1
Table of Contents
Introduction and Welcome Letter
Welcome Letter
Faculty and Staff Department Directory
External Advisory Board
Mission of Education Department
Student Learning Outcomes
Purpose
Goal
Social Justice Integration
Our Programs Overview
Page
3
4-5
6
7
7
8
8
8
9
Why Study Education at E-town
10-11
Areas of Study
12-14
Teacher Certification Program
Chapter 354 General Standards
Provisional Acceptance
Formal Acceptance
Domains of Professional Practice / Digication
Clearance Information
15
16
17
18
19-30
31-36
PA Dept of Education Testing Requirements
37-51
Department Checksheets
52-69
Required English Courses
70
Honors in the Discipline Program
71
Education Course Descriptions
72-79
The Graduate Program- 4+1
80-85
Teacher Dispositions/Foundational competencies
86-94
Student Teaching and Field Observations
95
Social Justice Opportunities
96
Common Book in Social Justice
97
Student Organizations
98
Steps to Become Certified and Etown and Tips for Students
99-101
Education Department Forms
102-109
2
Welcome to the Department of Education!
Dr. Rachel Finley-Bowman,
Education Department Chair
Welcome to the Education Department at Elizabethtown College and to your first step in becoming
the educators and school leaders of tomorrow! You are beginning an exciting journey, and this
manual is designed to help you navigate the curriculum and assessment requirements for teacher
certification in the state of Pennsylvania.
A major in education at Elizabethtown is a demanding undertaking. Students must excel in
challenging coursework in pedagogy, learning theory, cognition, and liberal arts content. They must
repeatedly demonstrate competency in field placement classrooms by working with a variety of
students and student needs. They must exhibit the dispositions of a professional educator as
defined by the PA Code of Conduct and the department’s Teacher Dispositions Policy. Finally,
students must pass required state assessments (PRAXIS, PAPA, PECT) and complete a professional
portfolio for certification.
The Teacher Preparation Program at Elizabethtown College has a unique focus supported by four
pillars – Professionalism (as defined by Danielson’s Domains), Social Justice, Undergraduate
Research, and Theory into Practice. These pillars are realized through the curriculum, field
experiences, research and service-learning projects with faculty mentors, co-curricular organizations
and activities, and invited speaker and film series, and they expose pre-service teachers to the real
issues and educational policies of the twenty-first century classroom.
Departmental faculty and staff want you to begin your career at Elizabethtown with a clear
understanding of these expectations and responsibilities for your chosen certification program –
Early Childhood (Pre-K to 4), Middle Level (4 to 8), Secondary (7-12), or K-12 (Music, Spanish, Art, and
Special Education. We also invite you to consider the option of enrolling in the new 5-year Master’s
Program in Special Education which offers dual certification in a general area and special education
in either grades PreK-8 or 7-12.
If you encounter policies or procedures that you do not
understand, please consult us immediately. This manual is also available on the department’s
website.
Regards,
Dr. Rachel Finley-Bowman
Chair, Education Department
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Teacher Education Faculty and Staff
Education Department Office
Nicarry 143
717-361-1210
717-361-3770
www.etown.edu/depts/education
Dr. Rachel Finley-Bowman,
Dept. Chair
Associate Professor of Social Studies
Education
Nicarry 144
717-361-1327
[email protected]
Ms. Johanna Shafer
Department Administrative Assistant
Nicarry 143
717-361-1210
[email protected]
Dr. Kathy Blouch
Dr. Elizabeth Coyle
Mrs. Diane DeArment
Assistant Professor of Science Education
Associate Professor of Education
Nicarry 136
717-361-1127
[email protected]
Nicarry 141
717-361-1134
[email protected]
Director of Clinical Experiences & Certification
Officer
Mr. Doug Fisher
Dr. Shannon Haley-Mize
Dr. Eugenia Krimmel
Adjunct Faculty
Assistant Professor of Education
Adjunct Faculty
Nicarry 143
717-361-1210
[email protected]
Nicarry 137
717-361-3702
[email protected]
Nicarry 143
717-361-1210
[email protected]
Dr. Charla N Lorenzen
Dr. Don Myers
Asst Prof of Modern Languages
Lecturer in Education
Associate Professor of Education
Nicarry 135
717-361-1574
[email protected]
Nicarry 140
717-361-1297
[email protected]
Professor Wendy Bellew
Dr. Kevin T Shorner-Johnson
Dr. Matthew G Skillen
Lecturer in Education
Asst Prof of Music Education
Assistant Professor of English
Director of English Education
Wenger Center, 303
717-361-1996
[email protected]
Spanish Education
Nicarry 142
717-361-1225
[email protected]
Dr. Susan Pitcher
Nicarry 139
717-361-1248
[email protected]
Zug Memorial Hall, 108
717-361-1532
[email protected]
Music Education
Dr. Stephen R Soltys
Dr. Juan Toro
Dr. Carroll Tyminski
Asst Prof of Mathematics Ed
Associate Professor of Education
Associate Professor of Education
Nicarry 134
717-361-1296
[email protected]
Nicarry 115
717-361-1378
[email protected]
Esbenshade , 384E
717-361-1336
[email protected]
Math Education
Wenger Center, 104
717-361-1232
[email protected]
English Education
4
Teacher Education Faculty and Staff
Dr. Kristen Waughen
Professor James Wile
Mrs. Dana Wendling
Adjunct Faculty
Lecturer in Education and Mathematical Sciences
Administrative Assistant, Clinical Experiences
Esbenshade 284C
717-361-4760
[email protected]
Nicarry 102A
717-361-3681
[email protected]
Dr. Stacy Winslow
Ms. Wendy Martin
Adjunct Faculty
Science Education Outreach Director
Nicarry 143
717-361-1210
[email protected]
Nicarry 239
717-361-1305 (office)
717-575-0232 (mobile)
[email protected]
Ms. Marianne Calenda
Dr. E. Fletcher McClellan
Dr. Elizabeth A Rider
Dean of Students
Dean of the Faculty
Assoc Academic Dean/Registrar
Baugher Student Center, 208
717-361-1196
[email protected]
Alpha Hall, 101
717-361-1304
[email protected]
High Library, Room 208
717-361-1333
[email protected]
Nicarry 102B
717-361-1363
[email protected]
5
Department of Education External Advisory Board
Mission Statement:
Through program assessment, powerful curriculum development, and the
cultivation of professional relationships with stakeholders in our field
placement schools and districts, the Elizabethtown College Department of
Education External Advisory Board is an organization of educators,
administrators, college faculty, and staff who are committed to the
continued growth and success of our pre-service teachers.
Mr. Bradley Miller
Second Grade Teacher
Landisville Primary Center
Hempfield School District
Mrs. Melissa Elliott
Second Grade Teacher
East High Elementary School
Elizabethtown Area School District
Mrs. Julie Shar
Primary Multiage Teacher
Rheems Elementary School
Elizabethtown Area School District
Dr. Donald Myers
Lecturer in Education
Supervisor, Student Placements
Department of Education
Elizabethtown College
Dr. Stacy Winslow, Ed. D
Principal, Hershey Middle School
Derry Township School District
Dr. Rachel Finley-Bowman
Chair, Department of Education
Associate Professor
Department of Education
Mrs. Amanda Hann
Principal, Rheems Elementary School
Elizabethtown Area School District
Ms. Johanna Shafer
Administrative Assistant
Department of Education
Elizabethtown College
Mr. Donald Gillett
Principal, Wrightsville Elementary School
Elizabethtown Area School District
Mrs. Wendy Bellew
Lecturer in Education
Department of Education
Elizabethtown College
Mrs. Janell Craun
Second Grade Teacher
Cornwall Elementary School
Cornwall Lebanon School District
Mrs. Diane DeArment
Director, Clinical Experiences
Department of Education
Elizabethtown College
Mr. Richard Schwarzman
Assistant to the Superintendent
for Secondary Education
Elizabethtown Area School District
Mr. Ryan Billet
Principal, Stony Brook Elementary School
Central York School District
6
Mission Statement
The mission of the Education Department at Elizabethtown College is to
provide its students with the knowledge and skills necessary to become
thoughtful and responsible teachers who, informed by scholarship and
research, are prepared to meet the social, intellectual, and professional
challenges of today's culturally diverse and inclusive pre-K to 12 classrooms.
Student Learning Outcomes
The Education Department requires that every student demonstrate the
following:
• A thorough knowledge of the content and pedagogical skills in
planning, preparation, and assessment.
• An ability to establish and maintain a purposeful and equitable
environment for learning.
• An ability to deliver instruction that engages students in learning by
using a variety of instructional strategies, including technology.
• Qualities and dispositions that characterize a professional person in
aspects that occur in and beyond the classroom/building.
• An awareness of, and adherence to, the professional, ethical, and
legal responsibilities of being a certified teacher.
• An ongoing commitment to lifelong learning and professional
development through field-related clubs, conferences, and
organizations.
• Teaching and advocacy for principles of social justice and civic
competence.
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Purpose:
We believe that our purpose is best achieved through
adherence to the Pennsylvania Department of Education
standards for teacher certification, and through
modeling research-based practices of effective
instruction and assessment within a relationshipcentered climate that supports academic excellence.
Goal:
Our goal is to prepare highly competent, knowledgeable
educators in early childhood, elementary middle,
secondary, special, art, music, and Spanish education.
Essential components of this preparation are early and
frequent field experiences in urban, rural, and suburban
settings supervised by certified professionals, and
ongoing self-evaluation of knowledge and skill growth
through development of a professional portfolio. The
capstone assessment is a semester-long student
teaching placement that promotes the practical
application of theories and best practices learned in
program coursework.
Social Justice Integration:
Integral to our programs is the department's signature
attribute of social justice, exhibited through a curricular
focus upon advocacy for equity, civic engagement, global
citizenship, and international/comparative perspectives.
Education faculty are experts in these fields, conducting,
presenting, and publishing their own research, and
facilitating opportunities for undergraduate scholarship.
8
Our Programs:
Program
Home
Department
Type of
Certification
Early Childhood Education, B.S. Ed.
Education
Pre K-4
Early Childhood w/ Special Education, B.S. Ed*
Education
Gen Ed- Pre K-4
SPED- Pre K-8
Elementary/ Middle Level Language w/Special
Education B.S. Ed*
Education
Lang- 4-8
SPED- Pre K-8
Middle Level Science, B.S Ed.
Education
4-8
Middle Level Social Studies, B.S. Ed.
Education
4-8
Middle Level Math, B.S. Ed
Education
4-8
Secondary Biology, B.S. Ed.
Biology
7-12
Secondary Chemistry, B.S. Ed
Chemistry and
Biochemistry
7-12
Secondary English, B.A., English Ed
English
7-12
Secondary Math, B.S. , Math Ed
Mathematical Sciences
7-12
Secondary Social Studies, B.S., Social Studies Ed
Education
7-12
Secondary Gen Science B.S., Ed
Education
7-12
Secondary Physics, B.S. , Physics Ed
Physics and Engineering
7-12
Music Education, B.M.
Fine and Performing
Arts
Fine and Performing
Arts
Modern Languages
K-12 Music Education
Education
Master’s SPED PreK-8,
7-12
Art Education, B.S. Ed.
Modern Languages- Spanish Education, B.A. Spanish
with K-12 Education Certification
4+1 Master’s Degree in Special Education, M. Ed.
K-12 Art Education
K-12 Spanish Education
* First-Year students entering Elizabethtown College Fall 2013 can declare the four-year Special
Education Certification Program up until May 1st, 2014. Otherwise, they are required to complete
the MEd Special Education 4+1 Program. NO EXCEPTIONS.
9
Why Study at Elizabethtown:
Hallmarks of our Program
Field placements in each year of study in a variety of settings
As an education major at Elizabethtown College, you begin classroom
observations in your first year. You will be exposed to a variety of school
settings: suburban, urban and rural.
Access to full-time clinical coordinator
Field placements are an important part of your educational experience
at E-town. You won't have to worry about securing your own placement
locations; we do it for you!
Middle-level certification areas
Elizabethtown College was one of the first colleges in Pennsylvania to
receive middle-level accreditation. We offer courses leading to
certification in science, mathematics, social studies, and English/
language arts/reading.
Frequency of student-teaching observations by field supervisors
Your time as an Education major culminates with your student-teaching
experience. You will be fully supported by a dedicated field supervisor
who will make frequent observations to your classroom.
10
Why Study at Elizabethtown:
Hallmarks of our Program
Integration of social justice throughout coursework
Our department embraces the mission and educational philosophies of
the Elizabethtown College's in many ways, including implementing
values of social justice into the curriculum
Student interest in civic engagement opportunities
The Education Department at E-town College encourages our majors to
get involved in the community. Tutoring and reading to children at local
libraries and community centers is just one example of how you can give
back while cultivating your classroom skills.
Student research and scholarship opportunities
Student scholarship is alive at Elizabethtown College. As an education
major, you will have research opportunities including Honors in the
Discipline or participation in the College's annual Scholarship and
Creative Arts Day as well as the opportunity to present at professional
conferences in your specialty discipline.
Learn from accomplished faculty committed to scholarship and
mentoring
All Elizabethtown College courses are taught by committed faculty
members.
Graduate Study in Special Education –
The Department offers a unique 4+1 Master’s program in special
education which provides candidates with two full semesters of student
teaching and prepares them to be highly qualified in a general
certification area and PreK-8 or 7-12 special education.
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Areas of Study
The Department of Education at Elizabethtown College has a tradition
of successfully preparing teacher candidates who graduate, obtain
Pennsylvania State Teacher certification and go on to secure teaching
positions in Pennsylvania and surrounding states. We provide students
with an opportunity to pursue the following majors:
•
•
•
•
Early Childhood Education
Elementary/ Middle Level
Secondary Education
Special Education* (Please see the Master’s Program on Page 80)
Early Childhood Education
Pre-K through 4th grade
Candidates for certification in Early Childhood Education must complete
a major that consists of two key elements. The first element emphasizes
critical concepts and ideas important to one’s general education and
academic preparation for teaching. The second emphasis stresses a
professional core organized in five areas:
•
•
•
•
•
•
Early Childhood Development,
Cognition and Learning
Subject Matter Pedagogy Content (Pre-K through 4);
Assessment
Family and Community Partnerships
Professionalism
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Elementary/Middle Level Education
4th through 8th grade
Candidates for certification in Elementary/Middle Level Education must
select an emphasis in one of four academic content areas and be a
generalist in each of the other three academic content areas.
The academic emphasis requires completion of a minimum of 30 credit
hours in one of the following four content areas:
1) Mathematics,
2) Science,
3) English/Language Arts and Reading, or
4) Social Studies.
In addition to the one academic emphasis, candidates also are expected to
generalize in the remaining three content areas by completing 12 credit
hours in each. Students also complete a professional core organized into
five areas:
1) Early Adolescent and Adolescent Development, Cognition and Learning;
2) Subject Matter Pedagogy Content (Grades Four through Eight);
3) Assessment;
4) Family and Community Partnerships;
5) Professionalism.
Content requirements are based on national standards for
Elementary/Middle Level Education as well as Pennsylvania's curriculum
standards. Candidates will have 190 hours of field experiences prior to
student teaching.
13
Secondary Education
Programs in Secondary Education are available in select academic areas
including:
• Biology
• Chemistry
• English
• Mathematics
• Physics
Special interdisciplinary programs in:
• Social Studies
• General Science
Majors and Pennsylvania certification for kindergarten through 12th grade
are also available in :
• Music
• Fine Arts-Art
• Modern Languages-Spanish
Carefully designed work in the academic or interdisciplinary major, the Core
program and electives qualify students for a degree appropriate to that
major and for Pennsylvania certification. For specific requirements for these
programs, refer to Catalog sections relating to the primary major or to the
interdisciplinary section for the two interdisciplinary programs.
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Teacher Certification Program
As part of its general requirements for majors and/or
certification, the Education Department expects students to
make application into the Teacher Certification Program.
This begins with Provisional Acceptance( routinely this is
done as a first-year student) and this is followed by Formal
Acceptance. (routinely this is done as a sophomore student).
On the following pages you will find information on the
specific requirements for Provisional Acceptance followed by
specific information for Formal Acceptance as well as
information on all required clearances.
The programs at Elizabethtown College are accredited
through the Pennsylvania Department of Education (PDE) and
are governed by the General Standards of Chapter 354 of the
Pennsylvania Code.
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Chapter 354 General Standards
I. MISSION - The professional educator programs shall have a cooperatively developed mission
statement that is based on the needs of the professional educator candidates, public school entities and
their
students, and consistent with the design of the programs. (354.21) (49.14(4)(i)
II. ASSESSMENT [REPORTING] – The preparing institution shall submit an annual systematic
report and a biennial report on candidates and demonstrate that the results are used to modify and
improve
the professional education programs. (354.22) (49.14(4)(vii)(x)
III. ADMISSIONS – The preparing institution shall document that its procedure for admitting
applicants into its professional education programs confirms that they have met the course, credit and
grade
point average or alternative admissions requirements. (354.23) (354.31) (49.14(4)(v)
IV. DESIGN - The preparing institution shall document that the academic content courses for initial
preparation programs culminating in a bachelor’s degree or higher shall be the same as a Bachelor of
Arts
or Bachelor of Science Degree and shall also include all required electives in the content area that the
candidates plan to teach or serve and allow completion in four years. (354.24) (49.14(4)(iii)
V. FIELD EXPERIENCES – The preparing institution shall document that candidates complete a
planned sequence of professional education courses and field experiences that integrate academic and
professional education content with actual practice in classrooms and schools to create meaningful
learning
experiences for all students. (354.25)(354.26)(49.14(4)(iv)(viii)
VI. STUDENT TEACHING – The preparing institution shall document that candidates for initial
Instructional I certification complete a 12-week full-time student-teaching experience under the
supervision
of qualified program faculty and cooperating teachers. (354.25) (49.14(4)(ii))
VII. COLLABORATION – The preparing institution shall document that higher education faculty,
public school personnel, and other members of the professional education community collaborate to
design,
deliver, and facilitate effective programs for the preparation of professional educators and to improve
the
quality of education in schools. (354.25) (354.41) (49.14(4)(ix)
VIII. ADVISING & MONITORING - The preparing institution shall document its procedure for
recruiting and advising students, systematically monitoring their progress, and assessing their
competence
to begin their professional roles upon completion of the program. (354.32) (354.33) (49.14(4)(vi))
IX. EXIT CRITERIA – The preparing institution shall have a published set of criteria and
competencies for exit from each professional education program, that are based on the PA Academic
Standards, Specific Program Guidelines and the learning principles for each certificate category. (354.33)
(49.14(4)(iii)
X. FACULTY - The preparing institution shall provide systematic and comprehensive activities to
assess and enhance the competence, intellectual vitality and diversity of the faculty. (354.41)
16
Provisional Acceptance
Application for Provisional Acceptance into the teacher
certification program is routinely done as a first-year student
during the semester that you will complete both ED 105 &150 or
ED151 (typically during Spring semester of your first year)
Students must apply for Provisional Acceptance when the following specific
application requirements occur:
• You have completed at least 27 credit hours
• You have completed at least two courses with Education prefixes (ED 105
& ED 150 or ED151)
• You have a cumulative (overall) GPA of at least 2.8
• You have a grade of C or better in all courses with Education prefixes
• You must be a declared education major
• You have submitted a student life clearance (complete the top portion
only and bring to Nicarry 143)
• You must submit a professional e-portfolio which includes the following
information:
• One picture of yourself
• Resume
• Educational Philosophy
• Dates of your clearances and TB test
• PAPA Scores (if you have already taken them, please include your
scores)
• Description of your experience working with children
• Sample of your writing (Educational philosophy may be used for
this or something such as an article review, lit review, etc)
• Other items you wish to present in support of your application
17
Formal Acceptance
Application for Formal Acceptance into the Teacher Certification
program is routinely done as a sophomore student after
completing at least 3 education courses (typically during spring
of your sophomore year ) .
Students must apply for formal acceptance when the following specific
application requirements occur:
• You have completed at least 54 credit hours
• You have completed at least 3 courses with education prefixes
• You have completed 2 math courses and two English courses (one writing
composition and one literature)
• Overall GPA of at least 3.0
• Proof of an updated TB test (no older than 1 year)
• Up to date criminal clearances (no older than 1 year)
• Passing scores for the PAPA tests
The professional e-portfolio which includes updated:
• One picture of yourself
• Updated resume
• Dates of your clearances and TB test
• PAPA scores (if you have taken the tests and are awaiting your scores,
please note that on your portfolio)
• Educational Philosophy
• Description of your experience working with children
• Sample of your writing
• Other items you wish to present in support of your application
Student life clearance - previous clearance will be checked by the department
for any recent disciplinary issues. You do NOT need to sign another student life
clearance.
18
The Domains of Professional Practice
The Danielson Framework
The Professional Portfolio
19
The Domains of Professional Practice- The Danielson Framework
The Professional Portfolio
All education majors are required to complete a portfolio which assesses and
documents their growth as professionals during their capstone student teaching
experience. Beginning in the freshmen year, students are introduced to the concept
of the portfolio, and artifacts are collected from pertinent content courses, education
courses, and field placements. During the junior methods placement, students will
assemble their first complete portfolio using a traditional binder format. In the senior
year, this portfolio is transferred to an electronic version (using Digication software).
Students are also required to assemble a companion portfolio brochure which
emphasizes their very best work.
The portfolio is to be organized according to Charlotte Danielson’s Four
Domains of Professional Practice:
Domain 1: Planning and Preparation
1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
Domain 2: Classroom Environment
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
Domain 3: Instruction
3a Communicating With Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
The professional portfolio is a clear expression of a student’s educational
philosophy, showcasing his/her progress as a pre-service teacher. Portfolio
development is a PROCESS; students never really “finish” this project, but
continually update and revise the document as they grow and evolve in the
profession.
It is expected that the portfolio will be organized (table of contents, etc.), neat,
and professional. Creativity is absolutely encouraged (color, graphics, and pictures),
but students should refrain from making it “cute” or appear as a scrapbook. Your
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portfolio is an earnest and insightful statement of your work as a teacher.
Recommended Portfolio Contents
Table of Contents
Provide a quick overview of portfolio organization
Artifacts to Reflect Four Domains
Select artifacts that best demonstrate how you have met each the domain standard.
Strive for QUALITY, not quantity!
Reflections
Artifacts illustrate your accomplishments but they do not speak for themselves. Reflections
explain your rationale for choosing a particular artifact to highlight your knowledge,
experiences, achievements, and beliefs about teaching.
Students must justify why their chosen artifacts satisfy each domain using reflective essays or
passages.
Directly address the domain and the standard(s).
Briefly describe artifact in relation to the event or activity
Analyze the significance of the artifact. Explain how you were impacted by this experience.
State why you included specific artifacts in your portfolio. This could be a separate section to
introduce the domain, or several paragraphs throughout the domain which accompany each artifact.
Describe what you learned and explain the outcome of the experience. (Were you surprised by what
you learned; was outcome intended or unintended? What insights were gained in this experience?)
Ideas to consider for Portfolio Reflections:
How and why was this artifact meaningful?
Is this artifact the best representation of my knowledge?
What does this artifact communicate about my skills?
Why this artifact is a good representation of a particular standard?
What did you learn; or how did you grow professionally?
Tips and Reminders:
Make the portfolio neat, organized, and visually appealing.
Be sure to cover the entire grade range of your certificate (K-12, 7-12, 4-8, PreK-4) and all pertinent
content areas.
Highlight minors or other relevant areas of study.
Highlight what sets you apart (study abroad, unique internships, undergraduate research)
Captions/headlines/titles to explain artifacts are useful.
Highlight diverse experiences, showing your ability to work in multiple environments with various
responsibilities.
Include pictures of your room, bulletin boards, you in action, and the like.
The portfolio reflects who you are as a teacher. Think about how this document distinguishes you
from other job applicants. Think quality!!
21
The Framework for Teaching
The Elizabethtown College Department of Education uses the Danielson Framework
because it most closely aligns with our mission and constructivist vision of teaching and
learning.
As described by Danielson, the framework is meant to be the “foundation for professional
conversations” among practitioners who seek to enhance their skills and become more
thoughtful about the “complex task” of teaching. (Danielson, 2011)
College faculty use the framework to generate and sustain such conversations as they guide preservice teachers towards program completion. The framework also serves as a common
assessment of general student progress in the major.
The Commonwealth of Pennsylvania has also adopted Danielson’s Framework as the
overarching vision for effective instruction. Beginning July 1, 2013, in-service teachers
will be assessed using the four domains as the foundation of the Teacher Effectiveness
System.
For more information, please see http://www.iu17-2.pdesas.org/Instruction/Frameworks.
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WHAT IS DIGICATION?
Digication is an online e-Portfolio tool for showcasing work and achievements.
Digication makes it easy for teachers and students to create and share their
professional e-Portfolios.
What is an e-Portfolio?
As stated previously, portfolios are platforms for students, teachers, alumni,
and professionals to showcase their work and ideas. They are archives of
learning, discovery, progress, achievement and reflection. A few uses of eportfolios include assessment, admissions, interactive resumes, student
galleries, teacher resource sites, collaborative project portfolios, and research
presentations.
23
How to create your Portfolio
Login Directions:
Go to www.etown.edu
Choose the Current Students gateway
Look under Services and click on e-Portfolio
Login using your email as Username and XXXXX as the password.
24
To create a new Portfolio:
Click on CREATE to
create a new portfolio
Enter the title of your e-portfolio in this manner :
Last name, first name_ EDProvisional
(3 underscores)
25
Choose More Templates to see
templates that are not listed
automatically.
Click here to use the Education department’s
predesigned template
26
27
This area is referred to as
sections. You will know
which section you are in
looking at by the
underlined text.
This area is referred to as the pages. You
will know which page you are on by
looking for the
underlined text.
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Creating Your e-Portfolio










