2012 – 2013
Office of Graduate Studies and Extended Education
McKelvie Hall, 102 W. Rosedale Avenue
West Chester University
West Chester, PA 19383
Revised June 2015
(Programs in Early Childhood, Elementary, Early Grades Preparation, and Middle Grades Preparation)
106B Recitation Hall
West Chester University
West Chester, PA 19383
Dr. Leaman, Chairperson
Dr. DiLuccio, Graduate Coordinator
Lynda Baloche, Ed.D., Temple University
Michael Bell, Ph.D., Univerisity of Texas at Austin
David F. Brown, Ed.D., University of Tennessee
Wei Wei Cai, Ed.D., Indiana University of Pennsylvania
Martha Drobnak, Ed.D., Nova University
Catherine M. Prudhoe, Ph.D., University of Delaware
Connie DiLucchio, Ed.D., University of Pennsylvania
Sara Lamb Kistler, Ph.D., University of Delaware
Heather Leaman, Ph.D., Pennsylvania State University
Donna Sanderson, Ed.D., University of Pennsylvania
Frances Slostad, Ed.D., Immaculata University
Sally Winterton, Ed.D., University of Pennsylvania
Linda Hanna, Ed.D., Immaculata University
Karen Johnson, Ph.D., University of Albany
Lisa J. Lucas, Ed.D., Immaculata University
Katherine Norris, Ed.D., Temple University
Vicky M. Patton, Ph.D., Temple University
The Department of Early and Middle Grades Education offers programs leading to the master of education in early childhood education, as well as one leading to certification in early childhood education.
THE MASTER OF EDUCATION PROGRAM ALONE DOES NOT LEAD TO LEVEL I CERTIFICATION IN SPECIAL EDUCATION.
The M.Ed. in early childhood education is an advanced program of study designed to prepare individuals for leadership positions in the field as teachers or administrators. The accomplished teachers track is designed to enhance the knowledge and skills of in-service, certified teachers. The program administrators track is focused on developing the leadership skills of child-care administrators and primary-level principals. Students in either track will take the same eight core courses and then two additional courses based on their track. All candidates will take the capstone course to complete the program.
Admission Requirements for Accomplished Teachers Track
The Department of Early and Middle Grades Education offers a post-baccalaureate certification program in elementary education. Courses are available to teachers desiring Level II Pennsylvania elementary certification, Act 48 credits, or professional growth.
On June 1, 1987, the Pennsylvania State Board of Education implemented revisions to the Pennsylvania School Code. These revisions require all students who apply for Pennsylvania teaching certificates to pass competency tests in basic skills, general knowledge, professional knowledge, and specific knowledge of the subjects in which they seek teacher certification. Students also must demonstrate that they have met the requirement for computer literacy.
As changes are made in requirements for elementary certification, it is the student’s responsibility to satisfy the new requirements.
The State Board of Education adopted changes that affect all of Pennsylvania’s teacher certification programs by adding nine credits or 270 hours or equivalent combination for adaptations and accommodations for diverse students in an inclusive setting, and three credits or 90 hours or equivalent combination to meet the instructional needs of English language learners. Additional program requirements will be developed and incorporated into the certification programs to comply with new regulations that became effective January 1, 2011.
The State Board of Education also adopted changes specific to early childhood, elementary (K-6), and special education. New certification guidelines will apply after August 31, 2013 regardless of a candidate’s enrollment date. Candidates seeking current certifications must complete their program by August 2013, including all certification requirements.
No new students are being accepted in the post-baccalaureate certification program in elementary education.
After the student’s application has been submitted to West Chester University’s Office of Graduate Studies and Extended Education and appropriate transcripts have been received, the student will be mailed information regarding the program and advisement.
Credit summary: Without considering analysis of undergraduate and/or transfer courses for equivalency, students complete 54 semester hours for certification.
For the post-baccalaureate program, students must take the Praxis II Curriculum Instruction and Assessment Examination before admission to student teaching and pass the Praxis II CIA examination as a means of completing the teacher education program. (Post-baccalaureate applicants must submit passing scores on the Praxis II Fundamental Subjects: Content Knowledge as an admission requirement.)
The master’s degree in applied studies in teaching and learning gives experienced educators an opportunity to advance the knowledge and skills needed to be teacher-leaders within their profession. This program recognizes the value of experience; it has been developed to strengthen and deepen the practice of educators through course work designed to emphasize reflection, collaboration, and classroom-based inquiry.
