Overview
The Master’s 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, leadership in schools, and support services to meet the needs of all children, most specifically children from PreK-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
- opportunity to acquire beginning or advanced knowledge in one or more specialties
- to develop greater competence in their disciplines
- to discover innovative and effective approaches to teaching
You can learn more about all that we offer, including degree, non-credit, and certificate programs. Scroll through our list of programs or use the navigation above to jump to the program you are interested in. A full list of programs can be found below:
Degree Programs
- M.Ed in Early Childhood Education (PreK-4)
- M.Ed. in PreK-4 Education and Special Education PreK-12 (Dual)
- M.Ed. in Educational Leadership and Principal Certification Program
- M.Ed. in Secondary Education (with content area)
- M.Ed. in Secondary Education and Special Education PreK-12 (Dual)
- M.Ed. in Special Education PreK-12
- Master’s (M.Ed.) in Educational Studies
Montessori Programs
- M.Ed. in Early Education with a Montessori Early Childhood Credential*
- Montessori Early Childhood Credential (non-credit)*
Other
- Special Education Bridge Program
Early Childhood Education (PreK-4)
Chestnut Hill College’s graduate program in Early Childhood Education integrates theory and practice concerning the cognitive, social, and educational development of young children in grades PreK-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.
| Master’s Degree |
Certification Only |
- EDUC 520 Educational Research and Evaluation
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- 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 PreK-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
|
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- 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 PreK-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: 33 |
Total Credits: 30 |
Educational Studies
This master’s program in Educational Studies is designed for individuals who desire to complete a master’s degree but are not seeking teacher certification. This 30-credit course of study is relevant for teachers who already have their certifications and want to pursue their master’s degree, international students who wish to teach outside the United States, private sector teachers, and working professionals who are seeking a master’s degree in education, but not teacher certification in the Commonwealth of Pennsylvania.
Credits for Core Courses: 15
- EDUC 520 Educational Research and Evaluation
- EDSP 522 Literacy Across the PreK-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: 15
Electives: Select any five graduate education courses as electives. Student teaching and student teaching seminars are not eligible electives.
The electives are selected by the student with approval from the faculty advisor to meet individual professional goals.
Total Credits: 30
Dual: Early Childhood Ed (PreK-4) & Special Ed (PreK-12)
Chestnut Hill College’s dual graduate program in Early Childhood Education (PreK-4)and Special Education (PreK-12) integrates theory and practice concerning the cognitive, social, and educational development of students in grades PreK-4 as well as students in grades PreK-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 PreK-4 and PreK-12special education. This dual program integrates a special education student teaching component.
| Master’s Degree |
Certification Only |
- EDUC 520 Educational Research and Evaluation
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- EDP4 525 Emerging Literacy and Language Arts
- EDUC 630 Integrated Methods Across the PreK-12 Classroom: STEAM
- EDSP 522 Literacy Across the PreK-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 657 Special Education Student Teaching
- EDSP 658 Special Education Student Teaching Seminar
|
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- EDP4 525 Emerging Literacy and Language Arts
- EDUC 630 Integrated Methods Across the PreK-12 Classroom: STEAM
- EDSP 522 Literacy Across the PreK-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 657 Special Education Student Teaching
- EDSP 658 Special Education Student Teaching Seminar
|
| Total Credits: 36 |
Total Credits: 33 |
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.
Learn more about our Montessori Teacher Education Program
Secondary Education
Chestnut Hill College’s graduate 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, including students with disabilities and from 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.
| Master’s Degree |
Certification Only |
- EDUC 520 Educational Research and Evaluation
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- 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 PreK-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
|
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- 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 PreK-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: 30 |
Total Credits: 27 |
Special Education
The graduate program in Special Education is for individuals who are interested in learning theory and practice concerning the cognitive, social, and educational development of students in grades PreK-12 who have disabilities. The program reflects contemporary research and scholarship and incorporates strategies to meet the needs of special populations, including students with disabilities and from diverse cultures. The course of study also takes into consideration the strengths, needs, and interests of individual candidates.
| Master’s Degree |
Certification Only |
- EDUC 520 Educational Research and Evaluation
- EDSP 522 Literacy Across the PreK-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
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- 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
|
- EDSP 522 Literacy Across the PreK-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
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- 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: 33 |
Total Credits: 30 |
Educational Leadership/Principal 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 and communicating a shared vision for learning, supervising staff, collecting data, developing instructional practices and services to improve student learning outcomes, and fostering 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 gaps in attitude, opportunity, and achievement.