Log In to e-portfolio (Password is your email address if you have not created a portfolio yet)
Click on Create button (right side) in the My Portfolio section
Under e-Portfolio Title type your Last Name then First name EXAMPLE: Shafer, Johanna
Under e-portfolio web address type the beginning of your email address and ___ED Provisional
Under Contact email – type yours in, if not already indicated
Under Categories select Education – Provisional. Click on the + sign
Click on Permission Settings & Tagging
Directory Listing – Yes, show in Directory
Tags – No, do not allow to tag my pages
Permission Settings - Anybody at my school can view, only I can edit
Click on Choose a Template
Select ED Education Portfolio Template by clicking the little circle to the left of picture
Caution: Do not click on the name of the template
Click on Save button
NOTE: Look for Domain Sections. If there are no sections, you forgot to select the template by clicking the circle
To Add your Documents Under Each Page*
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Click on the Page you want to edit
Click Add a Module
Select Rich Text
Click Add This Module
Click I’m Done
Go into Edit tab
Click on icon Insert File
Click on Browse file (you are searching for your document at this point) Select your document
Click on Insert
Click on Save
Click on Publish
Click on Publish Changes
*Pages required for Provisional Acceptance include:
1. Resume
2. Clearances – You only need to type in date of each criminal clearance and TB Test, no need to scan or
“insert a file”
3. Experience Working with Children
4. Writing Sample
5. Program Competencies – (Form found in Ms. Shafer’s Public Folder under e-portfolio)
6. Picture of Yourself – (This could go on the page - About Me No need to make an additional page)
TIPS
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Put all the documents you are adding to your Portfolio into one folder or flash drive for easy finding
Save all documents as a PDF
Always make sure you PUBLISH , PUBLISH, PUBLISH
Criminal Clearances & TB Test only need to have date indicated. Do not scan clearances
Program Competencies form found in Ms. Shafer’s public folder under e-portfolio)
29
SAMPLE
Department of Education Acceptance Acknowledgement Form
Due to the Education Office by April 22, 2013
I have received, read and understand the above information concerning my
acceptance into the Education Department. I have discussed this with my Advisor. I
understand that my acceptance is not active until all signatures are received and this
form is returned to the Education Department office. Failure to submit this form with
all signatures on it, may result in my acceptance not being active. My advisor has
received and read the information as well. A copy of this letter will be placed in my
permanent student file in the Education Office.
____________________________
Student Signature
_____________________
Advisor Signature
_________________
Date
_______________
Date
*Please note: Acceptance is not active until this acknowledgement form has been
signed by the student and their advisor and returned to the Education Office, Nicarry
143, for the Department Chair to sign. *
____________________________
Chair, Education Department
_________________
Date
30
Clearances
For all students that will be in a field placement, clearances must be
updated each year. If a student studies abroad or does not have a
placement for a particular semester their clearances must be updated
and made current prior to beginning a new placement.
TB Test
Valid for one year. A copy of your new TB test results should be brought
to the Education office in Nicarry 143 to be placed in your file. The
health center administers TB tests at a nominal cost. You must schedule
an appointment for this service by calling 717-489-1021. Tests may also
be administered by your family doctor but results must be sent to you
at school so the education department can make a copy of the test
results.
Criminal Clearances
You will need to apply for and have proof of valid criminal record
clearances prior to taking ED105. Submit copies to the Education
office in Nicarry 143. Original criminal clearances are YOUR
responsibility and should be stored where you can access them on
campus. School districts require seeing the original criminal
clearances at the start of a field placement, so take your clearances
with you the first week of ALL field placements.
31
Criminal Clearances
All clearances are required for admission to the College’s teacher
education program (regardless of your state of residence) and for
accepting a position in a Pennsylvania school. Criminal clearance
forms and directions to process these clearances can always be
picked up in the Education Office, Nicarry 143.
The Commonwealth of Pennsylvania requires four separate
clearances for teacher candidates :
• PA State Police Criminal Record Check, (Act 34)
• PA Child Abuse History clearance (Act 151)
• FBI Criminal History Report* (fingerprints) (Act 114)
• ACT 24 – 6004 Arrest/Conviction Form (you will sign this and
submit to the Education department. You will not need a copy
of this)
As you receive your criminal clearances, bring a copy of each
clearance to the Education Office, Nicarry 143. We need a copy of
all clearances for your file. Lack of clearances will prohibit you
from starting any field placement. Always bring your original
clearances with you the first day of any field placement and
present them to the school office. School districts also require
that the Education Department of Elizabethtown College has
verification of your criminal clearances on file before you start
any field placement. Original criminal clearances are YOUR
responsibility and should be stored where you can access them
on campus.
You are required to update your Criminal Record Check, PA Child
Abuse, FBI Criminal History and TB Test clearances on a yearly
basis. Please keep track of the dates on your clearances and
update them when they expire each year. Always bring copies of
updated clearances to Nicarry 143( Ms.Shafer) or Nicarry 142
(Mrs. DeArment) so we can update your file.
32
PA State Police CRIMINAL RECORD CHECK
(ACT 34) : ONLINE INSTRUCTIONS
(using a Credit Card)
Specific Instructions
1. Using Internet Explorer - go to http://epatch.state.pa.us (no need to type in www)
2. Click on Submit a New Record Check
3. Enter Education in REASON FOR REQUEST
4. Enter Personal Information (Do not include periods, dashes or commas in the
address field)
5. Verify that all information is correct
6. On Record Check Request Form enter the information regarding who the record
check is for. (This may be the same information as the Personal Information page) (Do
not include dashes or spaces in the Social Security line.)
7. Press Enter this request and then Press Finished
8. Review Record Check Request then press Submit
9. Enter your Credit Card information. (Do not include spaces or dashes in the Credit
Card number line.)
10. You will be given the option to print your Criminal Record Check as long as you do
not have a record. Be sure to have a printer available to print.
11. Be sure to click on the hyperlink that reads “Certification Form”
12. Print two copies and bring one copy of the Criminal Record Check to Nicarry 143
for your file. You will keep the other copy.
For questions regarding this website call toll-free 1-888-783-7972, option 2
33
PA State Police Criminal Record Check
(ACT 34) (SP4-164) Mail- In instructions
Be advised, this method can take up to 8
weeks to process!!
1. Use the request form provided with these directions.
2. Fill in your name as requester, home address, and phone number – Exact
information
3. Check the following box for “Requester information”
“Individual/Noncriminal Justice Agency:
4. Fill in your name for “Name/Subject of record check”
5. List any aliases or other names you have used, including maiden name
6. Fill in your Social Security Number – Verify it’s the correct number
7. Indicate your date of birth, sex , and race
8. For “reason for request”, check the box for “Education”
9. Include a $10.00 money order or certified check payable to the Commonwealth of
Pennsylvania (personal checks and cash will not be accepted).
Mail to:
Pennsylvania State Police Central Repository-164
1800 Elmerton Avenue
Harrisburg, PA 17110-9758
Approximately six weeks are required to process these requests. To check
on the status of your SP4-164 Criminal Record Check, you may call 1-888783-7972 after 4 weeks
34
PA Child Abuse History Clearance Form and Instructions (ACT 151)
Type or print clearly and neatly in ink Section I only.
Address must be Applicant's current home address.
All information must be completed in full. ( The form asks for all previous
names, addresses, and household members since 1975). This information must
be provided to the best of your knowledge and belief.
Application must be signed.
Enclose a $10.00 money order for each application. No cash or personal checks
accepted. Money orders can be purchased at any Turkey Hill Store, Giant
Store, your local bank or most convenience stores in PA.
Do not send any postage paid return envelopes.
Application should be placed in a business-sized or larger envelope prior to
mailing.
One block must be checked for Purpose for Clearance. Do not check more than
one block.
Check the School Employee Block if seeking to have involvement within
a school (public, private vocational, technical, nursing) for any reason.
You do have the option of Driving directly to the Child Abuse Background check
site. The building is in Harrisburg (less than an hour drive) .Driving there directly
will cut back on your wait time. Wait time at the Site is 15 minutes as opposed to
4 weeks via mailing the form in.
Directions to the Child Background Building:
283 W to 283N to 83 N
83 N to 81 S
Take Exit 69 Progress Avenue and bear right to go South on Progress Avenue
At 2nd light, make a right onto Elmerton Avenue (CVS is on the right)
Continue on Elmerton Avenue, at 2nd light make a left onto Sycamore Drive
Continue on Sycamore drive until you get to a BIG speed bump
After the speed bump you will see a big, red brick building on the right. Parking lot is
on the left. You can park anywhere in the lot.
Walk across Sycamore to the brick building (53 Hillcrest).
Inside the entrance there is a phone on the wall. You want the phone number that is for
the Child Background Check.
They are open 8:30 am – 11:45 am and 1 pm – 4:45 pm Mondays thru Fridays.
Clearance results will be mailed to you within 14 days from the date that the
clearance application is received. There will be no replacements after 90 days. Failure
to comply with the above instructions will cause considerable delay.
Please contact the following for applicable criminal history requests and status: PA Child
35
Abuse Form: (717) 783-6211 option #4
HOW TO OBTAIN MY FBI CRIMINAL HISTORY REPORT
After you have been fingerprinted, you must email or bring your Registration ID
number (PAE number) to the Education Department, Nicarry 143. The Education
Department needs this number to pull your clearance from a portal and to verify
that you have obtained this clearance.
GO TO www.pa.cogentid.com and click on Pennsylvania Department of Education- PDE
A. Registration
-Go to Register Online (on right hand side)
-Select payment (credit card OR money order)
-Complete registration page
-Reason fingerprinted: Select College/University
-We recommend you use your permanent address, not your college address
-Print your Registration Complete Page (You will need this number later)
B. Payment
If you pay with credit card :
-Enter credit card information
-Print (or write down) your Registration ID number
(The Education Department needs this number, which begins with PAE, to
retrieve your clearance from our portal.)
-If you cannot pay by credit card, bring a Money Order for $28.75 when you go to the
fingerprint site. NO Cash or Personal Checks are accepted.
C. Fingerprinting
-Go to www.pa.cogentid.com for the location nearest you – ONLY IN PA
-When you go, bring with you:
-Your Registration ID Number and Payment Confirmation Number
- A Photo ID – One or more of the following is allowable:
-Driver’s License or College Issued ID or US Passport
- A Money Order for $28.75 IF you did not pay online with a credit card
Be sure you know your Social Security Number!
(Try not to have any cuts on any of your fingers)
D. Email or bring in your Registration ID number (PAE number) to the Education Department,
Nicarry 143. Email to Ms. Shafer [email protected] The Education Department needs this
number to pull your clearance and verify that you have obtained this clearance.
E. You will receive the unofficial copy in the mail within 3-4 weeks
*If you do not receive your clearance in the mail, call 888-439-2486 within 30 days
THE FINGERPRINT SITE CLOSEST TO ELIZABETHTOWN COLLEGE IS:
UPS Store #3413
Stone Mill Plaza
1390 Columbia Ave.
Lancaster, PA 17603
717-299-9269
Hours: 9 am – 5 pm Monday thru Friday; 9 am – 3 pm Saturday
36
37
Pre-service Academic Performance Assessment (PAPA)
PDE Testing Requirements*
(*Note: ALL Education Majors – Begin with these tests.)
Beginning in April 2012, the Pre-service Academic Performance Assessment (PAPA) will be the means of
assessing reading, mathematics, and writing skills for undergraduate candidates seeking a state-approved
Pennsylvania educator preparation Instructional I certificate. All undergraduate candidates for initial certification
will be required to pass the PAPA as well as the test corresponding to their specific certification area. PAPA
information and registration can be found at www.pa.nesinc.com. PAPA is offered through PEARSON.
These exams are delivered as computer-based tests. Each assessment includes multiple modules, each with its
own qualifying score. Modules consist of selected-response questions and, for the PAPA, constructed-response
assignments to assess candidates' knowledge and skills based on the test objectives.
Pre-service Academic Performance Assessment (PAPA)
The PAPA includes three modules: Reading, Mathematics, and Writing. To pass the PAPA, examinees must
take and meet the qualifying scores of all three modules.
Format
Selected-response items and constructed-response assignments

