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College of Graduate and Professional Studies Catalog (2007-2008)
CGPS Catalog 2007-2008 Home > College of Graduate and Professional Studies Catalog (2007-2008) Home Page > ACADEMIC PROGRAMS > Master of Education

Master of Education

Track I: The Post-Baccalaureate Initial Teacher Licensure Program with an M.Ed. Option

Track II: The M.Ed. for Professional Development or Added Teaching Endorsement

There are two tracks in the Master of Education (M.Ed.) program: Track I, the postbaccalaureate initial teacher licensure program with an M.Ed. option, and Track II, the M.Ed. for practicing teachers who already possess initial licensure and are seeking professional development, license renewal, or an added teaching endorsement. The M.Ed. program is designed to be broad in scope and flexible enough to meet the needs of adult learners, with courses offered in the evenings and on weekends.

Track I The Post-Baccalaureate Initial Teacher Licensure Program with an M.Ed. Option

The Post-Baccalaureate Initial Teacher Licensure Program is designed for adults who have earned a bachelor’s degree, have some professional work experience, and want to obtain teaching credentials. Candidates with at least three years of career experience may elect to pursue initial licensure only or take additional courses to complete the requirements for the M.Ed. Candidates who have completed the bachelor’s degree in the past 12 months or who do not have three years of work experience must complete the M.Ed. option as well as the initial licensure program.

The primary goal of the program is to ensure that teacher candidates, throughsupport, supervision, and evaluation, can demonstrate and apply the competencies enumerated in the Virginia Licensure Regulations and demonstrated by skillful teachers. The program requires the basic course work and field experiences prescribed by the Virginia Licensure Regulations for an initial teaching license but establishes, through advising, a personalized plan to ensure that all teaching and subject knowledge competencies are demonstrated and all standards are met.

Conceptual Framework

These are guiding principles for the post-baccalaureate initial licensure program:

  • Quality is crucial and must be maintained in all aspects of the program offered.
  • Any flexibility allowed by the program must not jeopardize the quality of teachers prepared by it.
  • All state standards will be met; teacher candidates will effectively address the Virginia Standards of Learning in the classroom. Screening/assessment of individual strengths and deficiencies in meeting the standards will occur
    throughout the program.
  • Collaboration with the entire community, e.g., program participants, school division personnel, mentor teachers, and Virginia Department of Education (VDOE) staff, will ensure that the quality of the program is maintained and that the program is meeting the needs of the community.
  • The program will be as field-based as practicable, i.e., hands-on, with a strong mentoring component.
  • Program courses and field experiences emphasize reflection, inquiry and research, the use of technology, and an ethic of care for diversity.

The complete Conceptual Framework is available at: www.umw.edu/cgps/med/conceptual_framework_for_e

The program has three components: endorsement requirements, professional studies requirements, and M.Ed. completion requirements.

Endorsement requirements are typically met prior to enrollment in the program. For example, someone who wishes to teach mathematics should have the equivalent of a mathematics major in course work or experience, or be prepared to make up the course work deficiencies. The two exceptions to this model are English as a Second Language and Special Education. Graduate-level course work is available as a part of the program to fulfill those endorsement requirements.

Any request for waiver of endorsement course work for life/work experience must be approved by the faculty advisor first and fulfilled by enrolling in and satisfactorily completing PORT 101 Portfolio Development. Portfolio(s) must be submitted within 12 months of completion of the portfolio course and at least one full semester or session prior to anticipated graduation/completion of program requirements. Presentation of a portfolio does not guarantee that credit will be awarded. Portfolio credit will be recorded as undergraduate credit. Separate portfolios must be submitted for each discipline. Portfolios will be assessed by qualified, formally appointed assessors. Further information on Portfolio (Credit for Life/Work Experience) is available in the Bachelor of Professional Studies section.

Professional Studies Credit Requirements for the Initial Teacher Licensure Programs:

Program Elementary Education Middle Education Secondary Education PreK-12 Education K-12 Special Educaiton
Credits Required 31 31 27 27 31

Note: Individuals who go beyond initial licensure to complete the M.Ed. will take an additional 15 credits of graduate work.

Full-time participants in this program—with the exception of ESL and special education endorsements—can typically complete initial licensure course work in a year and a half. The additional 15 credits to complete the M.Ed. option could be completed within one year, if courses are taken along with initial licensure course work. Part-time students may typically take three or four years to complete licensure requirements.

