Dr. Marcia Matanin, Department Chairperson and Graduate Program Coordinator
2405 Beeghly College of Education
The master's degree teacher education programs provide advanced professional preparation for teachers. The Department of Teacher Education provides master's degrees in three specialty areas for post baccalaureate study toward the M.S. in Education: Content Area Concentration, Curriculum and Instruction, and Literacy. The Teacher Education Master's programs focus on the development of professional practitioners committed to quality teaching. These professionals are committed to reflecting on, and applying knowledge, skills, and dispositions so that all students can learn. Central to the development of such professionals is the refinement of competencies in the areas of scholarship, teaching, leadership, management, communication, and interpersonal relations. Professional practitioners are committed to the belief that all children can learn.
For more information about the Department of Teacher Education, please contact the Teacher Education Office at (330)-941-3251.
The Department of Teacher Education’s mission is to empower teachers for professional practice. The mission commits the faculty to a theme of critical reflective practice where candidates are engaged in activities that build on their knowledge, skills, and dispositions related to effective teaching. Faculty members are committed to educating practicing professionals in the areas of: scholarship, teaching, leadership, management, communication, and interpersonal relations. The Department also offers a variety of professional development courses and workshops.
The master's programs in the Department of Teacher Education are accredited by the National Council for Accreditation of Teacher Education (NCATE). http://www.ncate.org/.
Curriculum and Instruction Program
The Curriculum & Instruction program is a comprehensive program completely related to curriculum and instruction in the classroom. Additionally, this programs gives students the opportunity to take other related courses of interest.
|Curriculum, Assessment, and Instruction to Improve Learning|
|Psychology of Learning and Education|
|Introduction to Educational Research|
|Philosophical Analysis of Education|
|Sociological Bases of Education|
|Technology in Instructional Settings|
|Interpersonal Communications for Educators|
|Law and Ethics for the Classroom Teacher|
|Speciality Program Area||18|
|Principles of Instruction|
|Select five courses (15 s.h.) from the College of Education approved by the student's advisor. Generally it is advised that one course in each of the foundations, counseling and special education is taken as well as three courses from the Department of Teacher Education.|
|Total Semester Hours||33|
Candidates must purchase a TaskStream account at the beginning of their studies, which is necessary for our accreditation through The Council for the Accreditation of Educator Preparation (CAEP).
Curriculum and Instruction majors are to consult with assigned graduate faculty advisors regarding the choice of elective coursework.
All candidates must take and successfully pass the Comprehensive Examination which covers the following coursework (TCED 6936, FOUN 6904, FOUN 6901 or FOUN 6902, and TCED 6922) in order to apply for graduation. Please see the Department of Teacher Education for applications, times, and dates for the examination. Effective Summer 2017, all candidates will be completing a comprehensive eportfolio instead of the Comprehensive Examination.
- Candidates develop a deep understanding of the critical concepts and principles of their field of preparation and, by completion, are able to use professional specialty practices flexibly to advance the learning of all P-12 students toward attainment of college- and career- readiness standards.
- Candidates demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 are enhanced, through:
- Applications of data literacy;
- Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies;
- Employment of data analysis and evidence to develop supportive school environments;
- Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents;
- Supporting appropriate applications of technology for their field of specialization;
- Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization.
- Advanced program completers learn and apply specialized content and discipline knowledge contained in approved state and/or national discipline-specific standards.
In addition to the minimum College of Graduate Studies admission requirements, all master’s in special education applicants must have the following:
- Applicants must have earned above a 2.7 grade-point average. (If an applicant's GPA is slightly below the minimum required, an applicant may include a GRE or MAT score to have their application reviewed.);
- Three Letters of Reference or Reference forms, at least two of which should be prepared by current or former faculty;
- Official transcripts of all undergraduate or graduate work completed;
- Letter of intent – Candidates must provide a one page response to each of the following:
- What are the personal attributes that have prepared you for this profession?
- What is the purpose of obtaining this degree?
- Special Education interview
- Application Deadline: July 15th. Students admitted once per year for fall semester.
To take classes as a non-degree candidate, the approval of the department chair must be obtained. Non-degree candidates choosing to earn a degree must make formal application for admission to the degree program. A GPA of 3.0 must be maintained in order to convert from non-degree to regular status.
Candidates without a teaching certificate or license may be admitted on an individual basis to special education graduate programs. However, additional coursework may be required for licensure. Candidates with bachelor’s degrees outside the College of Education will be required to complete additional coursework for licensure. For all candidates seeking a new area of licensure, the Ohio Reading Requirement including 12 s.h. in reading is required (TERG 3701, TERG 3702, TERG 3703, TERG 3701), and passage of the appropriate PRAXIS exam is required by the Ohio Department of Education (ODE).
Individuals without a teaching certificate will also need to complete the Ohio Reading Requirement (TERG 3701, TERG 3702, TERG 3703, TERG 3701), OAE APK exam (Special Education content) and Foundations of Reading tests, PSYC 3709 or PSYC 6903 or equivalent, SPED 4849 Supervised Student Teaching, and SPED 4869 Student Teaching Seminar, and passage of the appropriate licensure exam as required by ODE.