Reading: 40 selected-response items

Mathematics: 40 selected-response items

Writing: 40 selected-response items, 2 sentence correction assignments,
and 1 extended-response assignment
Time
Reading: 45 minutes

Mathematics: 60 minutes

Writing: 75 minutes
Examinees will also have 15 minutes for a computer-based testing tutorial.
Test Dates
By appointment, year round. Test appointments are available on a first-come, firstserved basis.
Test Sites
CBT sites are located in Pennsylvania, nationwide, and in Puerto Rico, the Virgin
Islands, and Canada. Locate test center.

Qualifying Score
Performance criterion (cut score): 220 per module
For information about qualifying scores, visit
.
http://www.portal.state.pa.us/portal/server.pt/community/testing_requirements/8638
Reference Materials
Provided for this Test
A formulas page will be available during the Mathematics module. Review it now.
A standard on-screen calculator will be available during the Mathematics module.
Review a calculator tutorial now.
Test Fee
$37 per module; $89 for all three modules. Review test fee and payment information.
Score Reporting
Test results for the Reading and Mathematics modules are provided at the test center at
the conclusion of your test session. Score reports for the Reading and Mathematics
modules are available within 10 days after testing. Score reports for the Writing module
are available within 20 business days after testing.
Testing Policies
When you register, you must agree to abide by all testing rules and policies. Read them
now.
Prepare
View the preparation materials available for this test.
38
Composite Score Option for PAPA:
The Composite Scoring Option for PAPA was initiated to enable a candidate
who may excel in one area such as mathematics, but who is not strong in
another PAPA area, to receive a passing score on the PAPA series. In order to
qualify, a candidate must meet a minimum score in each test area
(Mathematics, Reading and Writing) and then exceed the passing score by an
amount equal to the Standard Error of Measurement in one or two of the
other test areas. The candidate’s test scores are added together, and if the
scores total 686, the candidate has passed the PAPA series. The Minimum
Scores required for the Composite Scoring Option are shown below.
Test Name
Test #
PAPA Qualifying
Score
PAPA Reading
Minimum Composite
Score
8001
220
193
PAPA Mathematics 8002
220
197
PAPA Writing
220
192
8003
Minimum Composite Score Total: 686
Sum of the 3 PAPA tests must total or exceed 686. This total does not represent the
sum of the 3 minimum scores. Candidates must achieve the PAPA Qualifying Score
(220) in at least 1 (one) area and also reach the Minimum Composite Score Total.
39
Pennsylvania Educator Certification Tests (PECT)
Early Childhood PreK-4
PDE Testing Requirements*
(*Must have successfully completed PAPA tests.)
Pennsylvania Educator Certification Tests (PECT) which provides teacher certification tests for
prospective Pennsylvania teachers were developed in alignment with Pennsylvania regulations and
standards, including the Pennsylvania Program Framework Guidelines and the relevant Pennsylvania
Academic Standards.
The tests in the PECT program are criterion-referenced and objective-based. Criterion-referenced tests
are designed to measure a candidate's knowledge and skills in relation to an established standard of
performance (a criterion) rather than in relation to the performance of other candidates. The tests are
designed to help identify those candidates who have the level of the required knowledge and expertise to
teach in the grade band(s) for which they are seeking Pennsylvania educator certification.
The PECT are delivered as computer-based tests. Each PECT assessment includes multiple modules,
each with its own qualifying score. Modules consist of selected-response questions. To learn more about
these tests, go to www.pa.nesinc.com .
Early Childhood PreK–4
The PreK–4 assessment includes three modules. Examinees must take and pass all three modules to
qualify for Pennsylvania teacher certification. You may take one or all three modules at one test
appointment.
Format
Selected-response items

Module 1: 40 selected-response items

Module 2: 50 selected-response items

Module 3: 50 selected-response items
Module 1: 45 minutes
Module 2: 75 minutes

Module 3: 75 minutes
Examinees will also have 15 minutes for a computer-based testing tutorial.

