a school setting covering an entire school year. The candidate, with the internship supervisor, will define a program improvement and/or problem-solving project that will be carried out in the student’s school. The candidate’s Chestnut Hill College supervisor must approve the project. The candidate’s Principal/Mentor must agree in writing to allow the internship and project to take place in her/his school. The candidate’s Principal/Supervisor will be an integral part of the internship.
Total Credits: 33
Total Courses: 11- EDLR 600 Conceptual Foundations for School Leadership
- EDLR 610 Curriculum Theory, Development and Issues, Part 1
- EDLR 611 Curriculum Theory, Development and Issues, Part 2
- EDLR 615 The Improvement of Instruction, Staff Development, and Supervision
- EDLR 620 The Principal as an Effective Agent of Change
- EDLR 630 School and Community Relations
- EDLR 635 School Law
- EDLR 640 Personnel and Pupil Administration and Management
- EDLR 701 Educational Leadership Internship I (3 credits)
- EDLR 702 Educational Leadership Internship II (3 credits)
- EDUC 520 Educational Research and Evaluation (Required for M.Ed.)
Dual: Secondary Education & Special Education PreK-12
Chestnut Hill College’s master’s program in Secondary Education & Special Education PreK-12 integrates theory and practice concerning the cognitive, social and educational development of students in secondary education programs as well as students in grades PreK-12 with disabilities. The program reflects contemporary research and scholarship in education and incorporates strategies to meet the needs of special populations, such as students with disabilities and diverse cultures. The course of study also takes into consideration the strengths, needs and interests of individual candidates. This is a dual-certification preparation program and thus integrates the requirements for secondary education and PreK-12 special education. Teacher candidates in this dual program select a secondary content concentration in English, Social Studies, Biology, Chemistry, Mathematics, or Foreign Language (Spanish or French K-12). Prerequisite course evaluations are conducted upon the receipt of an application for admission. All official transcripts from institutions attended are reviewed for course content appropriate to the desired secondary certification area. Applicants missing prerequisite coursework will be given course recommendations required for admission into the Dual Secondary Education teacher certification programs.Complete All:
- EDUC 520 Educational Research and Evaluation
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- EDUC 621 Foundations of Education PK-12
- EDUC 526 Secondary Methods and Assessment
- EDSC 517-521 Special Methods in Content Area (Select One)
- 517: English
- 518: Social Studies
- 519: Biology/Chemistry
- 520: Mathematics
- 521: Foreign Language (Spanish or French K-12)
- EDSP 522 Literacy Across the PK-12 Continuum
- EDSP 530 Theory and Pedagogy in Special Education
- EDSP 535 Evaluation/Assessment and the Law for Students with Disabilities
- EDSP 532 The English Language Learner
- EDSP 621 Classroom Management for Students with Disabilities
- EDSP 623 Educational Practice and Assistive Technology for Students with Disabilities
- EDSP 631 Aspects of PK-12 Transition: Early Intervention and Transition for Children with Disabilities
- EDSP 657 Special Education Student Teaching
- EDSP 658 Special Education Student Teaching Seminar
TOTAL CREDITS: 42