Field mentorship (student teaching), required for all licensure completers in Track I, is a 14-week field-based teaching experience in the appropriate grade level or subject area. Self-analysis and reflection on planned and implemented instruction and frequent conferences with the mentor teacher and the university supervisor are prominent aspects of the experience. Prospective teachers will also meet as a group throughout the experience for seminars and workshops. Because field mentorship must be a supervised experience, student teaching placements are made in schools local to CGPS. Any waiver of student teaching must be approved by the program director prior to the year of scheduled teaching in the endorsement sought. Students seeking such a waiver must teach in a state-approved, accredited school.

Initial Teacher Licensure Programs

Elementary Education (PreK-6)
Middle Education (6-8)
Secondary Education (6-12) Endorsements

Computer Science
English
History and Social Science
Mathematics
Science
Biology
Chemistry
Earth Science
Physics

Vocational Education

Business Education
Marketing Education

PreK-12 Endorsements

Art
English as a Second Language
Foreign Language

French
German
Spanish
Latin

Music

Vocal/Choral
Instrumental

K-12 Endorsements

Special Education

Emotional Disturbance
Learning Disabilities
Mental Retardation

Admission, Continuance, and Exit Requirements for Track I Licensure Program

Admission Requirements for the Program

The following requirements are necessary for admission to the Track I Program:

  1. A completed application;
  2. An undergraduate degree from an regionally accredited college or university;
  3. Official transcripts of all undergraduate, and any graduate, course work completed;
  4. Competitive applicants are encouraged to have a cumulative grade-point average (GPA) of 2.5 or higher on undergraduate course work, and a 3.0 cumulative GPA on graduate course work;
  5. A résumé outlining experiences and education. Candidates who have completed their bachelor’s degree in the past 12 months and do not have three years of work experience must complete the M.Ed.;
  6. Scores on PRAXIS I—reading, writing, and mathematics—tests (or qualifying SAT or ACT scores);
  7. An interview may be required; and
  8. Submission of two essays.

Note: Admission to candidacy for the five-year renewable license occurs upon acceptance into EDCI 550 Field Mentorship.

Requirements for Continuance in the Program

To remain in the program, a student must:

  1. Obtain scores on PRAXIS I tests (or possess qualifying SAT or ACT scores) by the end of the student’s first full year of study (excluding summer);
  2. Maintain good academic standing with a minimum 3.0 (B) GPA and no more than two Cs in course work, and by successfully completing all field experiences. A student must be in good standing for admission into EDCI 550 Field Mentorship. A grade of D+ or lower in a course or C+ or lower in EDCI 550 Field Mentorship will result in dismissal from the program;
  3. Demonstrate potential for teaching excellence as indicated by performance of course and field experience requirements and positive evaluations or indications of potential and growth by mentor teachers in field experience work;
  4. Demonstrate endorsement/subject knowledge competence—by transcript review, evaluation by subject specialist/ mentor teachers, PRAXIS II scores—and continued progress in fulfilling any assessed deficiencies. The student, with approval of the faculty advisor, will develop an individual educational plan indicating any endorsement course/competency deficiencies and the agreed upon means of fulfilling them;
  5. Demonstrate continuous progress in meeting all program requirements as established in the Program Handbook. This includes a self-inventory checklist of Virginia licensure standards and competencies, as well as pedagogical/
    professional standards and competencies; and
  6. Obtain passing scores on the following state-required assessment instruments:
    – PRAXIS II tests (all programs);
    – The Virginia Communication and Literacy Assessment (all programs); .
    and
    – The Virginia Reading Assessment (Elementary PreK-6 and Special Education programs only).

Note: Admission to Candidacy for the Five-Year Renewable License requires acceptance into EDCI 550 Field Mentorship by being in good standing in the program. This includes having passing scores on all state-required tests including PRAXIS II, the Virginia Communication and Literacy Assessment, and the Virginia Reading Assessment, as well as successful completion of all professional studies and endorsement course work. Passing PRAXIS I scores (or qualifying SAT or ACT scores) are strongly recommended for admission into EDCI 550. (The program advisor must be satisfied that basic skills are met if PRAXIS I scores are not passing.) Applications are due the prior semester. Deadlines for application are October 1 for spring and February 1 for fall.

The faculty advisor will assess the progress of the teacher candidate each session. The faculty advisor will request that the program faculty review the student’s status if the student is not in good academic standing, performs unsatisfactorily in field experience, fails to work toward fulfilling endorsement deficiencies, fails to make progress in
completing program requirements, fails to take the PRAXIS I test (or does not possess qualifying SAT or ACT scores) within one year, or fails to pass any of the following: PRAXIS II tests (all programs), the Virginia Communication and Literacy Assessment (all programs), and the Virginia Reading Assessment (Elementary PreK-6 and Special Education programs only) by the end of the program. The faculty review will determine whether the student will be allowed to continue in the program. If allowed to continue, the faculty will determine the requirements and time frame necessary to regain “good standing” status.