Time

Test Dates
By appointment, year round. Test appointments are available on a first-come, first-served basis.
Test Sites
CBT sites are located in Pennsylvania, nationwide, and in Puerto Rico, the Virgin Islands, and Canada.
Locate a test center.
Qualifying Score
For information about qualifying scores, visit
http://www.portal.state.pa.us/portal/server.pt/community/testing_requirements/8638.
Reference
Materials Provided
for this Test
A glossary of common acronyms used in this field will be available during all modules. Review it now.
A standard on-screen calculator will be available during Module 3. Review a calculator tutorial now.
Test Fee
$46 per module; $110 for all three modules. Review test fee and payment information.
Score Reporting
Test results are provided at the test center at the conclusion of your test session. Your score report is
available within 10 business days after testing.
Testing Policies
When you register, you must agree to abide by all testing rules and policies. Read them now.
Prepare
View the preparation materials available for this test.
40
Pennsylvania Educator Certification Tests (PECT)
Special Education PreK-8
PDE Testing Requirements*
(*Must have successfully completed PAPA tests.)
Pennsylvania Educator Certification Tests (PECT) which provides teacher certification tests for
prospective Pennsylvania teachers were developed in alignment with Pennsylvania regulations and
standards, including the Pennsylvania Program Framework Guidelines and the relevant Pennsylvania
Academic Standards.
The tests in the PECT program are criterion-referenced and objective-based. Criterion-referenced
tests are designed to measure a candidate's knowledge and skills in relation to an established
standard of performance (a criterion) rather than in relation to the performance of other candidates.
The tests are designed to help identify those candidates who have the level of the required knowledge
and expertise to teach in the grade band(s) for which they are seeking Pennsylvania educator
certification.
The PECT are delivered as computer-based tests. Each PECT assessment includes multiple
modules, each with its own qualifying score. Modules consist of selected-response questions. To
learn more about these tests, go to www.pa.nesinc.com .
Special Education PreK–8
The Special Education PreK–8 assessment includes two modules. Examinees must take and pass
both modules to qualify for Pennsylvania teacher certification. You may take one or both modules at
one test appointment.
Format
Selected-response items

Module 1: 45 selected-response items

Module 2: 45 selected-response items
Time
Module 1: 60 minutes

Module 2: 60 minutes
Examinees will also have 15 minutes for a computer-based testing tutorial.
Test Dates
By appointment, year round. Test appointments are available on a first-come, first-served basis.
Test Sites
CBT sites are located in Pennsylvania, nationwide, and in Puerto Rico, the Virgin Islands, and
Canada. Locate a test center.
Qualifying Score
Performance criterion (cut score): 220 per module
For information about qualifying scores, visit
http://www.portal.state.pa.us/portal/server.pt/community/testing_requirements/8638.
Reference Materials
Provided for this Test
A glossary of common acronyms used in this field will be available during both modules. Review
it now.
Test Fee
$50 per module; $80 for both modules. Review test fee and payment information.
Score Reporting
Test results are provided at the test center at the conclusion of your test session. Your score
report is available within 10 business days after testing.
Testing Policies
When you register, you must agree to abide by all testing rules and policies. Read them now.
Prepare
View the preparation materials available for this test.

41
Pennsylvania Educator Certification Tests (PECT)
Special Education 7-12
PDE Testing Requirements*
(*Must have successfully completed PAPA tests.)
Pennsylvania Educator Certification Tests (PECT) which provides teacher certification tests for
prospective Pennsylvania teachers were developed in alignment with Pennsylvania regulations
and standards, including the Pennsylvania Program Framework Guidelines and the relevant
Pennsylvania Academic Standards.
The tests in the PECT program are criterion-referenced and objective-based. Criterionreferenced tests are designed to measure a candidate's knowledge and skills in relation to an
established standard of performance (a criterion) rather than in relation to the performance of
other candidates. The tests are designed to help identify those candidates who have the level of
the required knowledge and expertise to teach in the grade band(s) for which they are seeking
Pennsylvania educator certification.
The PECT are delivered as computer-based tests. Each PECT assessment includes multiple
modules, each with its own qualifying score. Modules consist of selected-response questions.
To learn more about these tests, go to www.pa.nesinc.com .
Special Education 7–12
The Special Education 7–12 assessment includes two modules. Examinees must take and pass
both modules to qualify for Pennsylvania teacher certification. You may take one or both
modules at one test appointment.
Format
Selected-response items

Module 1: 45 selected-response items

Module 2: 45 selected-response items
Time
Module 1: 60 minutes

Module 2: 60 minutes
Examinees will also have 15 minutes for a computer-based testing tutorial.
Test Dates
By appointment, year round. Test appointments are available on a first-come, first-served
basis.
Test Sites
CBT sites are located in Pennsylvania, nationwide, and in Puerto Rico, the Virgin Islands,
and Canada. Locate a test center.
Qualifying Score
Performance criterion (cut score): 220 per module
For information about qualifying scores, visit
http://www.portal.state.pa.us/portal/server.pt/community/testing_requirements/8638.
Reference Materials
Provided for this Test
A glossary of common acronyms used in this field will be available during both modules.
Review it now.
Test Fee
$50 per module; $80 for both modules. Review test fee and payment information.
Score Reporting
Test results are provided at the test center at the conclusion of your test session. Your score
report is available within 10 business days after testing.
Testing Policies
When you register, you must agree to abide by all testing rules and policies. Read them now.
Prepare
View the preparation materials available for this test.