Requirements
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Holds a baccalaureate degree from a regionally or nationally accredited college/university.
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Satisfies the requirements set forth in section 24 P.S. § 12-1209 relating to good moral character.
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Provides verification of three years of relevant professional experience. For the purpose of this section, relevant professional experience is “professional experience in an educational setting that is related to the instructional process” (for more details:
Admin Supervisory-Superintendent, 2025).
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Completes a Pennsylvania-approved, graduate-level principal certification program that includes an internship/practicum or an equivalent out-of-state program. A 3.0 program Grade Point Average (GPA) is required.
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Provides evidence of satisfactory achievement on the Pennsylvania required test.
Accelerated and Intensive Summer Program Format
This program will be offered in an accelerated format across fall, spring, and summer semesters, allowing candidates to complete the certification program in 12 months and the master’s degree in 18 months. Students who begin in the program must take courses during each semester to complete the requirements. If students skip a course or semester, the course(s) missed will not be offered again until the next year, same semester. For example, a missed course in Fall can only be made up the following Fall. All candidates should consult their advisor for any changes in their program.
Practicum and Internship
This program is designed to be experiential with an emphasis on practicum experiences and the principal internship. A three-credit internship at the candidate’s school, supervised by a certified principal at that school, is required. Candidates will also complete 180 hours of practicum experiences embedded within certification courses. For the internship, the candidate, with the internship supervisor, will define a program improvement and/or problem-solving project that will be carried out in the candidate’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.
| Master’s Degree |
Certification Only |
|
|
Pre-requisite: Special Education Law and/or Assessment graduate-level course within 5 years of starting this program
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EDLR 600 Conceptual Foundations for School Leadership
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EDLR 610 Curriculum Theory, Development and Issues
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EDLR 615 The Improvement of Instruction, Staff Development, and Supervision
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EDLR 630 School and Community Relations
- EDLR 635 School Law
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EDLR 701 Educational Leadership Internship
|
| Total Credits: 30 |
Total Credits: 18 |
Dual: Secondary Ed & Special Ed (PreK-4)
Chestnut Hill College’s graduate 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, including students with disabilities and from 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 World Language (Spanish or French PreK-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.
| Master’s Degree |
Certification Only |
|
|
- EDUC 620 Child and Adolescent Development and Theory- Birth through Adulthood
- EDUC 526 Secondary Methods and Assessment
- EDSC 517-521 Special Methods in Content Area (Select One)
- EDSP 522 Literacy Across the PreK-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 657 Special Education Student Teaching
- EDSP 658 Special Education Student Teaching Seminar
|
| Total Credits: 36 |
Total Credits: 33 |
Special Education Bridge Certification Preparation Program
The CHC Graduate Education Bridge Program is for current PA-certified teachers who a) want to add a special education certificate or b) are certified in either PK-8 or 7-12 and want to become certified in PK-12. To be eligible, candidates must have a teaching certificate from the Pennsylvania Department of Education (PDE) or have transcript evidence of having completed an Educator Preparation Program, including student teaching. Coursework in the Bridge Certificate Program will be delivered in a hybrid modality (in-person classes and asynchronous learning), totaling 18 credit hours. Upon completion of the program, candidates will be eligible to take the Special Education certification tests required by PDE.
Curriculum
Required for all students:
- EDSP 530 – Special Education Theory, Pedagogy, and Transitions (3 credits)
- EDSP 535 – Evaluation/Assessment & the Law for Students with Disabilities (3 credits)
- EDSP 621 – Classroom Management for Students with Disabilities (3 credits)
Required for students certified in PK-4 or who have completed a K-8 Special Education Preparation Program:
- EDSC 517-521 – Special Methods in Content Area (3 credits)
- EDSC 526 – Secondary Methods & Assessment (3 credits)
- One elective (3 credits)*
- See the curriculum tab for the full list of electives you can choose from
Required for students certified in 7-12 or who have completed a 7-12 Special Education Preparation Program:
- EDP4 525 Emerging Literacy & Language Arts (3 credits)
- EDP4 527 – Math & Science Methods (3 credits)
- One elective (3 credits)*
- See the curriculum tab for the full list of electives you can choose from
Each Graduate Education student is assigned a faculty advisor who will guide students through their program requirements and mentor them in their professional growth. The courses for all Graduate Education programs are listed below by their curriculum code:
- EDLR – Educational Leadership
- EDMN – Montessori Education
- EDP4 – Early Childhood/PK-4 Elementary Education
- EDSC – Secondary Education (7-12)
- EDSP – Special Education
- EDUC – General Education
This course is an examination of the various philosophical and theoretical bases that can shape teaching and learning in the schools and, therefore, provide direction for the decision-making processes of the school leader. The course will include the exploration of values and beliefs underlying leadership in the schools, how schools are organized, as well as investigating the relationship among the various agencies — local, state, and federal — that impact the school. The emphasis of the core functions of leadership in schools and creating and sustaining an inclusive learning environment for all students will be analyzed and discussed.