Students who voluntarily interrupt their enrollment for one semester or for two consecutive semesters should refer to the Leave of Absence entry in the Academic Rules and Regulations section.

Exit Requirements for the Program

The student must:

  1. Complete all course work and field experiences with at least a 3.0 (B) GPA;
  2. Obtain passing scores on state-required PRAXIS II tests (all programs) and the Virginia Communication and Literacy Assessment (all programs) and the Virginia Reading Assessment (Elementary PreK-6 and Special Education programs only);
  3. Perform at an acceptable level in EDCI 550 Field Mentorship, as indicated by: mentor teacher and university supervisor evaluations, successful completion of a portfolio on CD-ROM, and a final grade of B- or higher; and
  4. Complete all teacher licensure requirements as verified through an exit interview with the faculty advisor or university supervisor.

Readmission to the Licensure Program

Students in the following categories must apply for readmission to the program:

  1. Those who have not attended the University for three consecutive semesters; or
  2. Those who were dismissed from the program for failure to take PRAXIS I.

Students who are readmitted are subject to the degree requirements in effect at the time of readmission. When a student is readmitted, the four-year limit from time of first admission is still in effect. Academic work that was completed more than four years before the date when the teacher licensure program is completed may not be used to
satisfy the licensure requirements. If a student needs additional time to complete the course work, the student must apply in writing to the program director for an extension. Such requests must be received at least one month prior to the end of the student’s original four-year time limit.

Admission, Continuance, and Exit Requirements for the Track I M.Ed.

Admission Requirements for the Track I M.Ed.

The following are requirements for admission to the Track I Post-Baccalaureate Initial Teacher Licensure Program with the M.Ed. Option:

  1. A completed application;
  2. An undergraduate degree from an accredited college or university;
  3. Official transcripts of all undergraduate, and any graduate, course work completed;
  4. Competitive applicants are encouraged to have a cumulative grade-point average (GPA) of 2.5 or higher on undergraduate course work, and 3.0 or higher cumulative GPA on graduate course work;
  5. A résumé outlining experiences and education. Candidates who have completed their bachelor’s degree in the past 12 months and do not have three years of work experience must complete the M.Ed.;
  6. Scores on PRAXIS I—reading, writing, and mathematics—tests (or qualifying SAT or ACT scores);
  7. An interview, as neccessary; and
  8. Submission of two essays.

Continuance Requirements for the Track I M.Ed.

To remain in the program, a student must:

  1. Obtain scores on PRAXIS I tests (or possess qualifying SAT or ACT scores) by the end of the student’s first full year of study (excluding summer); a student who does not obtain Praxis I scores by the end of the first year of study will not be allowed to continue in the program;
  2. Maintain good academic standing with a minimum 3.0 (B) GPA and no more than two Cs in course work. A grade of D+ or lower in a course will result in dismissal from the program; and
  3. Demonstrate potential for teaching excellence as indicated by performance in course work; this includes a self-inventory checklist of Virginia licensure standards and competencies, as well as pedagogical/professional standards and competencies.

The faculty advisor will assess the progress of the M.Ed. candidate each session. If the student is not in good academic standing, fails to make progress in completing program requirements, or does not take PRAXIS I tests (and does not possess qualifying SAT or ACT scores) within one year, the faculty advisor will request that the program faculty review the status of the student. The faculty review will determine whether the student will be allowed to continue in the program. If allowed to continue, the faculty will determine the requirements and time frame necessary to regain “good standing” status.

Students who voluntarily interrupt their enrollment for one semester or for two consecutive semesters should refer to the Leave of Absence entry in the Academic Rules and Regulations section.

Exit Requirements for the Track I M.Ed.

The student must:

  1. Complete the required course of study for the M.Ed. with a minimum of 33 credits (excluding practica and field mentorship credits) with at least a 3.0 (B) GPA;
  2. Obtain scores on PRAXIS I tests (or possess qualifying SAT or ACT scores); and
  3. Complete all M.Ed. requirements as verified through an exit interview with the faculty advisor. A degree application must be submitted by mid-February of the year before the student expects to graduate.

Readmission to the Track I M.Ed.

Students in the following categories must apply for readmission to the program:

  1. Those who have not attended the University for three consecutive semesters; or
  2. Those who were dismissed from the program for failure to take PRAXIS I.