42
PAPA and PECT Registration Information
Go to : www.pa.nesinc.com
43
44
45
46
The rest of the registration process for the exams should be
pretty clear.
Step 3. Alternative Testing Arrangements
Choose YES if you need alternative testing arrangements
(physical, cognitive, learning disabilities, etc. etc.)
Step 4. Test Date and Location : Choose your test date and
location
Step 5. Score reporting options ** See screen shot above**
Step 6. Background questions
Step 7. Review Registration
47
Elem/Middle Level (4-8) PDE Testing Requirements*
(*Must have successfully completed PAPA tests)
Educators applying for an initial Instructional I Elem/Middle Level 4–8 certification are required to pass
the PAPA (Pre-Service Academic Performance Assessment) in addition to passing the Level 4-8 Core
Assessment and Subtests PA Certification (5152, 5153, 5154, 5155). The PAPA module series must
be taken first, then next the Core Assessment prior to taking the Subject Concentration tests. PAPA
information and registration can be found at www.pa.nesinc.com.
Pennsylvania teacher education program candidates may now register for the Middle Level 4-8
pedagogy, core and subject matter content tests at www.ets.org.
The ETS web site has been updated to provide information on 4-8 testing and program services,
information, and transactions. Candidates have direct access to components of the 4-8 Praxis Tests,
including:
information about the tests that are available and what test(s) they need to take
information about registering for a test and scheduling a test session (including test dates and sites)
Information about testing policies and alternative testing arrangements
test preparation materials, including study guides information about reference materials provided for a
test (e.g., a calculator or glossary)
information about their test results (i.e., score reports)
To Be
Certified in
You Need to Take
Test
Code
Qualifying
Score
Middle Level 4–8
Pennsylvania Grades 4–8 Core Assessment (PDF)*
5152
NA
(All ML certification candidates must take these tests before
proceeding to Subject Concentration Test which are listed
below.)
Pedagogy Subtest (PDF)
5153
162
English Language Arts and Social Studies Subtest (PDF)
5154
152
Mathematics and Science Subtest (PDF)
5155
164
* To pass the Pennsylvania Grades 4–8 Core Assessment you must receive a passing score
on each subtest. You must take the full test on your initial attempt. If, after your first attempt you
did not pass one of the individual subtests, you may take just that subtest again for a reduced
fee.
After passing above Core Assessment and Subtests, test takers seeking certification in Middle Level 4-8 must ALSO take the Subject Concentration test(s) for
the area(s) they plan to teach.
Middle Level Social Studies 4–8
Pennsylvania Grades 4–8 Subject Concentration: Social Studies
(PDF)
5157
150
Middle Level English 4–8
Pennsylvania Grades 4–8 Subject Concentration: English
Language Arts (PDF)
5156
156
Middle Level Mathematics 4–8
Pennsylvania Grades 4–8 Subject Concentration: Mathematics
(PDF)
5158
173
Middle Level Science 4–8
Pennsylvania Grades 4–8 Subject Concentration: Science (PDF)
5159
156
48
The passing scores for the Elem/Middle Level 4-8 tests are as follows:
4-8 Core Assessment Tests Module:
Test Type
Pedagogy
Selected
Response
English/Language Arts and Social
Selected
Studies (generalist)
Response
Mathematics and Science (generalist) Selected
Response
4-8 Concentration Tests
Test Type
English/Language Arts
Selected
Response
Selected
Response
Selected
Response
Selected
Response
Social Studies
Mathematics
Science
Passing
Score
162
152
164
Passing
Score
156
150
173
156
49
Secondary Education 7-12 Programs – PDE Testing Requirements*
(*Must have successfully completed PAPA tests)
Educators applying for an initial Instructional I 7-12 certification are required to pass the PAPA (PreService Academic Performance Assessment) in addition to passing the appropriate Praxis II test(s).
The PAPA module series must be taken prior to taking the Praxis II test(s). PAPA information and
registration can be found at www.pa.nesinc.com.
Information regarding the Secondary Ed 7-12 PDE required tests can be found at www.ets.org.
To Be Certified in
You Need to Take
Test Qualifying
Code Score
Biology 7–12
Biology: Content Knowledge (PDF)
0235
147
Chemistry 7–12
Chemistry: Content Knowledge (PDF)
0245
154
English 7–12
English Language, Literature, and Composition: Content
Knowledge (Computer)(available beginning May 2012)
5041
160
English Language, Literature, and Composition: Content
Knowledge (Paper)
0041
160
General Science 7–12
General Science: Content Knowledge (PDF)
0435
146
Mathematics 7–12
Mathematics: Content Knowledge (PDF) (Computer)
(Graphing calculator required.) (available beginning
June 2012)
5061
136
Mathematics: Content Knowledge (PDF) (Paper)
(Graphing calculator required.)
0061
136
Physics 7–12
Physics: Content Knowledge (PDF)
0265
140
Social Studies 7–12
Social Studies: Content Knowledge (Computer)
(available beginning May 2012)
5081
157
0081
157
or
or
or
Social Studies: Content Knowledge (Paper)
50
K-12 Programs – PDE Testing Requirements*
(*Must have successfully completed PAPA tests or the Praxis I Series.)
Educators applying for an initial Instructional I K-12 certification are required to pass the PAPA
(Pre-Service Academic Performance Assessment) in addition to passing the appropriate Praxis
II test(s). The PAPA module series must be taken prior to taking the Praxis II test(s). PAPA
information and registration can be found at www.pa.nesinc.com.
Information regarding the K-12 PDE required tests can be found at www.ets.org.
Educators applying for
an initial Instructional I
K–12 certification are
required to pass the
PAPA basic skills tests
and the appropriate
Praxis II test(s).
To Be Certified in
You Need to
Take
Test Qualifying Score
Code
Art K–12
Art: Content
Knowledge
(PDF)
0134
158
Music K–12
Music: Content 0113
Knowledge
(PDF)(contains
listening
section)
158
Spanish K–12
Spanish:
World
Language
(PDF)
168
5195
51
Education
Department
Check sheets
52
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a
minimum of 74 credits of Professional Education Courses. Some major courses may also fulfill Core
Requirements.
Requirements for B. S. Degree
Major in Early Childhood Education
Academic Year 2013 - 2014
Name
Advisor
Professional Education Courses
Credits Grade Term
ED 105 Found Teaching & Learning
4.00
ED 150 Early Childhood Development
4.00
ED 161 Integrated Technology I
2.00
ED 250 Lang & Lit Dev in EC
4.00
ED 258 Ed Assess & Eval
4.00
SED222 Found in Inclusive Education
(including a list of approved English Literature courses) can be
found in the EDUCATIONAL MANUAL.
FOUNDATIONAL REQUIREMENTS:
SED212 Learn Enviro & Soc Inter in
Inclusive Settings
PLEASE NOTE: A complete list of the foundational requirements
4.00
Annually updated state required TB test, and criminal, child
4.00
abuse and FBI record clearances
ED 314 P reK-4 Family, Sch & Com Part 4.00
FY
/ SO
_/ JR
/ SR
ED 341 E LL: Ling & Cult Div in Class
4.00
ED 325 Meth for Teach Sci &Health EC
4.00
Grade C or better in ED 105
ED 335 Meth for Teach Math in EC
4.00
Grade C or better in ED 150
ED 360 Integ Strategies for CE in EC
4.00
ED 345 Meth for Teach Read&Wri EC
4.00
ED 351 Literacy Assess & Interv in EC
4.00
Cumulative GPA at 27 credits, >= 2.80
ED 365 Meth for Teach SS in EC
4.00
Submit Digication e-portfolio
ED 470 Professional Internship in EC
12.00
ED 495 Senior Seminar in EC
4.00
Provisional Acceptance needed for 200-level ED courses:
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
ERCH
4/2/2013
53
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a
minimum of 76 credits of Professional Education Courses. Some major courses may also fulfill Core
Requirements.
Requirements for B. S. Degree
Major in Early Childhood Education and Special Education
Academic Year 2013 - 2014
Name
Advisor
Professional Education Courses
Credits Grade Term
ED 105 Found Teaching & Learning
4.00
ED 150 Early Childhood Development
4.00
ED 161 Integrated Technology I
2.00
ED 250 Lang & Lit Dev in EC
4.00
ED 258 Ed Assess & Eval
4.00
ED 341 ELL: Ling & Cult Div in Class
4.00
PLEASE NOTE: A complete list of the foundational requirements
(including a list of approved English Literature courses) can be
found in the EDUCATIONAL MANUAL.
FOUNDATIONAL REQUIREMENTS:
Annually updated state required TB test, and criminal, child
abuse and FBI record clearances
SED212 Learn Enviro & Soc Inter in
FY
/ SO
_/ JR
Inclusive Settings
4.00
SED222 Found in Inclusive Education
4.00
SED224 Mth Teach w/High Incid Disab
4.00
Grade C or better in ED 105
SED290 Mth Teach w/Low Incid Disab
4.00
Grade C or better in ED 150
SED293 Assess Special & Inclusive Ed
4.00
SED342 Eff Instruct Stu w/PDDand/or ED 4.00
SED344 Inten Read, Wri & Math Interven 4.00
ED 325 Meth for Teach Sci & Health EC 4.00
ED 335 Meth for Teach Math in EC
4.00
ED 345 Meth for Teach Read&Wri EC
4.00
ED 360 Integ Strategies for CE in EC
4.00
ED 365 Meth for Teach SS in EC
4.00
/ SR
Provisional Acceptance needed for 200-level ED courses:
Cumulative GPA at 27 credits, >= 2.80
Submit Digication e-portfolio
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
Submit Digication e-portfolio
ED 470 Professional Internship in EC
ED 495 Senior Seminar in EC
12.00
4.00
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
First-Year students entering Elizabethtown
College Fall 2013 can declare the four-year
Special Education Certification Program up
until May 1st, 2014. Otherwise, they are required
to complete the MEd Special Education 4+1
Program. NO EXCEPTIONS.
54
ERCHSE
4/2/2013
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a
minimum of 110 credits of Professional Education Courses. Some major courses may also fulfill Core
Requirements.
Requirements for B. S. Degree
Major in Elementary/Middle School Education – Language Arts/Reading/English
Academic Year 2013 - 2014
Name
Advisor
Credits Grade Term
Credits Grade Term
Required Reading/English Content Courses (32 Credits)
Professional Education Courses
Six English Electives
ED 105 Found Teaching & Learning
4.00
ED 151 Early Adoles & Adoles Dev
4.00
(HUM) 4.00
ED 161 Integrated Technology I
2.00
EN
(CE)
ED 258 Ed Assess & Eval
4.00
EN
(WCH) 4.00
EN
4.00
EN 100 or 150 Writing and Language
EN
4.00
4.00
SED212 Learn Enviro & Soc Inter in
Inclusive Settings
4.00
EN
4.00
SED222 Found in Inclusive Education
4.00
ED 316 Lit & Assessment in ED/ML
4.00
ED 341 ELL: Ling & Cult Div in Class
4.00
ED 470 Professional Internship in EC
12.00
ED 496 Senior Seminar in EL/ML
4.00
ED 346 Mtds of Teach Read, Wri ED/ML 4.00
Required Social Studies Sequence (12 credits)
One Social Studies Elective
(NCH) 4.00
ED 2 24 or ED 226
PLEASE NOTE: A complete list of the foundational requirements
(including a list of approved English Literature courses) can be
found in the EDUCATIONAL MANUAL.
FOUNDATIONAL REQUIREMENTS:
ED
4.00
ED 366 Mthds of Teach SS in EL/ML
4.00
Annually updated state required TB test, and criminal, child
abuse and FBI record clearances
FY
/ SO
_/ JR
/ SR
Required Science Sequence (12 credits)
Grade C or better in ED 105
Two Science Electives
(NPS - Lab) 4.00
(NPS) 4.00
ED 326 Mthds of Teach Sc in EL/ML
4.00
Grade C or better in ED 151
Provisional Acceptance needed for 200-level ED courses:
Cumulative GPA at 27 credits, >= 2.80
Submit Digication e-portfolio
Required Math Sequence (12 credits)
MA
Formal Acceptance needed for 300-Level ED courses:
(MA) 4.00
Passing scores on PAPA exams
MA 206 or MA 251
MA
ED 336 Mthds of Teach Sc in EL/ML
Cumulative GPA at 54 credits, >= 3.00
4.00
4.00
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
MLEDEN
4/2/2013
55
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a minimum
of 122 credits of Professional Education Courses. Some major courses may also fulfill Core Requirements.
Requirements for B. S. Degree
Major in Elementary/Middle (Language Arts/Reading/English) Education and Special Education
Academic Year 2013 - 2014
Name
Advisor
Credits Grade Term
Credits Grade Term
Professional Education Courses
ED 105
ED 151
ED 161
ED 258
SED212
SED222
SED224
SED290
SED293
ED 341