This course provides an in-depth study of the major ideologies and theories of curriculum and instruction and design that have shaped curriculum theory and thought. A comprehensive investigation of effective primary and secondary educational programs for contemporary leaders is undertaken. Emphasis will be placed on the translation of ideologies and theories into practice. The course will also focus on managing and developing the teaching/learning process, incorporating the elements of assessment and identifying different philosophies of teaching. Students will begin to analyze how to adapt the curriculum to meet the needs of all students. This course includes a 60-hour embedded practicum project.
This course includes a wide-ranging investigation of an array of teaching models and instructional approaches using research, case studies, problem-based learning, and discussion on teacher effectiveness. The course will promote an understanding that will enable the leader to facilitate the paramount objective of improving student achievement. The course will also focus on the study of the dynamics of interpersonal and intrapersonal group relations with an emphasis on improving teaching and learning, and designing, implementing, and evaluating effective staff development programs. This course includes a 60-hour embedded practicum project.
This course undertakes an examination of the necessity for the principal to have broad “visions” about the school that are shared, clear, inclusive, ambitious, and performance-oriented. The creation of the climate to achieve such “visions” will also be investigated. In addition, students will come to understand that effective principals are willing to take risks and to seek innovative solutions. Strong emphasis will be placed on emotional intelligence, effective, responsive communication and intergroup relations, essential leadership traits and leadership styles, as well as reflective practice. Students will also explore leadership sustainability, a key force leading to meaningful, long-term change.
The use of language, both oral and written, will be explored and practiced by means of organized sets of experiences relevant to the role of a school leader. These will cover both content and presentation in interpersonal situations such as interviews, discussions, formal and informal speaking, working in print, and with social media (such as Facebook, Twitter, district/school web sites, etc.). They will address both content and structure in such areas as correspondence, staff emails, e-alerts, global messages, reports, and teacher observations. Using a four-prong approach, emphasis will be placed on how to develop a community relations plan that encourages public support, strengthens parent/guardian and community ties, and creates the desired behavior for both the internal and external stakeholders. The focus on parent/guardian and community support and understanding to help increase student achievement will be analyzed. Involvement of the student at the school level will be required. This course includes a 60-hour embedded practicum project.
The intent of this course is to familiarize leaders with the basic legal principles governing the structure and operation of school settings and the legal problems encountered in the day-to-day operation of schools. Understanding the legal base for education and the rights and responsibilities of school leaders will be explored through class discussion. The broad principles of school governance as determined by statute and case law, with an understanding of due process, are emphasized. Special attention is given to Pennsylvania statutes, cases, and decisions.
In this course, students identify what the leader needs to know about school law, student records, collective bargaining, contract administration, employment relations, and special education rights and responsibilities. Source materials will include case studies, grievances, arbitration awards, and contracts.
This course introduces the tools and techniques education leaders will need to be able to budget and manage school funding to ensure access and equity for students, as well as state and federal roles in education financing, school finance and litigation, and finance procedures and practices. Participants will develop an understanding of the fundamental issues of education finance by examining sources of revenue at the federal, state, and local levels. Participants will also learn about approaches and procedures for budgeting, forecasting budgets, managing business operations, and the reporting and auditing of funds. Participants will experience the practical application of these concepts through various tasks, discussions, and scenarios addressing budget and finance issues, culminating in a project to develop their own school financial plan and budget.
A vital part of the educational leadership program is the internship, which provides the future leader candidate with the opportunity to integrate theory and research with real-life experiences in the schools. 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. Emphasis of the internship program and on-site projects/activities are aligned with the standards of the Pennsylvania Inspired Leadership Program. The candidate’s Principal/Mentor must be a certified principal who has practiced in Pennsylvania as a principal for at least three years and agrees to allow the internship and project to take place in their school. The candidate’s Principal/Mentor will be an integral part of the internship. A log of all activities, materials, and readings must be kept, and a comprehensive written research-supported report must be submitted during the second semester of the practicum. A formal oral presentation of the report will also be required at that time. In addition to scheduled classroom attendance, there will be ongoing individual conferences and school visitations by the college professor during the course of the practicum.