Students who are readmitted are subject to the degree requirements in effect at the time of readmission. When a student is readmitted, the four-year limit from time of first admission is still in effect. Academic work that was completed more than four years before the date when the M.Ed. is awarded may not be used to satisfy the degree
requirements. If a student needs additional time to complete the degree, the student must apply in writing to the program director for an extension. Such requests must be received at least one month prior to the end of the student’s original four-year time limit.

Major Course of Study: Elementary Education Endorsement

Candidates for licensure in this program should possess a bachelor’s degree with a major in the liberal arts or sciences or the equivalent in training and experience. They must complete the professional studies course requirements listed below—or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and content fields (English, mathematics, history/social science, and science). Transcript review, portfolio, PRAXIS II scores, and other forms of assessment may determine proficiency in these competencies. Candidates must be proficient in all competencies to
be recommended for licensure.

Professional Studies Courses (31 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the Elementary Education Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 502 Educational Goals and Practices I: Elementary (3 credits)
EDCI 503 Practicum in Goals and Practices I: Elementary (1 credit)
EDCI 504 Educational Goals and Practices II: Elementary (3 credits)
EDCI 505 Practicum in Goals and Practices II: Elementary (1 credit)
EDCI 506 Foundations of American Education (3 credits)
EDCI 507 Early Literacy Development (3 credits)
EDCI 508 Practicum in Early Literacy Development (1 credit)
EDCI 509 Language and Literacy Development (3 credits)
EDCI 510 Practicum in Language and Literacy Development (1 credit)
EDCI 550 Field Mentorship (6 credits)
ITEC 501 Instructional Technologies (3 credits)

Major Course of Study: Middle Education Endorsement

Candidates for licensure in this program should possess a bachelor’s degree with a major in the liberal arts or sciences or the equivalent in training and experience. They must complete the professional studies course requirements listed below—or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and content areas (the equivalent of 21 credits each in two of the following areas of concentration: English, mathematics, science, and history/social sciences). Transcript review, portfolio, PRAXIS II scores, and other forms of assessment may determine proficiency in these competencies. Candidates must be proficient in all competencies to be recommended for licensure.

Professional Studies Courses (31 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the Middle Education Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 506 Foundations of American Education (3 credits)
EDCI 509 Language and Literacy Development (3 credits)
EDCI 510 Practicum in Language and Literacy Development (1 credit)
EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
EDCI 513 Educational Goals and Practices: Middle School (3 credits)
EDCI 514 Practicum in Goals and Practices: Middle School (1 credit)
EDCI 515 Literacy and Language Across the Curriculum (3 credits)
EDCI 516 Practicum in Literacy and Language Across the Curriculum (1 credit)
EDCI 550 Field Mentorship (6 credits)
ITEC 501 Instructional Technologies (3 credits)

Major Course of Study: Secondary Education Endorsements

Candidates for licensure in this program should possess a bachelor’s degree with a major, or the equivalent of a major in training and experience, in the endorsement sought, i.e., a major in English if they wish to teach English. They must complete the professional studies course requirements listed below—or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and the endorsement subject area. Transcript review, portfolio, PRAXIS II scores, and other forms of assessment may determine proficiency in these competencies. Candidates must be proficient in all competencies to be recommended for licensure.

Professional Studies Courses (27 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the Secondary Education Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 506 Foundations of American Education (3 credits)
EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
EDCI 515 Literacy and Language Across the Curriculum (3 credits)
EDCI 516 Practicum in Literacy and Language Across the Curriculum (1 credit)
EDCI 517 Educational Goals and Practices: Secondary School (3 credits)
EDCI 518 Practicum in Goals and Practices: Secondary School (1 credit)
EDCI 550 Field Mentorship (6 credits)
ITEC 501 Instructional Technologies (3 credits)

Major Course of Study: PreK-12 Education Endorsements (Excluding Special Education)

Candidates for licensure in this program should possess a bachelor’s degree with a major, or the equivalent of a major in training and experience, in the endorsement sought, i.e., a major in art if they wish to teach art. They must complete the professional studies course requirements listed below—or equivalent courses verified by a program
advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and the endorsement subject area. Transcript review, portfolio, PRAXIS II scores, and other forms of assessment may determine proficiency in these competencies. English as a Second Language (ESL) endorsement course work is offered at CGPS (see below). Candidates must be proficient in all competencies to be recommended for licensure.

