Master's Degree
Education
Professors
Sandra Frederick, Chair
Mark Hainsworth, Director of Neff Center
Charity Hensley
Janie Hull, visiting professor
Susan Kilby, Adjunct
Toni Lawson, Adjunct
Doug Arnold, Adjunct
Elaine Daniels, Adjunct
Connie Phillips, Adjunct
Lisa McCoy, Adjunct
Dennis Carter, Adjunct
Students seeking licensure to teach in elementary or middle school complete a B.A. degree in Interdisciplinary English, Interdisciplinary Mathematics, or Interdisciplinary History and Social Sciences. Students seeking licensure to teach at the secondary level should select the appropriate bachelor’s degree track in the major they wish to pursue. Requirements in Professional Studies constitute the contextual and support area for teacher preparation students. For details about each program, consult the faculty advisors in the Neff Center for Teacher Education.
Teacher preparation programs at Emory & Henry are based on the conviction that a broad liberal arts background, a strong program of study in an academic discipline, and a rigorous but minimal set of professional experiences constitute the proper undergraduate education for a teacher.
The Department of Education is a component of the William N. Neff Center for Teacher Education. The center and the department work with academic departments of the college to provide programs leading to licensure at the elementary, middle school and secondary school levels.
Students interested in teaching licensure must:
- Contact the Director of the Neff Center to indicate interest.
- Complete and file with the Registrar the appropriate form indicating their area of interest for teacher preparation.
- Verify each semester’s schedule with an advisor in the Education Department, since graduation and licensure requirements are not always the same.
- Meet all degree and licensure requirements.
- Complete student teaching successfully. Completion does not guarantee recommendation for licensure. Apply through the Neff Center for Virginia teaching licensure.
Admissions Requirements: A GPA of 2.5 overall and 2.75 in the major, successful program interview, passing scores on the Praxis I Math subtest or Virginia Department Of Education approved alternatives, Virginia Communication and Literacy Assessment, Reading for Virginia Educators (required for PK-3, PK- 6 and Special Education - General Curriculum K-12 only) and the appropriate Praxis II subject area assessment are required for admission into Emory & Henry Teacher Preparation Programs.
Required Assessments: Students interested in teacher preparation must take the Praxis I Math subtest and the Virginia Communication and Literacy Assessment (VCLA) during the same semester in which they take EDUC 114. Reading for Virginia Educators must be taken at the end of the semester in which students take EDUC 410/549E. The Praxis II subject area test should be taken after all course requirements in the student’s major are completed.
Students are responsible for all testing fees.
For detailed information on admission and retention procedures and course requirements, consult the Neff Center for Teacher Education. Emory & Henry’s teacher preparation programs are accredited by the Teacher Education Accreditation Council nationally and by the Commonwealth of Virginia, meet standards of the National Association of State Directors of Teacher Education and Certification, and qualify for interstate acceptance under the terms of the Interstate Licensure Contracts.
The college provides approved programs in these areas:
(1) elementary (PK-3, PK-6), elementary and middle school (PK-6, 6-8), all centered around a major in Interdisciplinary English, Interdisciplinary Mathematics, or Interdisciplinary History and Social Sciences; (2) secondary licensure in the following subjects for grades indicated:
Art PK-12
Biology 6-12
Business Education 6-12
Chemistry 6-12
Earth Science 6-12
English, English and Journalism, English and Theatre, English and Speech 6-12 French PK-12
Geography 6-12
History and Social Sciences 6-12
Mathematics 6-12
Music - Choral/Vocal PK-12
Music - Instrumental PK-12
Physical Education PK-12
Physics 6-12
Spanish PK-12
Courses are also available for add-on endorsements in other areas, including driver education and English as a Second Language. Students interested in teaching but not enrolled in an approved program should consult the Director of the Neff Center for Teacher Education.
VIRGINIA LICENSURE REQUIREMENTS
The requirements of all Emory & Henry College Virginia-approved teacher education programs meet or exceed the Virginia licensure requirements which were in effect at the time the programs were approved. From time to time, the Virginia Board of Education and/or the Virginia General Assembly make substantive changes in these requirements and set deadlines for their implementation. Students enrolled in Emory & Henry College teacher preparation programs will be required to meet the current standards for licensure, even if these requirements are not reflected in the college catalog under which the student entered.
