Mount Vernon Nazarene University / School of Education and Professional Studies / Graduate Education Department / Outcomes

Outcomes

The Teacher Education Program seeks to prepare candidates with knowledge, skills, and disposition to teach with compassion, competence, and commitment.

Compassion

Competence

Commitment

A. Candidates demonstrate a desire to build rapport with their students by showing concern and interest.

B. Candidates build an environment of fairness, trust, and positive interaction among all classroom members.

C. Candidates advocate social justice and equity in the community to promote affirmation and response for all individuals.

D. Candidates transform communities consist with a Christian worldview through service to humanity.

A. Candidates conduct research about students and the learning process. They reflect on this information to create learning experiences adapted to diverse learners.

B. Candidates create an environment that is safe, organized, and accommodates all students, including those with special needs.

C. Candidates design appropriate standard-based learning goals and effectively communicate them to students. D. Candidates demonstrate competency in the content areas.

E. Candidates demonstrate the ability to assess student learning using formal and information assessment strategies to evaluate and insure that continuous intellectual, social, physical, and moral/ spiritual development of all learners.

F. Candidates demonstrate the use of diverse teaching methods to insure the success of all students.

G. Candidates use technology to support teaching and learning.

H. Candidates demonstrate effective written and oral communication skills including questioning strategies.

A. Candidates demonstrate efficacy by actively searching for practical actions to address specific needs of all students.

B. Candidates are reflective regarding the impact their teaching has upon their students.

C. Candidates lead in their profession by involvement in professional organizations, publications, presentations, and school/community leadership.

D. Candidates build relationships with students, parents, colleagues, and other community stakeholders.

Program Admission Requirements for Graduate Education

In addition to completing an application, submitting transcripts of college work, and providing two letters of recommendation, applicants for regular admission must:

hold a baccalaureate degree from an accredited institution with at least a cumulative GPA of 3.00 (on a 4.00 scale) for admission to the graduate education program;
for Intervention Specialist (ISP) and Curriculum and Instruction (CUI): have or have had a valid teaching license, a copy of which must be submitted with the application (not required for individuals in the professional educator’s license program); and
have an admission interview or seminar with the appropriate program coordinator.
Effective with candidates entering the professional educator’s license (PEL) program July 1, 2008 and thereafter, all PEL candidates will be required to complete the following prior to their admission to gate 3, clinical practice:
1. 100% of undergraduate coursework required for licensure;
2. pass all Praxis II specialty area examinations applicable to licensure area(s);
3. a portfolio of content artifacts for their SPA area on which a mean score of "3" is achieved overall and no less than a "2" is received on any artifact; and
4. a cumulative GPA of 3.0 in all graduate and undergraduate content area coursework designated on the course checklist for the intended licensure area.

Some students may be admitted under a special student, conditional admission, or non-degree student status. Details are available from the coordinators of the graduate education programs.

Transfer Credit Provisions

A student may transfer credits from appropriate graduate work at accredited colleges and universities. Credit will be transferred on a course-by-course basis as applicable to the program. All transfer work into the graduate program in education requires final grades of B or better. A maximum of six (6) semester hours may be transferred. For the ISM degree program only candidates may transfer up to 6 graduate credit hours of ISP equivalent courses and 6 graduate credit hours of PEL equivalent courses for a total of 12 graduate transfer credits. The specific program coordinator shall determine the acceptability of transfer credit.

Program Continuation

A candidate enrolled in the graduate education program with regular admission status will be placed on academic probation at any time that he/she earns more than two grades below a B- or if the graduate cumulative GPA falls below 3.00. The graduate education candidate who is placed on academic probation must achieve a cumulative GPA of 3.00 at the completion of an additional six (6) semester hours. The candidate is removed from probation after retaking course(s) in which he/she earned less than a "B-" with a grade of B- or better, or at the end of any semester in which the cumulative GPA meets or exceeds 3.00.

A candidate will be dismissed from the graduate education program after:

receiving a second final grade of "F" or "X"; or
failing to achieve the required grade point average in the program at the end of any probationary period.

Graduation Requirements

Graduate students must meet the degree requirements as stated in the Catalog under which they first enrolled. Students must earn their degree within a maximum of six (6) years from the first date of enrollment at the University. Students who withdraw from the University for more than six (6) months will meet the graduation requirements as stated in the catalog under which they resume enrollment. Students changing majors or programs must meet requirements as stated in the Catalog that is current at the time they make such changes.

Graduate Education Departmental Programs

Master of Arts in Education in Curriculum and Instruction (Early Childhood Education Track)

Core Education Courses

EDT6010 Technology Basics	.5
EDU6202 Ethical Practices and Current Ethical Issues	2
EDU6203 Curricular Perspectives	3
EDU6053 Applying Research on Teaching	3
EDU6213 Equity, Justice and Diversity	3
EDU6222 Assessment in Action	2
EDU6223 Educator as Researcher	3
EDU6282 Capstone Project	2

Specialized Education Courses


ECE6203 Play, Creativity and Imagination		3
ECE6213 Social Development of Young Children		3
ECE6223 Advanced Study of Child Development		3
ECE6233 Curriculum Integration		3
ECE6243 Literacy Theory and Practice		3
ECE6252 Advanced Children’s Literature		2
ECE6261 Writing with Children		1
Total	36.5 Hours