This 36-credit program includes an 18-credit core requirement, a 12-credit area of focused inquiry, the development of a professional portfolio, and a six-credit, classroom-based inquiry project.
A student who wishes to pursue the CAGS must
Successful completion of the program requires that the student
As part of the application process, candidates must submit the following materials:
Note: Educational Testing Services will not send a copy of candidates’ Praxis scores to WCU’s Office of Graduate Studies. More information and registration for the Praxis Exams are available on the ETS Web site: www.ets.org/praxis.
Level I Certification program requirements are determined on an individual basis. Each candidate will receive an approved program of study which will include a checklist of (a) previously completed courses that the graduate coordinator accepts as equivalent to required courses in the program, (b) work and volunteer experiences the graduate coordinator accepts as equivalent to required courses, and (c) courses required to complete the candidate’s certification program.
Only students achieving FATE will be able to enroll in the “professional semester,” which includes field experience and student teaching. Because students need to file an application for student teaching two semesters prior to the professional semester, they are strongly encouraged to apply for FATE as soon as possible after being admitted to graduate studies. The Department of Early and Middle Grades Education sends information about FATE requirements soon after students are accepted into WCU. If a math or English course is required to meet FATE requirements, students are urged to satisfy the requirement(s) during their first semester in the program.
Group I: EDA 542, EGP 501*, and EGP 520*
Group II: EGP 522*, EGP 535, EGP 540, EDP 553, EDR 503, EDR 513, EDR 533*, EDR 545,
LAN/ENG 586, MTE 553, and SCE 520
Group III (the professional semester): EGP 550*, EGP 551*, EGP 552*
(includes 12 weeks of student teaching)
Note: Students wishing to enroll in the professional semester must have (a) completed all required course work and field hours in Group I and II courses, (b) achieved FATE, and (c) shown evidence of having taken the PDE-mandated specialty area Praxis II Exam(s).
Group I: EDP 501*, MGP 520*, and EDA 542
Group II: EDP 554*, EDR 518, EDR 528, EDR 538*, EDR 545, LAN/ENG 586, MGP 535*, MTE 553, MTE 555*, SCE 530*
Group III (the professional semester): MGP 550*, MGP 551*, MGP 552* (includes 12 weeks of student teaching)
Note: Students wishing to enroll in the professional semester must have (a) completed all required course work and field hours in Group I and II courses (b) achieved FATE, (c) presented passing scores on two content-area Praxis tests (social studies, reading/language arts, math or science; either math or science is required), and (d) shown evidence of having taken the PDE-mandated specialty area Praxis II Exam(s).
* Since these courses include fieldwork, students must have all current criminal, child abuse, FBI fingerprinting, and TB test clearances on file before the first day of class.
502 Advanced Child Development: Prebirth–Eight Years (3) Covers development of children prebirth through age eight. A review of historical and contemporary theories of development, as well as emerging research, is included.
503 Foundations of Early Childhood Education (3) The content of this graduate course focuses on critically examining the historical, philosophical, and sociocultural foundations of early childhood education, as well as contemporary issues in the field.
504 Play as a Learning Medium (3) This course focuses on the significance of play in human development and learning, analysis of play environments, and their contexts.
505 Families, Communities, and Education in a Multicultural Society (3) This graduate course focuses on important contexts in which young children develop. The educator’s role in relation to family cultures and communities will be analyzed.
506 Curriculum and Assessment I: Birth Through Age Eight (3) This course focuses on curriculum development and assessment in early childhood education from historical, national, and cultural perspectives
507 Curriculum and Assessment II: Birth Through Age Eight (3) This course builds on and expands curriculum and assessment knowledge in early childhood education. The course covers learning contexts, unit planning, family involvement, and classroom management. PREREQ: EDC 506.
508 Advocacy and Leadership in Early Childhood Education (3) Personal service, leadership, and advocacy on behalf of children, families, and communities will be highlighted. Students will develop an action research proposal as a requirement of this course.
511 Trends and Issues in ECE (3) This course provides an understanding of the evolution of early childhood education. Contemporary issues and trends in the field of early childhood education are discussed in view of historical, social, cultural, and political influences.
512 Integrated Curriculum and Assessment: Birth to Age 8 (3) Designed for teachers, program administrators, and principals in early childhood settings, this course is an in-depth examination of the curriculum frameworks, standards, and assessment in early childhood education.
513 Advocating for Young Children and Families (3) Professional service and advocacy on behalf of children, families, and communities will be course highlights. Students will analyze policies and develop skills in advocacy and community mobilization.