Common licensure requirements for interdisciplinary programs
Licensure options share many common objectives and course requirements. Academic work is centered around a major in Interdisciplinary English, Interdisciplinary Mathematics, or Interdisciplinary History and Social Sciences. To complete all requirements in four years, a student should choose core courses carefully, selecting those that meet both core requirements and teacher preparation requirements. It is also important to pay particular attention to sequential courses and courses that are taught only in fall semesters or only in spring semesters.
All students interested in teacher preparation should register with the Neff Center for Teacher Education during the first year or sophomore year in addition to the relevant academic department.
Degrees
-
Professional Studies Master of Education, -
Professional Studies Master of Education with an endorsement in Special Education, Master's Degree
Courses
EDUC 310: Teach Read & the Language Arts
Program
Introduction to the reading process; exploration of how meaning is constructed in relation to written texts, and the teacher's role in helping elementary and middle school students including those with cultural, linguistic, and other learning differences learn this developmental process. Comprehension, skill acquisition, and assessment; explanation of how to provide students with integrated language arts instruction that includes a strong systematic, explicit phonics component; Virginia Standards of Learning.
Prerequisites
junior status.
EDUC 410: Practicum: Reading Problems
Program
Techniques in evaluation of reading process, difficulties encountered by children in reading-learning process, and diagnostic techniques used by the classroom teacher. Individualized instruction; pragmatic corrective measures.
Prerequisites
C- or higher in 310.
EDUC 449: Reading & Writing in Content Areas
Program
Instructional techniques useful to secondary teachers in supporting and guiding students prior to, during, and after reading, writing, and learning experiences. Discipline-specific methods during content instruction, including the appropriate use of technology and texts, and specific strategies for supporting students with cultural, linguistic, and other learning differences. Must be taken in the semester immediately prior to student teaching.
Prerequisites
senior status or permission of department.
EDUC 501: Practicum in Education
Program
Classroom and approximately one hundred hours field-based experience.
Prerequisites
permission of instructor and Education Department.
EDUC 501B: Practicum in Interv - Disabili
Program
Required of all persons seeking a licensure that includes special education-general curriculum K-12. Approximately one hundred hours on-site experience in an inclusive setting.
Prerequisites
permission of instructor and Education Department.
EDUC 505: Contemporary Issues & Problems Edu
Program
Growth and development from birth through adolescence, contributing to an understanding of the physical, social, intellectual, emotional, and psychological development of children and youth, and the ability to use this understanding in guiding teaching and learning experiences. Focus on implications for education, early childhood through adolescence. Students engage in 6 hours of community service and observation at a designated elementary school preschool program. Prerequisite: Students enrolled in the course must have taken EDUC 114, be enrolled in EDUC 114 the same semester, or instructor approval.
EDUC 509: Action Research Practicum
Program
Design of an action research project within a school setting that includes children of differing abilities. Practical, problem-based, and professional development criteria; curricular changes and teaching and learning strategies.
EDUC 518: Supervision of Instruction
Program
Introduction to supervision, emphasizing skills for a supervisor to perform effectively in a leadership position. Special attention to developing skill in human relations, group processes, and personnel administration and evaluation, particularly in reading/language arts programs.
Prerequisites
permission of instructor.
EDUC 520: Seminar Teach-Elem & Middle
Program
Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person.
EDUC 521: Supervised Teach - Elem & Midd
Program
Supervised teaching fee. Ten semester hours.
EDUC 524: Assessing for Learning
Program
Understanding, skill development, and application of creating, selecting, and implementing valid and reliable assessments including needs of diverse learners. Why we assess students, how to appropriately assess, creating authentic assessments, types of assessments, how to analyze assessment data, and using assessment information to drive instructional decision making. Includes action research component.
EDUC 530: Curr & Inst in Soc Sci in Elem/Middle
Program
Current curricular methods, materials, philosophies, and Virginia Standards of Learning in elementary and middle school social studies and writing education. Developing and identifying social studies and writing materials ands pproaches.