SED342
Required Science Sequence (12 credits)
Found Teaching & Learning
4.00
Early Adoles & Adoles Dev
4.00
Integrated Technology I
2.00
Ed Assess & Eval
4.00
Learn Enviro & Soc Inter in
Inclusive Settings
4.00
Found in Inclusive Education
4.00
Mthd of Teach High Incid Dis
4.00
Mth Teach w/Low Incid Disab
4.00
(Previously SED 290)
Assess Special & Inclusive Ed
4.00
ELL: Ling & Cult Div in Class
4.00
Eff Instruct Stu w/PDD and/or ED 4.00
ED 470 Profess Intern: Read/Wri&SPED 12.00
ED 496 Senior Seminar in EL/ML
4.00
Two Science Electives
(NPS - Lab) 4.00
(NPS) 4.00
ED 326 Mthds of Teach Sc in EL/ML
4.00
Required Math Sequence (12 credits)
MA
(MA) 4.00
MA 206 or MA 251
MA
4.00
ED 336 Mthds of Teach Sc in EL/ML
4.00
Required Reading/English Content Courses (28 Credits)
Four English Electives
EN 100 or 150 Writing and Language
4.00
EN
(HUM) 4.00
EN
(CE)
EN
(WCH) 4.00
ED 316 Lit & Assessment in ED/ML
4.00
4.00
PLEASE NOTE: A complete list of the foundational requirements
(including a list of approved English Literature courses) can be
found in the EDUCATIONAL MANUAL.
FOUNDATIONAL REQUIREMENTS:
Annually updated state required TB test, and criminal, child
abuse and FBI record clearances
FY
/ SO
_/ JR
/ SR
ED 346 Mtds of Teach Read, Wri ED/ML 4.00
SED344 Inten Read, Wri & Math Interven 4.00
Grade C or better in ED 105
Grade C or better in ED 151
Required Social Studies Sequence (12 credits)
Provisional Acceptance needed for 200-level ED courses:
One Social Studies Elective
Cumulative GPA at 27 credits, >= 2.80
(NCH) 4.00
Submit Digication e-portfolio
ED 224 or ED 226
ED
ED 366 Mthds of Teach SS in EL/ML
4.00
4.00
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
First-Year students entering Elizabethtown
College Fall 2013 can declare the four-year
Special Education Certification Program up
until May 1st, 2014. Otherwise, they are required
to complete the MEd Special Education 4+1
Program. NO EXCEPTIONS.
MLEDENSE
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
56
4/2/2013
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a
minimum of 114 credits of Professional Education Courses. Some major courses may also fulfill Core
Requirements.
Requirements for B. S. Degree
Major in Elementary/Middle School Education – Science
Academic Year 2013 - 2014
Name
Advisor
Credits Grade Term
Credits Grade Term
Required Science Sequence (32 credits)
Professional Education Courses
ES 113 or ES 114
4.00
ED 105 Found Teaching & Learning
4.00
BIO 111 Molecules, Cells & An Systems 4.00
ED 151 Early Adoles & Adoles Dev
4.00
BIO 112 Evol, Eco & Div or Life
ED 161 Integrated Technology I
2.00
ED 258 Ed Assess & Eval
4.00
SED212 Learn Enviro & Soc Inter in
Inclusive Settings
4.00
ES
4.00
CH 101, CH 105 or CH 109
CH
4.00
PHY 105 or PHY 103
PHY
4.00
Take 8 credits of 200- or 300-Level Biology
4.00
4.00
ED 326 Mthds of Teach Sc in EL/ML
4.00
(MA)
4.00
ED 316 Lit & Assessment in ED/ML
4.00
ED 341 ELL: Ling & Cult Div in Class
4.00
ED 470 Professional Internship in EC
12.00
ED 496 Senior Seminar in EL/ML
4.00
PLEASE NOTE: A complete list of the foundational requirements
(including a list of approved English Literature courses) can be
found in the EDUCATIONAL MANUAL.
Required Math Sequence (12 credits)
MA
SED222 Found in Inclusive Education
4.00
FOUNDATIONAL REQUIREMENTS:
MA 206 or MA 251
MA
4.00
ED 336 Mthds of Teach Sc in EL/ML
4.00
Annually updated state required TB test, and criminal, child
abuse and FBI record clearances
FY
/ SO
_/ JR
/ SR
Required Reading/English Content Courses (12 Credits)
Grade C or better in ED 105
EN 100 or 150 Writing and Language
EN
Literature
4.00
(CE/GWR)4.00
ED 346 Mtds of Teach Read, Wri ED/ML 4.00
Required Social Studies Sequence (12 credits)
Grade C or better in ED 151
Provisional Acceptance needed for 200-level ED courses:
Cumulative GPA at 27 credits, >= 2.80
Submit Digication e-portfolio
Formal Acceptance needed for 300-Level ED courses:
Two Social Studies Elective
(NCH) 4.00
ED 226 Wrld Geo for SS Educators
4.00
ED 366 Mthds of Teach SS in EL/ML
4.00
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
MLEDSC
4/2/2013
57
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a
minimum of 114 credits of Professional Education Courses. Some major courses may also fulfill Core
Requirements.
Requirements for B. S. Degree
Major in Elementary/Middle School Education – Social Studies
Academic Year 2013 - 2014
Name
Advisor
Credits Grade Term
Credits Grade Term
Required Social Studies Sequence (32 credits)
Professional Education Courses
HI 101 United States History to 1877
4.00
HI 102 United States History Since 1877 4.00
ED 105 Found Teaching & Learning
4.00
HI 114 or HI 115
ED 151 Early Adoles & Adoles Dev
4.00
ED 161 Integrated Technology I
2.00
ED 258 Ed Assess & Eval
4.00
(WCH) 4.00
EC 101`Principlies of Macroeconomics
4.00
A Social Studies Elective
(NCH) 4.00
ED 224 PA History & Gov for SS ED
4.00
ED 226 Worl Geo for SS ED
4.00
ED 366 Mthds of Teach SS in EL/ML
4.00
SED212 Learn Enviro & Soc Inter in
Inclusive Settings
4.00
SED222 Found in Inclusive Education
4.00
ED 316 Lit & Assessment in ED/ML
4.00
ED 341 ELL: Ling & Cult Div in Class
4.00
ED 470 Professional Internship in EC
12.00
Required Science Sequence (12 credits)
ED 496 Senior Seminar in EL/ML
Two Science Electives
PLEASE NOTE: A complete list of the foundational requirements
(including a list of approved English Literature courses) can be
found in the EDUCATIONAL MANUAL.
(NPS-Lab) 4.00
(NPS) 4.00
ED 326 Mthds of Teach Sc in EL/ML
FOUNDATIONAL REQUIREMENTS:
4.00
Annually updated state required TB test, and criminal, child
abuse and FBI record clearances
FY
/ SO
_/ JR
/ SR
Required Math Sequence (12 credits)
MA
(MA)
4.00
4.00
Grade C or better in ED 105
MA 206 or MA 251
MA
4.00
ED 336 Mthds of Teach Sc in EL/ML
Grade C or better in ED 151
4.00
Provisional Acceptance needed for 200-level ED courses:
Required Reading/English Content Courses (12 Credits)
Cumulative GPA at 27 credits, >= 2.80
Submit Digication e-portfolio
EN 100 or 150 Writing and Language
EN
Literature
(CE/GWR)
4.00
4.00
ED 346 Mtds of Teach Read,
Wri ED/ML 4.00
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
MLEDSS
4/2/2013
58
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a
minimum of 114 credits of Professional Education Courses. Some major courses may also fulfill Core
Requirements.
Requirements for B. S. Degree
Major in Elementary/Middle School Education – Mathematics
Academic Year 2013 - 2014
Name
Advisor
Credits Grade Term
Credits Grade Term
Required Math Sequence (32 credits)
Professional Education Courses
One Introductory Math Elective
ED 105 Found Teaching & Learning
4.00
4.00
ED 151 Early Adoles & Adoles Dev
4.00
4.00
MA
MA 121 Calculus I
ED 161 Integrated Technology I
2.00
MA 122 Calculus II
4.00
ED 258 Ed Assess & Eval
4.00
MA 251 Probability & Statistics
4.00
SED212 Learn Enviro & Soc Inter in
Inclusive Settings
4.00
MA
4.00
SED222 Found in Inclusive Education
4.00
MA
4.00
ED 316 Lit & Assessment in ED/ML
4.00
MA
4.00
ED 341 ELL: Ling & Cult Div in Class
4.00
4.00
ED 470 Professional Internship in EC
Three Advanced Math Electives
ED 336 Mthds of Teach Sc in EL/ML
12.00
ED 496 Senior Seminar in EL/ML
4.00
Required Reading/English Content Courses (12 Credits)
EN 100 or 150 Writing and Language
4.00
EN
4.00
Literature
(CE)
PLEASE NOTE: A complete list of the foundational requirements
(including a list of approved English Literature courses) can be
found in the EDUCATIONAL MANUAL.
ED 346 Mtds of Teach Read, Wri ED/ML 4.00
FOUNDATIONAL REQUIREMENTS:
Required Social Studies Sequence (12 credits)
Annually updated state required TB test, and criminal, child
abuse and FBI record clearances
FY
/ SO
_/ JR
/ SR
Two Social Studies Elective
(WCH) 4.00
(NCH) 4.00
ED 366 Mthds of Teach SS in EL/ML
Grade C or better in ED 105
Grade C or better in ED 151
4.00
Provisional Acceptance needed for 200-level ED courses:
Required Science Sequence (12 credits)
Cumulative GPA at 27 credits, >= 2.80
Submit Digication e-portfolio
Two Science Electives
(NPS-Lab) 4.00
(NPS) 4.00
ED 326 Mthds of Teach Sc in EL/ML
4.00
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
MLEDMA
4/2/2013
59
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a minimum of
96 credits. Some major courses may also fulfill Core Requirements.
Requirements for B.S. Degree
Major in Biology – Secondary Education concentration
Academic Year 2013 – 2014
Name:
Advisor:
Credits Grade Term
BIOLOGY DEPARTMENT
BIO 111
Molec, Cells & Animal Systems
4.00
PLEASE NOTE: A complete list of the foundational requirements
BIO 112
Prin o Evo, Eco, & Div Life
4.00
(including a list of approved English Literature courses) can be
BIO 211
Genetics
4.00
found in the EDUCATIONAL MANUAL.
BIO 324
General Physiology & Lab
4.00
FOUNDATIONAL REQUIREMENTS:
Take BIO 313/313L or BIO 317
BIO
4.00
Take at least 11 credits from: BIO 212-212L, 220, 235, 311, 214,
Annually updated state required TB test, and criminal, child
318, 225, 320, 332-332L, 335, 336-336L, 341, 347, 352-352L,
abuse and FBI record clearances
FY
354-354L, or 362
/ SO
/ JR
_/ SR
BIO
BIO
Grade C or better in ED 105
BIO
Grade C or better in ED 151
Provisional Acceptance needed for 200-level ED courses:
OTHER REQUIREMENTS
CH 105
Fundamentals of Chemistry
4.00
CH 113
Organic Chemistry I
4.00
CH 114
Organic Chemistry II
4.00
Cumulative
GPA
at
27
credits,
>=
2.80
Submit Digication e-portfolio
Take PHY 103 or PHY 200
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
PHY
4.00
Passing scores on PAPA exams
Take one course in Earth Science
Submit Digication e-portfolio
ES
Two Math: MA
Take MA 117 or MA 121
4.00
MA
MA 251
Probability & Statistics
& MA
Two English:
EN 100 or EN 150
4.00
EN Literature
SECONDARY EDUCATION
ED 105
Found of Teaching & Learning
4.00
ED 151
Early Adol/Adolescent Develop
4.00
ED 161
Technology I
2.00
SED 222 Foundations of Inclusive Ed
4.00
ED 305
Methods of Secondary Ed
6.00
ED 341
ELL: Linquistic& Cul Div in Class
ED 470
Professional Internship
12.00
ED 497
Senior Sem in Secondary Ed
4.00
4.00
60
BIOEDMAJ
4/2/2013
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a minimum of
71 credits. Some major courses may also fulfill Core Requirements.
Requirements for B.S. Degree
Major in Chemistry – Secondary Education concentration
Academic Year 2013 – 2014
Name:
Advisor:
Credits Grade Term
CHEMISTRY DEPARTMENT
CH 105
Fund of Chemistry
4.00
PLEASE NOTE: A complete list of the foundational requirements
CH 113
Organic Chemistry I
4.00
(including a list of approved English Literature courses) can be
CH 114
Organic Chemistry II
4.00
found in the EDUCATIONAL MANUAL.
CH 201
Lab Methods in Chemistry
2.00
CH 214
Chemical Instrumentation
4.00
CH 242
Physical Inorganic Chemistry
4.00
CH 343
Atoms and Materials
4.00
Annually updated state required TB test, and criminal, child
CH 361
Chemistry Seminar I
0.00
abuse and FBI record clearances
CH 362
Chemistry Seminar II
1.00
FOUNDATIONAL REQUIREMENTS:
FY
MATHEMATICS
/ SO
/ JR
_/ SR
Grade C or better in ED 105
MA 121
Calculus I
4.00
MA 122
Calculus II
4.00
Grade C or better in ED 151
PHYSICS
Provisional Acceptance needed for 200-level ED courses:
PHY 200 College Physics I
4.00
PHY 201 College Physics II
4.00
Cumulative
GPA
at
27
credits,
>=
2.80
Submit Digication e-portfolio
Formal Acceptance needed for 300-Level ED courses:
SECONDARY EDUCATION
CH 323
Biochemistry I
Cumulative GPA at 54 credits, >= 3.00
4.00
Passing scores on PAPA exams
Submit Digication e-portfolio
CH 326 or CH 355 (Bio Chem or Integ Lab I)
CH
(elective)
BIO 111
Mol, Cells & Animal Sys
4.00
BIO 112
Prin of Evol, Eco, Diver of Life
4.00
ED 105
Found of Teaching & Learning
4.00
ED 151
Early Adol/Adolescent Develop
4.00
ED 161
Technology I
2.00
Two Math: MA
SED 222 Foundations of Inclusive Ed
& MA
Two English:
EN 100 or EN 150
EN Literature
4.00
ED 305
Methods of Secondary Ed
6.00
ED 341
ELL:Linquistic& Cul Div in Class
ED 470
Professional Internship
12.00
ED 497
Senior Sem in Secondary Ed
4.00
4.00
61
CHEMMAJ or CHMDMJ
CHPHYMAJ
CHMGTMAJ
CHFORMJ
CHEDMAJ
4/2/2013
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a minimum of
96 credits. Some major courses may also fulfill Core Requirements.
Requirements for B.S. Degree