514 Leadership in ECE (3) Through this course students will enhance their knowledge, skills, and dispositions for management and leadership as defined by NAEYC accreditation criteria.
515 Coaching and Supervision in ECE (3) This course explores the current theory, research, and best practices related to mentoring/coaching and supervision of professional practice in early childhood settings.
517 Small Business Management in ECE (3) This course is designed to help directors and teacher/supervisors successfully plan, organize, and manage a child care center. This course assumes that students have little or no knowledge in economics, finance, accounting, and general business management.
550 The Early Childhood Professionals as Researchers (3) Students in this course will conduct “teacher as researcher” activities focused on early childhood education contexts. This course serves as the capstone for the master’s degree in early childhood education. PREREQ: ECE 508.
598 Workshop in Early Childhood Education (3)
503 Contemporary Influences in Early Childhood Education (3) Current factors that affect the educational needs of young children and classroom practices reflecting those influences.
509 Writing Development and Instruction (3) Strategies for teaching the language arts. Methods, materials, and resources for organizing creative programs in school settings. This course is crosslisted as EDR 509.
526 Professional Dimensions of Teaching and Learning (3) An introduction to the dimensions of teaching and learning in the context of the culturally responsive, elementary classroom. Observations and supervised experiences in field-based settings are required.
530 Social Studies in Elementary Education (3) Interdisciplinary and multicultural strategies for developing concepts, skills, and values in the social studies program.
532 Teaching and Learning: Linking Theory to Practice (3) This course is intended to help teachers connect knowledge of curriculum design and learning theory with the development of culturally responsive curriculum and effective classroom practice.
533 Social Studies and Health Education in the Elementary School (3) An interdisciplinary overview of the content, context, purpose, and strategies for teaching history, geography, the social sciences, and health education in the elementary classroom. National, state, and local standards are used as frameworks for exploration.
543 Creative Expression in the Elementary School (3) Theories and techniques to promote creative thinking and enhance children's creative potential in all areas of the school curriculum.
544 Integrating Creativity and the Arts Across the Curriculum (3) An examination of creativity theory and the arts disciplines, with emphases on the purposes and processes of integrating arts skills and knowledge across the elementary curriculum.
548 Curriculum Theory and Trends in Elementary Education (3) Theoretical frameworks of elementary school curricula; curriculum development and change. To be taken after 15 hours of work.
549 Theory and Trends in the Language Arts (3) Analysis and evaluation of language arts programs, including reading in the modern elementary school. PREREQ: EDE 548. This course is crosslisted as EDR 549.
551 Child and Adolescent Behavior I (3) A survey of characteristic development and behavior of children between 5 and 13 years of age, situated within theories of human development with emphasis on application to classroom settings. Open to elementary education majors only.
552 The Middle School Child (3) Development, behavior, and specific needs during late childhood and early adolescence (10-15 years); applies to working with children in the middle school. PREREQ: Recent course in child/human development.
553 Child and Adolescent Behavior II (3) Review of principles of growth and development. Theories of personality development; clues to identifying children with problems; therapies applicable to elementary and adolescent school children. Case study may be required. PREREQ: A recent course in child development and completion of 15 hours of course work.
554 The Reflective Teacher: Examining Cultural Paradigms in the Contemporary Classroom (3) An investigation of the origins of popular, personal, and theoretical constructions of teaching and learning processes and how these constructions influence contemporary practice.
555 The Classroom as Content and Context for Learning (3) Exploration and application of models and theories to facilitate analysis of the classroom with emphases on the complex intra- and interpersonal processes that determine the personal, social, and ecological contexts for learning.
556 Human Development (3) Study of cross-culturally evolving perspectives on healthy developmental processes in children and adults. Application of findings to interaction between teachers and learners within the contexts of family, school, and community. PREREQ: EDE 554.
557 The Foundations of Cooperative Learning (3) Exploration of various theories, models, and strategies for cooperative learning, with the goal of systematic implementation into all areas of the school curriculum.
560 Culturally Responsive Education (3) This course is designed to help educators address issues related to diversity in the classroom. Students will explore their own cultural self identity and the importance of valuing multiple perspectives in preparing and implementing instruction.
562 Integrating Thinking Skills into the Curriculum (3) Provides the rationale and theory base for including thinking skills in instructional strategies. Opportunities to apply thinking strategies to curricula are provided through models of teaching.
563 Teacher as Leader (3) This course will provide opportunities for teachers to study their roles in change processes through an examination of teacher leadership.