EDUC 540: Seminar: Teaching in Sec. School (9-12)
Program
Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person.
EDUC 541: Supervised Teach - 2nd School
Program
Supervised teaching fee. Ten semester hours.
EDUC 545: Foundations of Education
Program
History and contemporary issues in general and special education. Historical, philosophical, social, political, and cultural factors affecting the nature of schooling, curriculum, and individual education attainment for students with and without dis/Abilities. Legal aspects, regulatory requirements, and expectations associated with identification, education, and evaluation of students with and without dis/Abilities. Virginia Standards of Learning and the organization of schools.
EDUC 549E: Prac Diag & Rem Read Problems
Program
Techniques in evaluation of the reading process, difficulties encountered by children in the reading-learning process,and diagnostic techniques used by the classroom teacher. Individualized instruction; pragmatic corrective measures.
Prerequisites
310 and senior status.
EDUC 549S: Reading Writing Instruct. in Cont. Areas
Program
Instructional techniques useful to secondary teachers in supporting and guiding students prior to, during, and after reading, writing, and learning experiences. Discipline-specific methods during content instruction, including the appropriate use of technology and texts, and specific strategies for supporting students with cultural, linguistic, and other learning differences. Must be taken in the semester immediately prior to student teaching.
EDUC 550: Curric & Instruction in Second
Program
Organization and direction of classroom activities and experiences. Varied teaching methods, techniques and strategies, lesson planning, and Virginia Standards of Learning. Guest lecturers, individual or small group study directed by department representatives. Student presentations to demonstrate grasp of content.
EDUC 560: Sem: Teach K-12 Spec Classroom
Program
Required as part of supervised teaching block. General review, consolidation, and amplification of instructional techniques in special and inclusive education settings. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Review of identification and referral of exceptional children, assessment strategies, and Virginia Standards of Learning. Transition, consultation, and collaboration issues in special and inclusive education. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person.
EDUC 561: Student Teach-K-12 Sp Educ
Program
Supervised teaching fee. Ten semester hours.
EDUC 570: Survey of Exceptional Children
Program
Diverse and exceptional students, their learning needs, and protection under the law. Focus on creating instructional contexts and using appropriate teaching strategies to accommodate the special learning needs of students who are academically at-risk, including but not limited to students who are labeled learning dis/Abled, emotionally disturbed, developmentally delayed, autistic, other health impaired, traumatic brain injury, multiple dis/Abilities, gifted and talented, and those who come from culturally, linguistically, socioeconomically, or multiculturally diverse backgrounds. This course satisfies the proficiency requirement for Critical Thinking in the disciplines.
Prerequisites
Education 305 or 505.
EDUC 600: Graduate Seminar
Program
Selected content, pedagogy, movements, or issues in the K-12 curriculum.
Prerequisites
graduate status and permission of instructor.
EDUC 601: Independent Study
Program
Advanced independent research in a special area of education.
Prerequisites
permission of the Director of the M.
SPED 402: Curr Des & Inst in Sp Educ
Program
Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, OHI, and students with mental retardation. Application in the classroom setting.
Prerequisites
370 or 570.
SPED 403: Asmt & Coll in Sp & Incl Educ
Program
Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions.
Prerequisites
370 or 570.
SPED 422: Managing Learning Environment
Program
Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, selfdirection, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors and labels of ADD/ADHD or emotional disturbance.
Prerequisites
305 or 505, and 370 or 570.
SPED 502: Curr Design & Inst in Spec Edu
Program
Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, autism, OHI, and students with mental retardation. Application in the classroom setting. A research paper and/or action research project and presentation to the class are required for graduate credit.
Prerequisites
370 or 570.
SPED 503: Asmt & Coll in Sp & Inclu Educ
Program
Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions. A research paper and/or action research project and presentation to the class are required for graduate credit.
Prerequisites
370 or 570.
SPED 522: Managing Learning Environment
Program
Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, selfdirection, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors including but not limited to students labeled ADD/ADHD or emotional disturbance.
Prerequisites
305 or 505, and 370 or 570.