Professional Studies Courses (27 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the PreK-12 Education Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 502 Educational Goals and Practices I: Elementary School (3 credits)
EDCI 503 Practicum in Goals and Practices I: Elementary School (1 credit)
EDCI 506 Foundations of American Education (3 credits)
EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
EDCI 515 Literacy and Language Across the Curriculum (3 credits)
EDCI 516 Practicum in Literacy and Language Across the Curriculum (1 credit)
EDCI 550 Field Mentorship (6 credits)
ITEC 501 Instructional Technologies (3 credits)

English as a Second Language (15 credits)

Prerequisite: six credits in a modern foreign language In addition to the 27 credits of professional studies course work outlined above, the following endorsement courses are required of all candidates seeking ESL endorsement:

TESL 500 Introduction to English Linguistics (3 credits)
TESL 511A Applied Linguistics: Grammar and Meaning (3 credits)
TESL 512 Second Language Acquisition (3 credits)
TESL 514 Cross-Cultural Education (3 credits)
TESL 530 Second Language Teaching Methods (3 credits)

Major Course of Study: K-12 Special Education Endorsement (ED, LD, MR)

Candidates for licensure in this program must possess a bachelor’s degree and complete the endorsement requirements for emotional disturbance, learning disabilities, and mental retardation. Programs can be completed as ED/LD or ED/ LD/MR. Candidates must complete the professional studies and endorsement course requirements listed below—or equivalent courses verified by a program advisor—and demonstrate the competencies exhibited by skillful teachers and those required for Virginia licensure in both professional studies and endorsement area. Candidates must
be proficient in all competencies to be recommended for licensure.

Professional Studies Courses (31 credits)

The following professional studies courses, or their equivalents, are required of all candidates in the K-12 Special Education Program:

EDCI 500 Teaching and the Development of the Learner (3 credits)
EDCI 506 Foundations of American Education (3 credits)
EDCI 507 Early Literacy Development (3 credits)
EDCI 508 Practicum in Early Literacy Development (1 credit)
EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
EDCI 550 Field Mentorship (6 credits)
EDSE 519 General and Special Education Goals and Practices: Elementary (3 credits)
EDSE 520 Practicum in Special Education: Elementary (1 credit)
EDSE 521 Development and Diagnosis of Language and Literacy for Special Populations (3 credits)
EDSE 522 Practicum in Language and Literacy for Special Populations (1 credit)
ITEC 501 Instructional Technologies (3 credits)

In addition, these endorsement courses, or their equivalents, must be completed. (15 credits):

EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)
EDSE 533 Positive Approaches to Behavior Management (3 credits)
EDSE 534 Psychoeducational Assessment and Instructional Planning: ED, LD, MR . (3 credits)
EDSE 535 Collaborative Consultation and Life Planning (3 credits)
EDSE 536 Goals and Practices for Students with Mental Retardation (if seeking MR endorsement) (3 credits)

Completing the M.Ed. Option
(15 credits)

A minimum of 33 credits, excluding practica and field mentorship credits, is required for the M.Ed. The following courses, or their equivalents, beyond the initial licensure professional studies course work are required of all candidates for the M.Ed.:

EDCI 589 Applied Research (3 credits)
EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)
TESL 514 Cross-Cultural Education (3 credits)
Selected courses, in consultation with advisor (6 credits)

Candidates seeking an ESL endorsement can substitute a TESL course in place of EDSE 531; candidates seeking Special Education endorsements can substitute an EDSE course in place of TESL 514.

Track II The M.Ed. for Professional Development or Added Endorsement

The Master of Education degree is also offered for practicing teachers who already possess initial licensure and seek professional development, license renewal, or an added teaching endorsement. Candidates for the M.Ed. will take nine credits of required course work, as well as the courses required for a 27- or 30-credit core specialization, for a total
of 36-39 credits to complete the program. Students may typically take two or more years to complete the degree requirements.

Conceptual Framework

Students in this program must possess a collegiate professional or postgraduate professional Virginia license. It is a program designed for the professional development of teachers, either to support their present work in the classroom or to lead to an added teaching or administration endorsement. These are the guiding principles for this M.Ed.program:

  • Quality is crucial and must be maintained in all aspects of the program.
  • Collaboration with the entire community, e.g., program participants, school division personnel, VDOE staff, will ensure the quality and currency of the program and that the program is meeting state requirements and the needs of the community.
  • The program will focus on meeting the needs of practicing teachers; it will strive to offer current, applied knowledge with the primary goal of producing educational and instructional leaders.
  • Program courses and field experiences emphasize reflection, inquiry, and research, the use of technology, and an ethic of care for diversity.