565 Effective Classroom Management (3) Dynamics of interpersonal relations in planning and facilitating classroom instruction.
570 Supervision in the Elementary School (3) Concepts and practices in supervision of teachers, student teachers, and aides. PREREQ: Course work in elementary education and child development.
571 Educational Change: A Systemic View (3) Exploration of theories and models of educational change, with emphases on systems thinking and the central role of the teacher in the change process. PREREQ: EDE 532, 554, 556; EDF 583; EDR 535.
580-589 Workshops in Elementary Education (1-6) Additional course numbers will be assigned as new areas of study are announced. Credits vary. The series currently includes the following:
580 Workshop in Elementary Education
583 Workshop in Creativity
585 Workshop in Language Arts
586 Workshop in Curriculum Enrichment
588 Workshop in Gifted and Talented
589 Workshop in Humanizing Teaching and Learning
590 Independent Study (1) Enrollment by permission only; number of credits determined by instructor.
591-593 Special Topics (1-3)
598 Workshop in Elementary Education (3)
600 Research Report (1-2)
605 Educational Leadership and Change Theory (3) This course examines the purpose and process of literacy coaching through the perspectives of teachers as leaders, change agents, and collaborators. The course regards change as both a focus of inquiry and of action.
610 Thesis (4-6)
611 Teacher as Classroom Researcher (6) This course explores the role of classroom research in the professional life of the teacher. With the goal of informing personal practice and collegial discourse, participants review existing literature, design and carry out an investigation in their own setting, and report results to professional colleagues. PREREQ: EDE 532, 554, 556, 571; EDF 583; and EDR 535.
501 Human Development from Gestation through Adolescence (3) An examination of typical and atypical development, across all developmental domains, from gestation to 18 years. PREREQ: Current field clearances.
520 Professional Dimensions of Teaching Early Grades (3) An introduction to the teaching profession within the context of the contemporary Pre-K–4 classroom; 30 hours supervised field work are required. PREREQ or COREQ: EGP 501. PREREQ: Current field clearances.
522 Pre-Kindergarten Programs and Methods and Pre-K–4 Family Partnerships (6) A comprehensive study of developmentally appropriate pre-kindergarten programs. A study of the role of families and family/school partnerships in the education of children Pre-K–4; 75 hours of supervised field work are required in Pre-K settings. PREREQ: EGP 501, 520, and current field clearances.
535 Teaching Social Studies and Health, Pre-K–4 (3) A study of social studies and health education curricula, instruction, and assessment Pre-K through grade 4. National, state, and local standards are used as frameworks to explore the context, purpose, content, and interdisciplinary nature of the social studies and health. PREREQ: EGP 520.
540 Building Community and Integrating the Arts in the Pre-K–4 Classroom (3) Study of the classroom as a unique social system and international community, with emphasis on the knowledge and skills essential to facilitating cooperation. Study of the arts disciplines, with emphasis on the knowledge and skill needed to integrate the arts into the Pre-K–4 classroom. PREREQ or COREQ: EGP 535.
550 Developmental Field Experiences in Inclusive Classrooms (3) Developmental field experiences in inclusive classrooms. COREQ: EGP 551, 552. PREREQ: FATE, Praxis testing, professional course work.
551/552 Student Teaching (3/6) A 12-week, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for planning, delivering, and reflecting instruction. Weekly seminars are required. COREQ: EGP 550. PREREQ: FATE, field clearances, all course work, and Praxis testing.
Middle Grades Preparation
520 Professional Dimensions of Teaching Middle Grades (3) An introduction to the teaching profession within the context of contemporary grades 4-8 classrooms; 30 hours of supervised field work are required. PREREQ or COREQ: EDP 501. PREREQ: Current field clearances.
535 Teaching Social Studies in Grades 4-8 (3) A study of social studies teaching and student learning in grades 4 through 8, focusing on related curricula, instruction, and assessment. National, state, and local standards are used as frameworks to explore the context, purpose, content, and interdisciplinary nature of social studies. PREREQ: MGP 520.
550 Developmental Field Experiences in Inclusive Classrooms (3) Developmental field experiences in inclusive classroom. COREQ: MGP 551, 552. PREREQ: FATE, Praxis testing, professional course work.
551 Student Teaching (3-6) A 12-week, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for planning, delivering, and reflecting instruction. Weekly seminars are required. COREQ: MGP 550. PREREQ: FATE, field clearances, all course work, and Praxis testing.