Major in Physics– Secondary Education concentration
Academic Year 2013 – 2014
Name:
Advisor:
Credits Grade Term
PHY 200
College Physics I
4.00
PHY 201
College Physics II
4.00
PLEASE NOTE: A complete list of the foundational requirements
PHY 202
College Physics III
4.00
(including a list of approved English Literature courses) can be
PHY 221
Modern Physics
4.00
found in the EDUCATIONAL MANUAL.
EGR 210 Circuit Analysis
4.00
EGR 321 Thermodynamics
3.00
Take ES 113 or ES 114
FOUNDATIONAL REQUIREMENTS:
Annually updated state required TB test, and criminal, child
ES
abuse and FBI record clearances
FY
/ SO
/ JR
_/ SR
MA 121
Calculus I
4.00
MA 122
Calculus II
4.00
Grade C or better in ED 105
MA 222
Calculus III
4.00
Grade C or better in ED 151
CS 121
Computer Science I
4.00
Provisional Acceptance needed for 200-level ED courses:
CH 105
Fundamentals of Chemistry
4.00
Cumulative
GPA
at
27
credits,
>=
2.80
Submit Digication e-portfolio
BIO 101
Biological Concepts
4.00
BIO 103
Living with the Environment
4.00
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
SECONDARY EDUCATION
Submit Digication e-portfolio
ED 105
Found of Teaching & Learning
4.00
Two Math: MA
ED 151
Early Adol/Adolescent Develop
4.00
Two English:
ED 161
Technology I
2.00
EN 100 or EN 150
SED 222
Foundations of Inclusive Ed
4.00
EN Literature
ED 305
Methods of Secondary Ed
6.00
ED 341
ELL: Linquistic &Cul Div in Class
ED 470
Professional Internship
12.00
ED 497
Senior Sem in Secondary Ed
4.00
PHYEDMAJ
& MA
4.00
4/2/2013
62
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a minimum of
88 credits. Some major courses may also fulfill Core Requirements.
Requirements for B.S. Degree
Major in English – Secondary Education concentration
Academic Year 2013 – 2014
Name:
Advisor:
ENGLISH DEPARTMENT
Credits Grade Term
PLEASE NOTE: A complete list of the foundational requirements
EN 185
Intro to Professional Writing
4.00
(including a list of approved English Literature courses) can be
EN 200
Major British Writers
4.00
found in the EDUCATIONAL MANUAL.
4.00
FOUNDATIONAL REQUIREMENTS:
Take EN 220 or EN 230
EN
Take two American Literature courses from the 240 series
EN 240
4.00
Annually updated state required TB test, and criminal, child
EN 240
4.00
abuse and FBI record clearances
FY
/ SO
/ JR
EN 251 Multicultural Literature
4.00
EN 301 English Grammar and Linguistics
4.00
EN 302 The English Language
4.00
Grade C or better in ED 105
EN 306 Meth Sem Tchg Lang & Curr
4.00
Grade C or better in ED 151
EN 403 Shakespearean Drama
4.00
English 300-genre or 300-theme course or 400-aughors seminar
EN
4.00
One Middle Digit 8 writing course (185 – 385, or CW 386)
_/ SR
Provisional Acceptance needed for 200-level ED courses:
Cumulative GPA at 27 credits, >= 2.80
Submit Digication e-portfolio
EN _8_
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
SECONDARY EDUCATION
Credits Grade Term
ED 105
Found of Teaching & Learning
4.00
ED 151
Early Adol/Adolescent Develop
4.00
ED 161
Technology I
2.00
SED 222
Foundations of Inclusive Ed
4.00
Passing scores on PAPA exams
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
ED 305
Methods of Secondary Ed
6.00
ED 341
ELL: Linquistic & Cul Div in Class
ED 470
Professional Internship
12.00
ED 497
Senior Sem in Secondary Ed
4.00
4.00
63
ENGEDMAJ
4/2/2013
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a minimum of
95 credits. Some major courses may also fulfill Core Requirements.
Requirements for B.S. Degree
Major in Math – Secondary Education concentration
Academic Year 2013 – 2014
Name: _______________________________________
Advisor: _______________________________________
Credits Grade Term
MA 121 Calculus I
4.00
____ ____
MA 122 Calculus II
4.00
____ ____
MA 222 Calculus III
4.00
____ ____
MA 201 Linear Algebra
4.00
____ ____
MA 235 Intro to Mathematical Proofs
4.00
____ ____
MA 301 Abstract Algebra
4.00
____ ____
MA 351 Theory of Probability
4.00
____ ____
MA 421 Real Analysis
4.00
____ ____
CS 121 Computer Science I
4.00
____ ____
PLEASE NOTE: A complete list of the foundational requirements
(including a list of approved English Literature courses) can be
MA 252 or 352
MA ___ _____________________
MA 341 Modern Geometry
3/4
____ ____
4.00
____ ____
found in the EDUCATIONAL MANUAL.
FOUNDATIONAL REQUIREMENTS:
Annually updated state required TB test, and criminal, child
abuse and FBI record clearances
FY ____ / SO ____/ JR ____/ SR ____
Grade C or better in ED 105
______
Grade C or better in ED 151
______
Provisional Acceptance needed for 200-level ED courses:
Take at least Eight credits from approved MA electives
Cumulative GPA at 27 credits, >= 2.80
______
numbered 251 and above
Submit Digication e-portfolio
______
MA ___ ____________________
____ ____ ____
MA ___ ____________________
____ ____ ____
MA ___ ____________________
____ ____ ____
Cumulative GPA at 54 credits, >= 3.00
______
4.00
Passing scores on PAPA exams
______
PHY 200 College Physics I
____ ____
Formal Acceptance needed for 300-Level ED courses:
Submit Digication e-portfolio
______
Credits Grade Term
Two Math: MA ____ & MA _____
______
Two English:
ED 105
Found of Teaching & Learning
4.00 ____ ____
ED 151
Early Adol/Adolescent Develop
4.00 ____ ____
EN 100 or EN 150
______
2.00 ____ ____
EN Literature ____________
______
ED 161
Technology I
SED 222 Foundations of Inclusive Ed
4.00 ____ ____
ED 305
Methods of Secondary Ed
6.00 ____ ____
ED 341
ELL: Linquistic & Cul Div in Class 4.00 ____ ____
ED 470
Professional Internship
ED 497
Senior Sem in Secondary Ed
12.00 ____ ____
4.00 ____ ____
64
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a minimum of
96 credits. Some major courses may also fulfill Core Requirements.
Requirements for B.S. Degree
Interdisciplinary - Major in Social Studies – Secondary Education certification
Academic Year 2013 – 2014
Name:
Advisor:
Credits Grade Term
CONTENT COURSES
HI 101
United States History to 1877
HI 102
United States History Since 1877 4.00
4.00
PLEASE NOTE: A complete list of the foundational requirements
(including a list of approved English Literature courses) can be
HI 114 or HI 115
HI
4.00
HI 208
Tech & Values in Am Exper
4.00
PS 111
American Nat’l Government
4.00
PS 150
Intro to Comparative Politics
4.00
PS 245
International Relations
4.00
EC 101
Principles of Macroeconomics
4.00
found in the EDUCATIONAL MANUAL.
FOUNDATIONAL REQUIREMENTS:
Annually updated state required TB test, and criminal, child
abuse and FBI record clearances
FY
AN 111
Understand Human Cultures
4.00
SO 101
Discovering Society
4.00
/ SO
/ JR
_/ SR
Grade C or better in ED 105
Grade C or better in ED 151
PSY 105
General Psychology
4.00
ED 224
PA Hist & Gov for SS ED
4.00
ED 226
Wrld Geog for SS ED
4.00
Provisional Acceptance needed for 200-level ED courses:
One elective in European History, Non-European/ Non-US
Cumulative
GPA
at
27
credits,
>=
2.80
Submit Digication e-portfolio
History, Sociology, or Anthropology:
3/4
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
EDUCATION
ED 105
Passing scores on PAPA exams
Found of Teaching & Learning
4.00
ED 151
Early Adol/Adolescent Develop
4.00
ED 161
Technology I
2.00
SED 222
Foundations of Inclusive Ed
4.00
ED 305
Methods of Secondary Ed
6.00
ED 341
ELL: Linquistic & Cul Div in Class
ED 470
Professional Internship
12.00
ED 497
Senior Sem in Secondary Ed
4.00
SSEDMAJ
4.00
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
4/2/2013
65
A minimum of 125 credits is needed for graduation (or 127 if MA 011 is taken). This major requires a minimum of
96 credits. Some major courses may also fulfill Core Requirements.
Requirements for B.S. Degree
Interdisciplinary - Major in General Science – Secondary Education certification
Academic Year 2013 – 2014
Name:
Advisor:
Credits Grade Term
CH 105
CH 113
PH 200
Fundamentals of Chemistry
Organic Chemistry I
History and Philosophy of Sci
4.00
4.00
4.00
ED 105
ED 151
ED 161
SED 222
ED 305
ED 341
ED 470
ED 497
Found of Teaching & Learning
4.00
Early Adol/Adolescent Develop
4.00
Technology I
2.00
Foundations of Inclusive Ed
4.00
Methods of Secondary Ed
6.00
ELL: Linquistic & Cul Div in Class 4.00
Professional Internship
12.00
Senior Sem in Secondary Ed
4.00
Molec, Cells & Animal Systems
Prin o Evo, Eco, & Div Life
Genetics
General Physics I
General Physics II
Physics Concentration- continued
EGR 210
EGR 321
BIO 101
MA 121
MA 122
Circuit Analysis
Thermodynamics
Biological Concepts
Calculus I
Calculus II
4.00
4.00
4.00
4.00
4.00
Take BIO 102 or BIO 103
BIO
4.00
Take one additional Engineering or Physics course
Take 2 from ES 113, ES 114 and ES 215
ES
Biology Conentration
BIO 111
BIO 112
BIO 211
PHY 103
PHY 104
Credits Grade Term
4.00
4.00
4.00
4.00
4.00
Take 3 of BIO235, 313/313L, 324/324L, 341 or 347
BIO
BIO
BIO
Take 2 from ES 113, ES 114, HES 215
ES
ES
Take 2 from MA 117, MA 121, MA 251
MA
MA
Earth Science Conentration
ES 113 Earth in Space: Evo of a Plant
4.00
ES 114 Geosystems: Land,Oceans & Atm 4.00
ES 215 Honors Meteorology
4.00
ES 216 Physical Geography
4.00
BIO 103 Living with the Environment
4.00
BIO 111 Molec, Cells & Animal Systems 4.00
BIO 112 Prin o Evo, Eco, & Div Life
4.00
PHY 103 General Physics I
4.00
PHY 104 General Physics II
4.00
Take one additional course in Bio, Chem, or Phy/Engr
3.00
Take 2 from MA 117, MA 121, MA 251
MA
MA
Chemistry Concentration
CH 114
CH 201
CH 214
BIO 111
BIO 112
PHY 200
PHY 201
MA 121
MA 122
Organic Chemistry II
Lab Methods in Chemistry
Analytical Chemistry II
Mol, Cells & Animal Systems
Prin of Evo, Eco & Div of Life
College Physics I
College Physics II
Calculus I
Calculus II
4.00
4.00
4.00
4.00
4.00
4.00
4.00
4.00
4.00
Take at least 7 credits of CH 242, 323, 324, 326, 327, 343, 344
or 355
CH
CH
CH
Take 2 from ES 113, ES 114 and ES 215
ES
Physics Concentration
PHY 200
PHY 201
PHY 202
PHY 221
PHY 353
College Physics I
College Physics II
College Physics III
Modern Physics
Advanced Physics Lab
4.00
4.00
4.00
4.00
4.00
GSBIOCRT GSCHCRT GSPHYCRT GSESCRT
PLEASE NOTE: A complete list of the foundational requirements
(including a list of approved English Literature courses) can be
found in the EDUCATIONAL MANUAL.
FOUNDATIONAL REQUIREMENTS:
Annually updated state required TB test, and criminal, child
abuse and FBI record clearances
FY
/ SO
/ JR
_/ SR
Grade C or better in ED 105
Grade C or better in ED 151
Provisional Acceptance needed for 200-level ED courses:
Cumulative GPA at 27 credits, >= 2.80
Submit Digication e-portfolio
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
4/2/2013
66
A minimum of 125 credits is needed for graduation (or 127 MA 011 is taken). This major requires a minimum of 75 credits. Some
major courses may also fulfill Core Requirements.
Requirements for B. A. Degree
Major in Spanish with K-12 Education Certification
Academic Year 2013 - 2014
Name:
Advisor:
Credits Grade Term
Education Department Courses
Spanish Content Courses
Before going abroad:
Credits Grade Term
Before Year abroad (16 credits/4 courses)
SP 305 Adv Conversation
SP 315 Adv Grammar & Comp
SP 319 Spanish Linguistics
4.00
4.00
4.00
One course from: SP 312, SP 314, SP 323, SP 325 or SP
370 series
SP
4.00
ED 105 Foundations of Teach/L
ED 151 Early Adolescent
ED 161 Technology I
4.00
4.00
2.00
Credits Grade Term
Found of Inclusion
4.00
SP Mtds of ML k-12
6.00
ELL: Ling &Cult Div
4.00
Professional Internship
12.00
Senior Seminar in Sec Ed 4.00
SED222
ED 306
ED 341
ED 470
ED 497
Junior Year – Two semester’s abroad (15 credit minimum in
not a survey course)
ABR351 Syntax/Morphology (SP)
ABR352 Writing/Speaking (SP)
3.00
3.00
ABR353 History/Art/Culture
3.00
(History of the country, civilization, cultural periods, cultural
heritage courses)
PLEASE NOTE: A complete list of the foundational
requirements (including a list of approved English Literature
courses) can be found in the EDUCATIONAL MANUAL.
FOUNDATIONAL REQUIREMENTS:
ABR354 Literature
3.00
(Author, genre, country, or literary period course – not a
survey course)
ABR355 Major Elective
3.00
Senior Year
SP 496 Senior Research I
SP 497 Senior Research II
2.00
2.00
Annually updated state required TB test, and criminal,
child abuse and FBI record clearances
FY
/ SO
/ JR
_/ SR
Grade C or better in ED 105
Grade C or better in ED 151
Other Departmental Requirements