The complete Conceptual Framework is available at: www.umw.edu/cgps/med/conceptual_framework_for_e

Core Programs

  • Diverse Student Populations (can fulfill gifted education endorsement requirements)
  • Educational Leadership (fulfills administration and supervision endorsement requirements)
  • English as a Second Language (fulfills ESL endorsement requirements)
  • Instructional Technology Leadership
  • Literacy Specialist (fulfills reading specialist endorsement requirements)
  • Secondary Mathematics (in cooperation with the College of Arts and Sciences, Fredericksburg campus)
  • Special Education (can fulfill ED, LD, and MR endorsement requirements)

Note: Certificates in Educational Leadership, Gifted Education, Instructional Technology Leadership, Literacy Specialist, Teaching English as a Second Language, and Teaching Students with Autism are offered. Information is available in the Education Certificates section.

Admission, Continuance, and Exit Requirements for the Track II M.Ed. for Professional Development or Added Endorsement

Admission Requirements for the Track II M.Ed.

The following are requirements for admission to the Track II M.Ed. for Professional Development or Added Endorsement. A student must:

  1. Submit a completed application for admission;
  2. Submit official transcripts of all undergraduate and graduate course work;
  3. Have earned an undergraduate degree from an accredited college or university;
  4. Have an undergraduate GPA of 2.5 or higher—2.75 or higher for the Educational Leadership Program—on undergraduate course work and 3.0 or higher on graduate course work;
  5. Provide a résumé outlining work experience and education;
  6. Provide verification of the collegiate professional or postgraduate professional license; and
  7. Submit two essays.

An interview, initiated by the Admissions Committee, may be required as part of the admission process.

Additional admission requirements for the Educational Leadership Program include:

  1. Three years of experience as a licensed teacher;
  2. Three current, sealed references from immediate supervisor and others qualified to address teaching performance and leadership potential;
  3. An interview; and
  4. A writing exercise as part of the interview that may involve responding to a case study or producing a sample administrative letter.

Continuance Requirements for the Track II M.Ed.

A student must maintain a 3.0 (B) or higher GPA with no more than two Cs in course work to remain in good standing in the program. A grade of D+ or lower in a course or field internship will result in dismissal from the program. A student must be in good standing for admission into EDCI 551 Field Internship. EDCI 551 is by application only. Deadlines for application are October 1 for spring and February 1 for summer and fall.

Students who voluntarily interrupt their enrollment for one semester or for two consecutive semesters should refer to the Leave of Absence entry in the Academic Rules and Regulations section.

Exit Requirements for the Track II M.Ed.

Students must successfully complete the required course of study for the M.Ed. with a minimum of 36 credits and a 3.0 (B) or higher GPA. To acquire a school personnel licensure endorsement, which is not necessarily connected to degree completion, all endorsement requirements must be met for the endorsement sought. In the case of the administration and supervision endorsement, this will include a qualifying score on the School Leaders Licensure Assessment. In the case of the reading specialist endorsement, this will include a qualifying score on the Virginia Reading Assessment. Once all course work is completed, application for the add-on endorsement is made to the VDOE through the school division’s personnel office.

Readmission to the Track II M.Ed. for Professional Development or Added Endorsement

Students who have not attended the University for three consecutive semesters must apply for readmission. Students who are readmitted are subject to the degree requirements in effect at the time of readmission. When a student is readmitted, the four-year limit from the time of first admission is still in effect. Academic work that was completed more than four years before the date at which the M.Ed. is awarded may not be used to satisfy the degree requirements. If a student needs additional time to complete the degree, he/she must apply in writing to the program director for an extension. Such requests must be received at least one month prior to the end of the student’s original
four-year time limit.

Required of All Programs in Track II M.Ed. for Professional Development or Added Endorsement
(9 credits)

EDCI 546 Evaluation for Instructional Improvement (3 credits)
EDCI 590 Individual Research (3 credits)
ITEC 501 Instructional Technologies* (3 credits)

*Educational Leadership students are required to complete ITEC 545 Leadership in Educational Technology, in place of ITEC 501.

Diverse Student Populations Core Requirements
(27 credits; 36 credits for M.Ed.)

This concentration is designed to enhance the skills of the classroom practitioner in meeting the needs of diverse student populations. Individuals can elect to pursue the gifted education endorsement.

Required Courses (9 credits)

EDCI 540 Characteristics and Education of Gifted Students (3 credits)
EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)
TESL 514 Cross-Cultural Education (3 credits)

Elective Courses (18 credits)

Courses may be selected from other programs—ESL, gifted education, special education (including courses in teaching students with autism), secondary mathematics, literacy, and instructional technology leadership courses—with approval of the advisor. Selections may be designed to fulfill the gifted endorsement requirements, as follows:

EDCI 541 Identification and Assessment of Gifted Students (3 credits)
EDCI 542 Teaching Gifted Learners (3 credits)
EDCI 543 Differentiated Curriculum for the Gifted (3 credits)
EDCI 551 Field Internship (3 credits) May be waived with appropriate experience.