Students explore the educational philosophy that influenced Maria Montessori. A second trend, emanating from science and the scientific method, forms a comparative study of her predecessors in the fields of child development, medicine, anthropology, and pedagogy. Background relates the pedagogical principles of the Montessori method to today’s educational philosophies and methods. Cross-listed: EDMN-220, MONC 020
A study of the child’s environment and culture dictates the exercises that aid inner discipline, self-esteem, a sense of order, and muscular control. Montessori pedagogical principles provide the rationale for the demonstration of techniques appropriate for the very young child. Prerequisite: EDMN-520 or permission from the Montessori Program Director. Cross-listed: EDMN-221, MONC 021
Provides the rationale and technique undergirding the refinement of sense perceptions as a means of acquiring classified, detailed, and accurate knowledge from the environment. Students receive practical insight into the role of movement. Prerequisite: EDMN-520. Cross-listed: EDMN-522, MONC 022
Enables the student to assess a child’s mathematical readiness, to introduce numbers with their properties of cardinality and ordinality, and to develop the mathematical experience to include the basic operations with the didactic apparatus. This course provides preparation for the intern experience. Prerequisite: EDMN-520. Cross-Listed: EDMN-223, MONC 023
Students learn how to design language programs within the prepared Montessori environment. Discussion includes the responsibility of the teacher in the different levels of development that lead to writing and reading, in the sequencing of materials, and in adaptations to specific language needs of children, with special emphasis on the urban minority child. Prerequisite: EDMN-520. Cross-Listed: EDMN-224, MONC 024
This course provides the student with material for the natural and social sciences used in the Montessori classroom. Presentations are programmed according to the age and development of the child. Insights for the student about the wonders of nature, the interaction of human beings and nature are explored. Parent education discussion includes suggestions for developing parent-teacher partnerships and mutual responsibilities. Prerequisite: EDMN 520. Cross-Listed: EDMN-225, MONC 025
Focuses on the essentials of education for peace, which are built into the Montessori curriculum at every level. Emphasis will be on role modeling, conflict resolution, and the teacher’s role in creating a peaceful environment. Cross-listed: EDMN-226, MONC 026
A year’s internship taken in the student’s senior year, which brings together the theory, practice, and curriculum of Montessori Education. Corequisite: EDMN-630/631. Cross-Listed: EDMN-430/431, MONC 030/031
A year’s internship taken in the student’s senior year, which brings together the theory, practice, and curriculum of Montessori Education. Corequisite: EDMN-632/633. Cross-Listed: EDMN-432/433, MONC 032/033
This course will provide students with a thorough understanding of the early cognitive, oral, and aural typical and atypical development of language in children that later affects the development and acquisition of reading and writing. The course will include literacy theory, pedagogies, materials, and methods for infants through the early primary grades. Emphasis will be placed on the importance of developing phonemic and phonological awareness through age-appropriate activities. The use and examples of oral tradition and children’s literature appropriate to the young child will be included. This course is identified as a Stage II field experience course and will include assignments that meet PDE-identified required competencies (20 hours).
The students in this course will explore theoretical and conceptual fundamental content and pedagogy in science and mathematics for young children in Pre-School and Primary School settings. Use of state and professional standards and competencies is used to teach key mathematical and science concepts to support students in planning lessons, units, and projects. An inquiry-based, child-centered focus is used to actively involve students in a variety of manipulative materials and representations that can be applied to teaching science and mathematics to diverse PreK-4 learners.
This course presents an analysis of the content, methods, and materials in the design and implementation of PreK-4 Social Studies, Humanities, and the Arts. An emphasis will be placed on a thematic approach to developing curricular units and lesson plans. Hands-on, interactive learning for inclusive classrooms is emphasized, which will culminate in an inquiry-based integrated content and pedagogy. A variety of research-based teaching and assessment methods and strategies are examined and applied in lesson planning.
Specific information and details regarding student teaching are found in the Student Teaching Manual provided to students prior to the beginning of their placements. All regulations outlined in the Student Teaching Manual are required to be followed. Students must have current PA clearances for field experience and student teaching. Incidents must be disclosed and reviewed to determine eligibility. Incidents must be disclosed and reviewed to determine eligibility. Candidates must take certification tests prior to student teaching. Student Teaching provides qualified students with a semester of practical teaching experience in a PreK-4 classroom. The student teacher will work under the guidance of a mentor teacher and the college supervisor. It is expected that students will integrate and apply the knowledge, skills, and dispositions gained in Education courses to the design and implementation of effective instruction and assessment. Students will spend each day of the 15-week semester at the school site. The first three weeks of the placement are considered field experience, after which candidates move into the student teaching phase of their clinical student teaching requirements. Performance-based assignments are linked to PDE field competencies and evidenced in students’ portfolio completion. Students must have current PA clearances to begin the student teaching experience. Co-Requisites: EDP4 534. Prerequisites: Completion of coursework in Education; approval of the Department; and an overall GPA of 3.0 or higher is required.