Master of Arts in Education in Curriculum and Instruction (Technology Facilitator Track)

Core Education Courses

EDT6010 Professional Practices in Research and Technology [.5].	.5
EDU6202 Ethical Practices and Current Ethical Issues	2
EDU6203 Curricular Perspectives	3
EDU6053 Applying Research on Teaching	3
EDU6213 Equity, Justice and Diversity	3
EDU6222 Assessment in Action	2
EDU6223 Educator as Researcher	3
EDU6282 Capstone Project	2

Specialized Education Courses

EDT6203 Educational Leadership and Instructional Technology	3
EDT6213 Curriculum Leadership in Instructional Technology	3
EDT6223 Design and Development of Multimedia Instructional Products	3
EDT6233 Educational and Ethical Uses of Electronic Networks and Telecommunication Systems	3
EDT6243 Teaching and Learning in Online and Blended Learning Environments	3
EDT6253 Exploring and Implementing Emerging Technologies	3

Total

36.5 Hours

Master of Arts in Education in Intervention Specialist: Mild/Moderate (ISM)

Professional Education Requirements

EDT6010 Professional Practices in Research and Technology	.5
PEL6003 Foundations of Education	3
PEL6012 Field Experience II	2
PEL6013 Technology for Educators	3
PEL6023 Effective Teaching Methods	3
PEL6032 Action Research	2
PEL6053 Educational Psychology	3
PEL6073 Classroom Management	3
PEL6193 Content Area Reading	3
PEL6091 Student Teaching Seminar	1
PEL6099 Student Teaching	9

Required Intervention Specialist Courses


ISP6002 Inclusion and Exceptional Teaching: PK-12		2
ISP6012 Developmental Characteristics and Individual Learning Differences: PK-12		2
ISP6013 Individualized Instructional Strategies: Math		3
ISP6023 Individualized Instructional Strategies: Reading and Language		3
ISP6022 Individualized Instructional Strategies: Content Areas		2
ISP6032 Extended Field Experience for Exceptional Learners		2
ISP6033 Diagnostic Assessment Strategies for Exceptional Learners		3
ISP6043 Behavioral Analysis and Classroom Management		3
ISP6052 Consultation and Collaboration for the Inclusion of Exceptional Learners		2
ISP6062 Individualized Instructional Strategies Field Experience		2
ISP6073 Current Issues in Professional Ethical Practice		3
Total	59.5 Hours

Master of Arts in Education in Intervention Specialist (ISP)

Required Courses


EDT6010 Professional Practices in Research and Technology		.5
ISP6002 Inclusion and Exceptional Teaching: PK-12		2
ISP6012 Developmental Characteristics and Individual Learning Differences: PK-12		2
ISP6013 Individualized Instructional Strategies in Mathematics		3
ISP6023 Individualized Instructional Strategies: Reading and Language		3
ISP6022 Individualized Instructional Strategies: Content Areas		2
ISP6032 Extended Field Experience for Exceptional Learners		2
ISP6033 Diagnostic Assessment Strategies for Exceptional Learners		3
ISP6092 Special Education Research and Writing I		2
ISP6043 Behavioral Analysis and Classroom Management		3
ISP6052 Consultation and Collaboration for the Inclusion of Exceptional Learners		2
ISP6062 Individualized Instructional Strategies Field Experience		2
ISP6066 Advanced Practicum		6
ISP6073 Current Issues in Professional Ethical Practice		3
ISP6091 Special Education Research and Writing II		1
Total	36.5 Hours

Master of Arts in Education in Professional Educator’s License

Required Courses


EDT6010 Professional Practices in Research and Technology		.5
PEL6003 History and Philosophy of Education		3
PEL6013 Technology for Educators		3
PEL6023 Effective Teaching Methods		3
PEL6053 Educational Psychology		3
PEL6002 Field Experience I		2
PEL6073 Classroom Management		3
PEL6133 Inclusion and Differentiated Instruction		3
PEL6193 Content Area Reading		3
PEL6012 Field Experience II		2
PEL6082 Educational Trends and Ethical Issues		2
PEL6032 Action Research		2
PEL6042 Instructional Design		2
PEL6091 Student Teaching Seminar		1
PEL6099 Student Teaching		9
Total	41.5 Hours*

*Additional undergraduate hours beyond the professional education sequence may be required in specific content areas to qualify for a teaching license in the State of Ohio. Please check with the program coordinator for those requirements.

Endorsements are offered to supplement other licensure.

Early Childhood Generalist Endorsement for Graduate Students

An early childhood endorsement allowing early childhood teachers to teach grades 4 and 5 is available. To complete the endorsement, the candidate must complete the following courses (available on campus or on-line)


ECE6002 Social Studies for Upper Elementary Grades		2
ECE6022 Mathematics for Upper Elementary Grades		2
ECE6032 Science for Upper Elementary Grades		2
MCE6023 Adolescent Literature		3
ECE6001 Early Childhood Endorsement Field		1
Total	10 Hours

Middle Childhood Generalist Endorsement for Graduate Students

Details are listed in the Traditional Section of this catalog.

Reading Endorsement for Graduate Students

Details are listed in the Traditional Section of this catalog.

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