Note: A Graduate Certificate in Gifted Education is offered. Information is available in the Education Certificates section.

Educational Leadership Core Requirements
(30 credits; 39 credits for M.Ed.)

This program is offered in a cohort format and fulfills administration and supervision endorsement requirements. A passing score on the School Leaders License Assessment is required.

Required Courses

EDCI 551 Field Internship (3 credits)
EDEL 539 Special Education Leadership in Schools (3 credits)
EDEL 540 Learning and Diverse Student Populations (3 credits)
EDEL 541 Developing, Administering, and Evaluating Curriculum (3 credits)
EDEL 542 Interpersonal and Public Impact and Influence (3 credits)
EDEL 543 Professional Development and Supervision of School Personnel (3 credits)
EDEL 544 Managing School Finance and Facilities (3 credits)
EDEL 545 School Law and Society (3 credits)
EDEL 546 Educational Policy and Decision Making (3 credits)
MBUS 501A Organization Theory and Design (3 credits)
or MBUS 526 Organizational Change and Transformation (3 credits)
or selected course, in consultation with advisor (3 credits)

Note: A Graduate Certificate in Educational Leadership is offered. Information is available in the Education Certificates section.

ESL Core Requirements
(27 credits; 36 credits for M.Ed.)

Prerequisite: six credits in a modern foreign language This program is designed to enhance the skills of the classroom practitioner in meeting the needs of nonnative speakers of English. The program also leads to a graduate certificate in TESL.

Required Courses (18 credits)

EDCI 515 Language and Literacy Across the Curriculum (3 credits)
TESL 500 Introduction to English Linguistics (3 credits)
TESL 511A Applied Linguistics: Grammar and Meaning (3 credits)
TESL 512 Second Language Acquisition (3 credits)
TESL 514 Cross-Cultural Education (3 credits)
TESL 530 Second Language Teaching Methods (3 credits)

Elective Courses (9 credits from the following, or related courses with advisor approval)

TESL 502A Sociolinguistics and Cross-Cultural Communication (3 credits)
TESL 510 Applied English Phonetics and Phonology (3 credits)
TESL 513 Special Studies in Linguistics and Language Learning (3 credits)

Note: A Graduate Certificate in Teaching English as a Second Language is offered. Information is available in the Education Certificates section.

Instructional Technology Leadership Core Requirements
(27 credits; 36 credits for M.Ed.)

This program prepares K-12 teachers and other school personnel in learning theories, instructional design and development, assessment and evaluation, emerging and assistive technologies, computer-based learning, and the planning and assessment of technology tools across the school system. The program is designed for students interested in becoming technology leaders within their school system, school, or classrooms. Courses are for students in any teaching discipline who want to enhance their professional skills in instructional technology. Graduates are employed in public and private education as teachers, instructional leaders, and instructional technology resource teachers. The competencies addressed in this program reflect the International Society for Technology in Education National Education Technology Standards for teachers and administrators (STE/NETS), as well as local and Virginia state standards. This program can be completed at the Stafford campus or online.

Required Courses

ITEC 510 Foundations and Theories of Instructional Technology (3 credits)
ITEC 520 Assessment and Evaluation in Instructional Technology (3 credits)
ITEC 521 Information Literacy in the Digital Age (3 credits)
ITEC 522 Distance Learning and Collaboration (3 credits)
ITEC 530 Instructional Design (3 credits)
ITEC 531 Emerging and Assistive Technologies (3 credits)
ITEC 545 Leadership in Educational Technology (3 credits)
ITEC 546 Administration and Management of Technology Initiatives in Education (3 credits)
ITEC 547 Special Topics in Instructional Technology (3 credits)

Note: A Graduate Certificate in Instructional Technology Leadership is offered. Information is
available in the Education Certificates section.

Literacy Specialist Core Requirements
(27 credits; 36 credits for M.Ed.)

This program will lead to a reading specialist endorsement and prepare teachers to take a reading specialist position in a school or district. The courses are designed to prepare reading/literacy specialists in the areas of foundational knowledge, instructional strategies and curriculum development, assessment and intervention, literacy in communication, and literacy leadership. The program will support local school districts and the Virginia Department of Education in improving reading performance through highly qualified reading professionals, as well as addressing the designated state teacher shortage in the area of reading specialist.