The seminar experience affords students the opportunity to share teaching insights, concerns, and research with peers and supervisors. Students will synthesize theories learned with what is occurring in actual practice. Students will make critical judgments about theory application into practice. Students’ portfolios will be finalized and evaluated. Co-Requisites: EDP4 533. Prerequisites: Completion of coursework in Education; approval of the Department; and an overall GPA of 3.0 or higher is required.
This semester-long course is the first half of a required mentoring component for all students teaching on an Intern certificate in the Early Education program. Students are visited at least once per month by a student teaching supervisor to observe, mentor, and support interns in meeting beginning teaching competencies.
This semester-long course is the second half of a required mentoring component for all students teaching on an Intern certificate in the Early Education program. Students are visited at least once per month by a student teaching supervisor to observe, mentor, and support interns in meeting beginning teaching competencies. Students are formally assessed using the PDE 430 form as a mid-term evaluation and again during EDP4 534.
This advanced special methods course contains special content and methods of instruction for secondary certification in English. Students will understand the criteria and techniques for selecting, organizing, and presenting English subject matter. Students will become familiar with Pennsylvania and Common Core (if applicable) subject area standards and effective teaching strategies, as well as techniques for classroom assessment and evaluation. Emphasis will be placed on student presentations and the use of technology appropriate for the subject area. This course is identified as a Stage II field experience course and will include assignments that meet PDE-identified required competencies (20 hours).
This advanced special methods course contains special content and methods of instruction for secondary certification in Social Studies. Students will understand the criteria and techniques for selecting, organizing, and presenting Social Studies subject matter. Students will become familiar with Pennsylvania and Common Core (if applicable) subject area standards and effective teaching strategies, as well as techniques for classroom assessment and evaluation. Emphasis will be placed on student presentations and the use of technology appropriate for the subject area. This course is identified as a Stage II field experience course and will include assignments that meet PDE-identified required competencies (20 hours).
This advanced special methods course contains special content and methods of instruction for secondary certification in Biology or Chemistry. Students will understand the criteria and techniques for selecting, organizing, and presenting science subject matter. Students will become familiar with Pennsylvania and Common Core (if applicable) subject area standards and effective teaching strategies, as well as techniques for classroom assessment and evaluation. Emphasis will be placed on student presentations and the use of technology appropriate for the subject area. This course is identified as a Stage II field experience course and will include assignments that meet PDE-identified required competencies (20 hours).
This advanced special methods course contains special content and methods of instruction for secondary certification in Mathematics. Students will understand the criteria and techniques for selecting, organizing, and presenting Mathematics subject matter. Students will become familiar with Pennsylvania and Common Core (if applicable) subject area standards and effective teaching strategies, as well as techniques for classroom assessment and evaluation. Emphasis will be placed on student presentations and the use of technology appropriate for the subject area. This course is identified as a Stage II field experience course and will include assignments that meet PDE-identified required competencies (20 hours).
This advanced special methods course contains special content and methods of instruction for secondary certification in Spanish or French, levels K-12. Students will understand the criteria and techniques for selecting, organizing, and presenting foreign language subject matter. Students become familiar with the ACTFL guidelines for Modern Languages and learn how to incorporate them into their teaching. Emphasis will be placed on student presentations and the use of technology appropriate for the subject area. This course is identified as a Stage II field experience course and will include assignments that meet PDE-identified required competencies (20 hours).
This course provides secondary students across disciplinary areas with foundational knowledge of applicable national standards, content-specific PA Academic and PA Core Standards, and secondary curricula. Research-based pedagogical practices will be used to address lesson planning and unit preparation, grading, tracking, inclusion, and physical and mental health of adolescents, as well as assessment of learning in diverse secondary classrooms.