Required Courses

EDLS 540 Psychology of Literacy (3 credits)
EDLS 541 Linguistic Foundations of Literacy (3 credits)
EDLS 542 Literacy Curriculum and Instruction I: Emergent-Elementary (3 credits)
EDLS 543 Literacy Curriculum and Instruction II: Adolescent (3 credits)
EDLS 544 Literacy Assessment and Evaluation (3 credits)
EDLS 545 Writing Process and Instruction (3 credits)
EDLS 546 Leadership in Literacy Education (3 credits)
EDLS 547 Literacy and Diverse Student Populations (3 credits)
EDLS 548 Internship: Applied Literacy Research (3 credits)

A passing score on the Virginia Reading Assessment for reading specialists is required for endorsement.

Note: A Graduate Certificate in Literary Specialist is offered. Information is available in the Education Certificates section.

Secondary Mathematics Core Requirements
(27 credits; 36 credits for M.Ed.)

Note: Offered in cooperation with the College of Arts and Sciences, Fredericksburg campus.

This program is offered in a cohort format and is intended for licensed teachers who have a strong background in undergraduate mathematics, preferably a bachelor’s degree with a major in mathematics. The courses are designed to strengthen the content and pedagogical knowledge of teachers and to better prepare them to teach Advanced
Placement and International Baccalaureate courses and the dual enrollment courses offered at high schools in cooperation with community colleges. A minimum of 36 credits is required for the degree.

Required Courses (6 credits)

MAED 501 Calculus for Teachers (3 credits)
MAED 540 Teaching Mathematics in Middle and Secondary Schools (3 credits)

Elective Courses (21 credits to be selected)

MAED 502 Analysis for Teachers (3 credits)
MAED 510 Linear Algebra for Teachers (3 credits)
MAED 520 Discrete Mathematics for Teachers (3 credits)
MAED 530 Probability and Statistics for Teachers (3 credits)
MAED 550 History of Mathematics (3 credits)
MAED 560 Geometry for Teachers (3 credits)
MAED 570 Algebra and Number Theory for Teachers (3 credits)
MAED 580 Mathematical Modeling for Teachers (3 credits)

Special Education Core Requirements
(27 credits; 36 credits for M.Ed.)

Fulfills ED/LD and optionally MR endorsement requirements.

Required Courses (27 credits)

EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
EDCI 551 Field Internship (3 credits) May be waived with appropriate experience.
EDSE 519 General and Special Educational Goals and Practices: Elementary (3 credits)
EDSE 521 Development and Diagnosis of Language and Literacy for Special Populations (3 credits)
EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)
EDSE 533 Positive Approaches to Behavior Management (3 credits)
EDSE 534 Psychoeducational Assessment and Instructional Planning (3 credits)
EDSE 535 Collaborative Consultation and Life Planning (3 credits)
Selected courses, in consultation with advisor (3-6 credits)

Elective Courses to add MR endorsement (6 credits)

EDCI 551 Field Internship (3 credits) May be waived with appropriate experience.
EDSE 536 Goals and Practices for Students with Mental Retardation (3 credits)

TITLE II REPORT FOR 2005-2006

The College of Graduate and Professional Studies submitted an Institutional Report to the Virginia Department of Education providing data on students completing the Teacher Education Program during the academic year 2005-2006. “Completers” are those students who complete the initial licensure program through student teaching and have met all Virginia requirements for licensure. Program completers are required to take PRAXIS I Academic Skills Assessments (reading, writing, and mathematics) and PRAXIS II Specialty Area tests. Twenty-seven completers are represented in the following information:

Aggregate Composite Scores—Basic Skills (all Praxis I):

Taking Praxis I (PPST)—Reading, Writing, Mathematics: 21
Passing Praxis I (PPST)—Reading, Writing, Mathematics: 21
Institutional Pass Rate: 100%
Statewide Pass Rate: 99%

Aggregate of All Academic Content Areas:

(e.g., Art, Biology, Elementary, English, Spanish)

Number of Completers

Taking Content Area Tests: 25
Passing Content Area Tests: 25
Institutional Pass Rate: 100%
Statewide Pass Rate: 99%

Summary Totals for Completers Taking All Required PRAXIS Tests and Pass Rates:

Number of Completers: 27
Number Passing: 27
Institutional Pass Rate: 100%
Statewide Pass Rate: 98%

Other Information Reported for Academic Year 2005-2006

Total students enrolled in the education program: 494
Students enrolled in supervised student teaching: 27
Full-time faculty supervising student teaching: 5
Part-time faculty supervising student teaching: 2
Student/faculty ratio for student teaching supervision: 3.9:1

Average number of hours required of students in supervised teaching: 420 hours (30 hours per week for 14 weeks).

The teacher preparation program is approved by the Commonwealth of Virginia. It is not designated as “low-performing” by the State as defined by section 208(a) of the HEA of 1998.