Student Teaching provides qualified students with a semester of practical teaching experience in a 7-12 classroom. The student teacher will work under the guidance of a mentor teacher and the college supervisor. It is expected that students will integrate and apply the knowledge, skills, and dispositions gained in Education courses to the design and implementation of effective instruction and assessment. Students will spend each day of the 15-week semester at the school site. The first three weeks of the placement are considered field experience, after which candidates move into the student teaching phase of their clinical student teaching requirements. Performance-based assignments are linked to PDE field competencies and evidenced in students’ portfolio completion. Students must have current PA clearances to begin the student teaching experience. Incidents must be disclosed and reviewed to determine eligibility. Co-Requisites: EDSC 534. Prerequisites: Completion of coursework in Education; approval of the Department; and an overall GPA of 3.0 or higher is required.
The seminar experience affords students the opportunity to share teaching insights, concerns, and research with peers and supervisors. Students will synthesize theories learned with what is occurring in actual practice. Students will make critical judgments about theory application into practice. Students’ portfolios will be finalized and evaluated. Co-Requisites: EDSC 533. Prerequisites: Completion of coursework in Education; approval of the Department; and an overall GPA of 3.0 or higher is required.
This semester-long course is the first half of a required mentoring component for all students teaching on an Intern certificate in the Secondary Education program. Students are visited at least once per month by a student teaching supervisor to observe, mentor, and support interns in meeting beginning teaching competencies.
This semester-long course is the second half of a required mentoring component for all students teaching on an Intern certificate in the Special Education program. Students are visited at least once per month by a student teaching supervisor to observe, mentor, and support interns in meeting beginning teaching competencies. Students are formally assessed using the PDE 430 form as a mid-term evaluation.
This course is designed to develop expertise in the areas of evaluation and diagnosis of students who are struggling with reading and writing. Students will gain an in-depth understanding of how to select and administer a variety of diagnostic, formal, and informal assessments, as well as interpret and communicate those results to school personnel and the child’s family. Application of knowledge includes hands-on exposure to a variety of assessments and investigation of clinical case studies, diagnosing the strengths and needs of a struggling learner. The course will provide students with a strong foundation in the theory, pedagogies, methods, and activities related to reading, writing, and literacy instruction for all children. Literacy acquisition of both typical and atypical learners across the PreK-12 continuum will be explored, including children who have learning differences or are acquiring English as a second language. Narrative and expository texts will be used to demonstrate how the rich language and artwork of books can be used across the curriculum to enhance literacy instruction.
This course is designed to provide a complete overview of special education, including historical, legal, and cultural foundations of special education, and the main historical figures who changed the landscape of services for children and adults with disabilities. This course will expose students to recent federal and state regulations pertaining to the rights, responsibilities, and privileges of students, parents, and teachers. This includes understanding and discussing the evaluation process (referral, assessment, identification, continuum of placements (least restrictive environment), and timelines); as well as the various environments (inclusion, intervention strategies), services, and implementation, which are appropriate and necessary to provide for children with disabilities.
In this course, students will build the professional knowledge, skills, and dispositions for creating culturally responsive teaching and learning environments with PK-12 English learners (ELs) across disciplinary areas. Emphasis is placed on accounting for ELs’ differences in terms of cultural, linguistic, and educational backgrounds when designing, scaffolding, and differentiating instruction and assessments. A primary focus is on culturally responsive teaching (CRT) practices that honor ELs’ funds of knowledge and allow for the integration of social, instructional, and academic language development with learning standards-aligned content across grade levels and disciplinary areas. Lesson design is linked to PA/WIDA English Language Proficiency Standards and PA Core Academic Standards for reading, writing, listening, speaking, and language. Other key topics include major laws and policies related to educating ELs and important considerations for distinguishing language learning from learning differences. Students will also explore communicating positively with culturally and linguistically diverse families, and community and online resources for school personnel, parents, and ELs.
This course is designed to examine relevant and current practices in the assessment and evaluation of students with disabilities. Participants will study the impact of informal as well as standardized testing requirements and their effect on students with disabilities. Legal ramifications as aligned with state and federal regulations and policies related to special education, Americans with Disabilities Act (ADA), and civil rights will be reviewed and discussed. In addition, adaptations and accommodations, including alternate assessment for students with disabilities being tested in a variety (i.e. classroom assessment, mandated state tests, IEP specially designed instruction, and others) of school-related circumstances, will be examined from different perspectives.
This semester-long course is the first half of a required mentoring component for all students teaching on an Intern certificate in the Special Education program. Students are visited at least once per month by a student teaching supervisor to observe, mentor, and support interns in meeting beginning teaching competencies.
This semester-long course is the second half of a required mentoring component for all students teaching on an Intern certificate in the Special Education program. Students are visited at least once per month by a student teaching supervisor to observe, mentor, and support interns in meeting beginning teaching competencies. Students are formally assessed using the PDE 430 form as a mid-term evaluation.
The content and practice knowledge needed to create an effective learning environment for students with disabilities in inclusive and/or separate learning environments are examined in this course. Course content includes the selection, evaluation, and interpretation of specific behavioral assessments (including informal, functional, ecological, and behavioral assessments). There is a focus on utilizing appropriate management strategies in the classroom from a theoretical and pedagogical perspective. Students will be exposed to the process of developing behavioral intervention plans for diverse learners. This course is identified as a Stage II field experience course and will include assignments that meet PDE-identified required competencies (20 hours).
This course examines research, current practice, and historical retrospective regarding the education of students with high and low disabilities. Analysis of learning, emotional/social disorders, and physical and cognitive disabilities will be required. Inclusive classroom methodologies, assistive technology applications, and modifications and adaptations to the curriculum, including behavioral assessments and management techniques, will be addressed. Candidates will be afforded the opportunity to apply learned pedagogy in a 40-hour Extended School Year Program field placement under the mentorship of a certified teacher. This placement will encompass both high, low incidence students and be at either the PreK-6 or 7-12 grade level. Candidates will prepare lessons and learning materials for classroom instruction. A faculty member will supervise candidates at their placement site. The faculty supervisor, in conjunction with the cooperating teacher, will mentor candidates. The faculty supervisor will observe and provide feedback, oral and written, to candidates a minimum of two times. Course assignments include a time log (see Attachment B), weekly journals, lesson plans, and teaching reflections. Course time will be set aside each week to link field experience to course content and practices in their field experience placements. This course is identified as a Stage III field experience course and will include assignments that meet PDE-identified required competencies (40 hours).
Specific information and details regarding student teaching are found in the Student Teaching Manual provided to students prior to the beginning of their placements. All regulations outlined in the Student Teaching Manual are required to be followed. Students must have current PA clearances for field experience and student teaching. Incidents must be disclosed and reviewed to determine eligibility. Incidents must be disclosed and reviewed to determine eligibility. Candidates must take certification tests prior to student teaching.
Student Teaching provides qualified candidates with a semester of practical special education teaching experience in a PreK-Secondary classroom across the special education service continuum. The student teacher will work under the guidance of a mentor teacher and the college supervisor. It is expected that students will integrate and apply the knowledge, skills, and dispositions gained in Special Education and Education courses to the design and implementation of effective instruction and assessment. Student Teaching placements are 14 weeks. Candidates may have two 7-week placements or one 14-week placement. Candidates will spend each day of the 14-week semester at the school site. The student teaching placement will be within a different grade span than the field experience Stage 3, and at least one placement will be inclusive. Performance-based assignments are linked to PDE field competencies and evidenced in students’ portfolio completion. Students must have current PA clearances to begin the student teaching experience. Prerequisites: Completion of coursework in Education: approval of the Department: an overall GPA of 3.0 or higher is required.
The seminar experience affords students the opportunity to share teaching insights, concerns, and research with peers and supervisors. Students will synthesize theories learned with what is occurring in actual practice. Students will make critical judgments about theory application into practice. Students’ portfolios will be finalized and evaluated. Prerequisites: Completion of coursework in Education: approval of the Department: an overall GPA of 3.0 or higher is required.
This semester-long course is the first half of a required mentoring component for all students teaching on an Intern certificate in the Special Education program. Students are visited at least once per month by a student teaching supervisor to observe, mentor, and support interns in meeting beginning teaching competencies.
This semester-long course is the second half of a required mentoring component for all students teaching on an Intern certificate in the Special Education program. Students are visited at least once per month by a student teaching supervisor to observe, mentor, and support interns in meeting beginning teaching competencies. Students are formally assessed using the PDE 430 form as a mid-term evaluation.
This course provides students with the fundamental aspects and processes of research using a five-step model (Introduction; Literature Review; Methods; Results; Discussion section) to guide the development and design of a research paper. Students in this course select a research topic in education, particularly as it relates to academic, behavioral, emotional, and social issues. Simultaneously, students review, discuss, and incorporate into their papers the underpinnings of educational research, such as assessment, evaluation, and qualitative methodologies for measurement. Included in this course are the basics of APA Style Standards for writing at the graduate level. Required of all Master’s degree candidates.
The focus of this course is on the study of development from birth to young adulthood. Students explore current theory and research in the areas of physical, emotional, language, social, cognitive, and cultural behaviors. The interaction of biological and environmental factors influencing growth and development is stressed. This course also applies psychological principles of growth and development, thinking, learning, and motivation to education in the home, school, and community. This course is identified as a Stage I field experience course and will include assignments that meet PDE-identified required competencies (20 hours).
In this course, students explore the historical, philosophical, and social foundations of education from PreK-12 and their relationship to the present day. The course provides a framework and tools to analyze, synthesize, and evaluate current issues. This course places the structure and organization of schools in historical perspective and relates both the roles of teacher and school organization to society. The differences between education and schooling are examined, and current educational reform movements are explored within the context of critical educational theory.
This course addresses the analysis and application of methodology and instructional techniques in the content area of PreK-12 Science and Math Methods with an emphasis on the integration of technology and the arts. Developmental, constructive, and process skills approaches will be emphasized. Students will experience a hands-on, inquiry-based format with direct application for teaching PreK-12 science. This course provides an overview of the teaching techniques and materials used in contemporary math and science programs with a focus on inquiry skills and inductive and deductive reasoning through hands-on and minds-on investigations. This course includes the major strands of science, including life science, physical science, earth and space science, and crosses curricula to integrate literacy learning, social sciences, and the arts. Students will develop age-appropriate lesson plans linked to PA Academic Standards/PA Alternate Academic Standards/Anchors for Science, Technology, and Engineering as well as Environment and Ecology, along with Next Generation Science Standards (NGSS). Math methods will focus on the mastery of PA Academic Standards and PA Alternate Academic Standards/Anchors for Math, moving from concrete to abstract understanding.
The Independent study format gives students an opportunity to develop critical thinking and individual initiative through a planned scholarly endeavor. Under the guidance of a faculty sponsor, the student will investigate an area of interest related to the student’s course of study and to his/her teaching situation. The student will work under the guidance of a faculty member and with the permission of the Department Chair. The interested student must produce a project, paper, or piece of research demonstrating the ability to pursue an independent academic endeavor as well as competence in researching, organizing, and presenting information.
Student Teaching
Specific information and details regarding student teaching are found in the Student Teaching Manual provided to students prior to the beginning of their placements. All regulations outlined in the Student Teaching Manual are required to be followed. Additional information on all requirements and expectations can be found in the Graduate Catalog.
PHEAA Student Teacher Support Program
The Commonwealth of Pennsylvania created a new PA Student Teacher Support Program. This program, administered by the Pennsylvania Higher Education Assistance Agency (PHEAA), provides a $10 million appropriation to issue awards to students entering the teaching profession across the Commonwealth.
The PA Student Teacher Support Program will provide $10,000 to $15,000 to eligible student teachers to address the financial strain caused by student teaching requirements. The awards are intended to replace income that students may have to forego while student teaching. The program also aims to make the teaching profession more accessible and reduce teacher shortages impacting Local Education Agencies (LEAs) and non-public schools across the Commonwealth.
Student Teacher Eligibility
To be considered for the PA Student Teacher Support Program, you must:
- Be currently enrolled in an institution of higher education located in Pennsylvania
- Be currently enrolled in a PA Department of Education approved educator preparation program
- Meet the minimum GPA requirement of 3.0
- Be placed in a position as a student teacher at an approved location. Note: placement is not required at the time of your application, but it is required by the placement deadline.
- Locations include: School districts, intermediate units, non-public schools, area career and technical schools, charter schools, regional charter schools, or cyber charter schools.
- Have obtained the required clearances for employment in public or private schools in Pennsylvania
- Agree to work as a teacher at an LEA or non-public school within Pennsylvania for a period of no less than 3 years
- Be a U.S. citizen or permanent resident
- A permanent resident is defined as a non-citizen who is legally permitted to live and work in the United States permanently
How to Apply
Applications for the 2024-25 academic year are now OPEN. This program will issue awards on a first-come, first-served basis per term.
Eligibility for the Student Teacher Support Program is not need-based, meaning that this income paid to the student will not need to be counted as Other Financial Assistance (OFA) by a financial aid office (only need-based employment is considered as OFA).
We therefore encourage all eligible education majors that will student teach during the Fall 2024 or Spring 2025 term to submit a completed application as soon as possible.
- TO APPLY GO TO: pheaa.org/StudentTeacher
- The deadline for applications for the 2024-25 academic year is December 15, 2024.
If you have questions or concerns, please contact PHEAA staff at 1-800-443-0646. Questions may also be directed via email to the PA Student Teacher Support Program mailbox at StudentTeacherSupport@pheaa.org