One year abroad
Program (or other approved program during junior year)
Before year abroad: oral proficiency Exam: Intermediate
level
After year abroad: oral proficiency Exam: Advanced Low
Qualifying Scores in the following Certifications Exams
o PAPA
o Praxis II:

Fundamental Subjects : Content Knowledge
(0511 or 5511)

Spanish: World Language (5195)
Provisional Acceptance needed for 200-level ED
courses:
Cumulative GPA at 27 credits, >= 2.80
Submit Digication e-portfolio
Formal Acceptance needed for 300-Level ED courses:
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
Submit Digication e-portfolio
Two Math: MA
& MA
Two English:
EN 100 or EN 150
EN Literature
67
MLSPEDMJ
4/2/2013
68
A minimum of 125 credits is needed for graduation (or 127 MA 011 is taken). This major requires a minimum of 94 credits. Some
major courses may also fulfill Core Requirements.
Requirements for B. A. Degree
Major in Fine Arts - Art Education
Academic Year 2013 - 2014
Name:
Advisor:
Credits Grade Term
Art 105 Drawing I
Art 106 Ceramics I
Art 120 Sculpture I
4.00
4.00
4.00
Choose from Art 130 or Art 251
Credits Grade Term
Ceramics
Art 106 Ceramics I
Art 206 Ceramics II
Art 401 Advanced Ceramics
4.00
4.00
4.00
4.00
Art 205 Painting I
Art 210 Drawing II
Art 155 History of Art I
Art 157 History of Art II
Art 310 Art Ed Meth & Cur Dev
Elementary School
Art 315 Art Ed Meth & Cur Dev
Secondary School
4.00
4.00
4.00
4.00
4.00
Graphics/Media Arts
(Select Any Three Courses)
Art 145 Black and White Photo
Art 130 Computer Art
Art 251 Printmaking I
Art 352 Printmaking II
Art 404 Advanced Printmaking
4.00
4.00
4.00
4.00
4.00
4.00
200-300 Level Art History Electives:
(8 credits from: ART 230; 250; 260; 270 or 360)
4.00
4.00
PLEASE NOTE: A complete list of the foundational
requirements (including a list of approved English Literature
courses) can be found in the EDUCATIONAL MANUAL.
Education Courses
ED 105 Foundations of Teach/L
ED 151 Early Adolescent
ED 161 Technology 1
4.00
4.00
2.00
FOUNDATIONAL REQUIREMENTS:
ED 341 ELL: Ling &Cult Div
4.00
child abuse and FBI record clearances
SED 222 Found of Inclusion
4.00
Annually updated state required TB test, and criminal,
FY
ED 470 Professional Internship
12.00
ED 497 Senior Seminar in Sec Ed 4.00
/ SO
/ JR
_/ SR
Grade C or better in ED 105
Grade C or better in ED 151
CONCENTRATION OPTIONS:
Credits Grade Term
Drawing
Art 105 Drawing I
Art 210 Drawing II
Art 402 Advanced Drawing
Provisional Acceptance needed for 200-level ED
courses:
4.00
4.00
4.00
Sculpture
Cumulative GPA at 27 credits, >= 2.80
Submit Digication e-portfolio
Formal Acceptance needed for 300-Level ED courses:
Art 120 Sculpture I
Art 320 Sculpture II
4.00
4.00
Art 405 Advanced Sculpture
4.00
Cumulative GPA at 54 credits, >= 3.00
Passing scores on PAPA exams
_____
Submit Digication e-portfolio
Painting
Art 205 Painting
Art 305 or Art 204
Art 403 Advanced Painting
Two Math: MA
4.00
4.00
4.00
& MA
Two English:
EN 100 or EN 150
EN Literature
69
Approved Courses for English Composition and Literature to meet
the PDE Requirements for Teacher Certification
Approved Courses for English Composition:
EN 100 PLE Writing and Language
EN 150 PLE Advanced Writing and Language
EN 180 CE Introduction to Creative Writing
EN 185 Introduction to Professional Writing
Approved Courses for English Literature:
EN 101 CE Literature: Form and Performance
EN 104 HUM Introduction to Literature
EN 200 Major British Writers
EN 220 WCH Pre-1800 British Literature and Culture
EN 230 WCH Post-1800 British Literature and Culture
EN 240 WCH American Literature and Culture
HEN 243 HNR WCH American Visions: Cultural Dialogue in the U.S.
EN 245 Growing up in America
EN 251 HUM Multicultural Literature
HEN 252 HNR HUM Irony, Humor, and Despair in Modern Literature
HEN 253 HNR WCH Gaelic and Anglo-Irish Ireland
EN 281 CE Writing and Analyzing the Short Story
[Please note: There are 300-level and 400-level English literature courses that would satisfy PDE
requirements, but the assumption is that someone who takes those courses would more than
likely be an English major or minor because of the prerequisites for those level of courses.]
This list may also be accessed on-line:
http://www.etown.edu/offices/registrationrecords/files/registration/registration/education/PDE_
EnglishCompositionEnglishLiterature2012.pdf.
70
Honors in the Discipline:
Honors in Education Guidelines
Eligibility
Students must have a major and cumulative grade point average (GPA) of at least 3.60 at the end of the
spring semester of sophomore year. In addition to the GPA requirements, students must have a
demonstrated record of initiative and independence in learning, proficient scores on the Education
Department Teacher Dispositions/ Foundational Competencies Evaluation and field placement evaluations,
as well as a favorable review of a writing sample submission that assesses writing and research analysis
skills. If students meet the eligibility requirements, they will receive written confirmation from the
Education Department to participate in Honors in Education.
Invitation and Acceptance
Students will be invited to attend an informational meeting in September of their junior year that covers
the expectations and requirements involved in pursuing Honors in Education.
By October 1 of their junior year, students must submit a letter to the Department Chair, indicating their
intentions to pursue Honors in Education and a brief statement describing their reasons for doing so.
Students will be given a research article to analyze that assesses writing and synthesizing skills (as
mentioned above). Education Department faculty will review and evaluate the student’s writing sample
and, if applicable, issue an acceptance letter to the student. Students will receive notification of
acceptance by October 15 of their junior year.
Required Courses
Accepted students enroll in ED 399 Thesis Preparation (2 credits) during spring of their junior year. The
instructor works closely with students to develop a research topic and make significant progress in
completing the first three chapters of the thesis by the end of this course. A final grade of A or B is
required before students can proceed to the final phase of Honors in Education and completion of the
thesis.
Students enroll in ED 400 Honors in Education (2 credits) during their senior year. Mentored by a primary
and secondary faculty advisor, students obtain Institutional Review Board (IRB) approval for their project,
conduct their research study, complete the thesis, and conclude with a public presentation of their project
during Scholarship and Creative Arts Day. Students must earn a final grade of A or B in this course to be
awarded Honors in Education.
Pursuing Honors in Education is a challenging process. Therefore, students should work closely with their
academic advisor in planning the two required courses and managing the demands of completing a thesis.
Students enrolled in ED 399 and ED 400 are required to present their research at Scholarship and Creative
Arts Day (SCAD).
Recording of Honors in Education
The Education Department will notify the Office of Registration and Records when a student successfully
completes the requirements. Honors are noted on the student transcript/diploma and at commencement
ceremonies. Completed theses are catalogued by the High Library for students who meet the
71
requirements of Honors in Education and the College Honors Program.
Education Course Descriptions
“A teacher takes a hand, opens a mind, and touches a heart”
~ Author Unknown
72
Education Classes
ED 105 - Foundations of Teaching and Learning
4.00 credits.
This course is designed to introduce students to the philosophical, sociological, political and historical foundations of
education and learning. The course emphasizes on the concepts, theories, and research on learning and the factors,
including teaching, that influence learning. Includes 20 hours (i.e., 2 hours per week for 10 weeks) of field experience
with a rotation of placements in early childhood, middle, and secondary levels, which will require FBI Clearance,
Criminal Record Clearance, and Pennsylvania Child Abuse Clearance (fees). *Corequisite(s): ED 105L. Majors only.
ED 150 - Early Childhood Development
4.00 credits.
This course is designed to introduce students to the foundations of early childhood development. The course
examines the concepts, theories, and research on child development. The course focuses on the typical and atypical
physical, cognitive, social, emotional, and moral development of children between 0 and 9 years. Students will be
introduced to different models and approaches in early childhood and developmentally appropriate practices. The
course includes 20 hours of field experience (i.e., 2 hours per week for 10 weeks), which will require FBI Clearance,
Criminal Record Clearance, and Pennsylvania Child Abuse Clearance (fees). *Prerequisite(s): ED 105.
*Corequisite(s): ED 150L. Majors only.
ED 151 - Early Adolescent/Adolescent Development
4.00 credits.
This course examines the concepts, theories, and research on early adolescent and adolescent development. It
focuses on typical and atypical physical, cognitive, social, emotional, and moral development of children ages 8-18.
Students will be introduced to different models, approaches, and developmentally appropriate practices for
students in grades 4-12. Includes 20 hours of field experience (i.e., 2 hours per week for 10 weeks) which will
require FBI Clearance, Criminal Record Clearance, and Pennsylvania child Abuse Clearance (fees).
*Prerequisite(s): ED 105. *Corequisite(s): ED 151L. Majors only.
ED 161 - Integrated Technology I
2.00 credits.
An introductory study of current and emerging instructional media and technologies used across the grades and
curricula. Organizing time and records through technology and computer-mediated communications, including basic
multimedia presentation tools, are presented. Classroom-related features of Word and PowerPoint are practiced at an
introductory level. Majors only.
ED 162 - Integrated Technology II
2.00 credits.
A study of current and emerging instructional media and technologies used across the grades and curricula.
Computer-mediated communications - including advanced multimedia presentation tools such as embedded video are developed. Advanced classroom-related PowerPoint and webpage development techniques are practiced.
Emphasis will be placed on use of SmartBoards, integration of K-12 student use of computers during instruction, use
of handhelds, WebQuests and videostreaming. *Prerequisite(s): Permission from the Department based on
demonstration of basic technology skills in Word and PowerPoint. Majors only.
73
ED 224 - Pennsylvania History and Government for Social Studies Educators
4.00 credits.
This course surveys political, economic, social and cultural developments in the Commonwealth from Penn’s
Charter until the present day, with special consideration of the key topics covered under the PDE standards for the
Early Adolescent and Adolescent educators. Agriculture, technology, ethnicity and immigration, urbanization, civics,
government and democratization are central themes. This course examines major historical themes and, where
applicable, introduces key historiographical concepts and debates. *Prerequisite(s): ED 105or ED 106, and ED
150or ED 151. Provisional or formal acceptance into Education Program required. Fall semester.
ED 226 - World Geography for Social Studies Educators
4.00 credits.
This course surveys the major tools, techniques and methodological approaches associated with the disciplines
of physical and cultural geography, with emphasis upon the current academic debates, western case studies,
non-western case studies, cartography, human-environmental interaction, and “thinking geographically.” Key
topics covered under the PDE, NCSS and NCGE standards for Early Adolescent and Adolescent educators also
will be considered. *Prerequisite(s): ED 105or ED 106, and ED 150or ED 151. Provisional or formal acceptance
into Education Program required. Spring semester.
ED 242 - The Use of Sign Language with People with Multi-Disabilities
2.00 credits.
A practical sign language course for persons interested in special education. Information covered includes: 1) sign
language and other alternative communication systems, 2) adaptive signing techniques, 3) developmental
processes involved with signing, 4) how to choose a sign/sign system, and 5) basic core vocabulary for use with
people with developmental disabilities in their environments (i.e., sheltered workshops, special school settings,
group homes, etc.). *Prerequisite(s): ED 105or ED 106, and ED 150or ED 151. Provisional or formal acceptance
into Education Program required. Spring semester.
ED 250 - Language and Literacy Development in Early Childhood
4.00 credits.
This course focuses on the research-based principles and practices for language and literacy development of
children ages birth to 9. Topics include language acquisition, reading and writing development, and strategies for
teaching comprehension, fluency, word study and vocabulary in the early grades (PreK through fourth). Requires
field experience. *Prerequisite(s): ED 105, and ED 150or ED 151. *Corequisite(s): ED 250L. Provisional or formal
acceptance into Education Program required.
ED 258 - Educational Assessment and Evaluation
4.00 credits.
Examines current issues, trends and practices in educational assessment. Emphasizes the study of different
assessment and evaluation procedures in the early childhood, elementary and secondary classroom. Explores a
variety of traditional and innovative approaches to assessment of student learning and development. *Prerequisite(s):
ED 250, or permission of the Department. Provisional or formal acceptance into Education Program required.
74
ED 305 - Methods of Secondary Education
6.00 credits.
A study of the instructional methodology of an academic discipline under the guidance of a clinical professor in the
academic major (e.g., science, English, mathematics). Field experience is required. *Prerequisite(s): ED 150or ED
151. Formal acceptance into Education Program required.
ED 306 - Methods of Modern Language Education K-12
4.00 Credits.
A study of the instructional methodology of an academic discipline under the guidance of a clinical professor in the
academic major (e.g., science, English, mathematics). Field experience is required. *Prerequisite(s): ED 150or ED
151. Formal acceptance into Education Program required.
ED 314 - PreK-4 Family, School, and Community Partnerships
4.00 credits.
A study of family and community risk and protective factors influencing the development of PreK-4 students and best
practices and models for establishing family, school and community partnerships. Twenty hours of field experience
required (i.e., 2 hours per week for 10 weeks). *Prerequisite(s): ED 150or ED 151. Formal acceptance into Education
Program required.
ED 316 - Literacy Assessment and Intervention in Elem/Middle Level
4.00 credits.
This course explores research-based approaches to teaching language arts for intermediate level students. Topics
include extending meaning and recognition of vocabulary, critical reading and writing, formal and informal
assessments, organizational patterns for group and/or individual instruction, and middle-grade reading experience
and materials. Twenty hours of field experience required (i.e., 2 hours per week for 10 weeks). *Prerequisite(s): ED
258. Formal acceptance into Education Program required. Fall semester.
ED 325 - Methods for Teaching Science and Health in Early Childhood
4.00 credits.
A study of science processes in an early childhood school program and the utilization of multiple resources,
organization, management, evaluation, instructional strategies, and integration of science and health in the early
childhood program. Field experience is required. *Prerequisite(s): ED 250and ED 258. *Corequisite(s): ED 335, ED
345and ED 365. Formal acceptance into Education Program required. Fall semester.
ED 326 - Methods for Teaching Science and Health in Elementary/Middle Level
4.00 credits.
This course provides for the study of science processes at the middle school level (fourth through eighth grades), with
emphasis upon the utilization of multiple resources, organization, classroom management, instructional strategies
and assessment. Field experience is required. *Corequisite(s): ED 336, ED 346, and ED 366. Formal acceptance into
Education Program required. Spring semester.
75
ED 335 - Methods for Teaching Mathematics in Early Childhood
4.00 credits.
A study of how children develop a background of understanding and skill in mathematics in Pre-K to fourth grade,
concentrating on the development of problem-solving, reasoning, and communication skills in mathematics, and
connecting mathematics and the real world. Additional focus will be on organization for instruction, alternative means
of evaluation, and teaching special needs and at-risk students. Field experience is required. *Prerequisite(s): ED
250and ED 258. *Corequisite(s): ED 325, ED 345and ED 365. Formal acceptance into Education Program required.
Fall semester.
ED 336 - Methods for Teaching Mathematics in Elementary/Middle Level
4.00 credits.
A study of how children develop a background of understanding and skill in mathematics in fourth through eighth
grades with emphasis on problem-solving, reasoning and communication skills. Additional focus will be on
organization for instruction, teaching methods, accommodations and alternative strategies. *Corequisite(s): ED
326, ED 346and ED 366. Formal acceptance into Education Program required. Spring semester.
ED 341 - ELL: Linguistic and Cultural Diversity in the Classroom
4.00 credits.
This course introduces future teachers to the special linguistic and cultural educational needs of English language
learners (ELL). Aspects of cross-linguistic and cross-cultural knowledge will be studied as well as methods of
instruction that focus on the language needs and background knowledge of the ELL. Theory and practices of current
ELL programs will also be examined. Twenty hours of field experience required (i.e., 2 hours per week for 10
weeks). *Prerequisite(s): ED 105, and ED 150or ED 151. *Corequisite(s): ED 341L. Formal acceptance into
Education Program required.
ED 345 - Methods for Teaching Reading and Writing in Early Childhood
4.00 credits.
This course furthers the study of literacy theories and research-based practices presented in ED 250. This course
explores approaches to teaching reading and writing in the primary grades and examines the construction of rich
literacy environment in culturally, linguistically, and socio-economically diverse classrooms. Course content focuses
on instructional strategies, curriculum design and implementation, and assessment and evaluation. Field experience
is required for Methods Block. (Field experience: Students in assigned school classroom all day Friday for 10 weeks
and all day every school day for the last two weeks of the semester for a total of 150 hours.) *Prerequisite(s): ED
250and ED 258. *Corequisite(s): ED 325, ED 335and ED 365. Formal acceptance into Education Program required.
Fall semester.
ED 346 - Methods for Teaching Reading and Writing in Elementary/Middle Level
4.00 credits.
This course furthers the study of literacy theories and research-based practices presented in ED 352 Literacy
Assessment, Instruction and Intervention in Elem/Middle Level. This course explores approaches to teaching
reading and writing in the elementary/middle grades and examines the construction of a rich literacy environment in
culturally, linguistically, and socio-economically diverse classrooms. Course content focuses on instructional
strategies, curriculum design and implementation, and assessment and evaluation. (Field experience: Students in
assigned school classroom all day Friday for 10 weeks and all day every school day for the last two weeks of the
semester for a total of 150 hours.) *Prerequisite(s): ED 258. *Corequisite(s): ED 326, ED 336and ED 366. Formal
acceptance into Education Program required.
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ED 351 - Literacy Assessment and Intervention in Early Childhood
4.00 credits.
This course provides an advanced study of literacy instruction with an emphasis on classroom-based assessments
and instructional planning for intervention. This course examines the use of screening, diagnostic and formative
literacy assessments in the classroom as well as standardized tests (including PSSA). Class assignments focus on
current research to develop curriculum that supports ongoing evaluation of students’ reading and writing progress and
planning appropriate accommodations within a rich literacy environment. Twenty hours of field experience required
(i.e., 2 hours per week for 10 weeks). *Prerequisite(s): ED 345. Formal acceptance into Education Program required.
Spring semester.
ED 360 - Integrated Strategies for Creative Expression in Early Childhood
4.00 credits.
This course is designed to familiarize students with the creative, self-expression and problem-solving skills among
children in early childhood settings. Students will explore creative learning theories and research and focus on
developmentally appropriate curriculum strategies in all developmental domains. This course emphasizes strategies
to develop, implement and evaluate activities in the environment that encourages and supports creative selfexpression and problem solving in children. *Prerequisite(s): ED 250. Formal acceptance into Education Program
required. Spring semester.
ED 365 - Methods for Teaching Social Studies in Early Childhood
4.00 credits.
A study of content, teaching strategies, materials, organizing approaches and curricula for teaching social studies at
the early elementary level (PreK through fourth grade). Students will be required to complete a field experience
component, documented by a journal. *Prerequisite(s): ED 250and ED 258. *Corequisite(s): ED 325, ED 335and
ED 345. Formal acceptance into Education Program required. Fall semester.
ED 366 - Methods for Teaching Social Studies in Elementary/Middle Level
4.00 credits.
This course will examine the content, teaching strategies, materials, organizing approaches and curricula for
teaching social studies at the middle school level (fourth through eighth grades). Students will be required to
complete a field experience component, documented by a journal. *Corequisite(s): ED 326, ED 336and ED 346.
Formal acceptance into Education Program required. Spring semester.
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ED 400 - Senior Project in Education
2.00 credits.
Students participating in the Department’s Honors in the Discipline Program may register for this course during
semesters in which research or writing for their project is being completed. Recognition for Honors in the Discipline
is not assured by completion of this course. See Department Chair for additional information. *Prerequisite(s):
Invitation to Honors in the Discipline Program. Register by Instructor. This course is repeatable for credit.
ED 470 - Professional Internship
12.00 credits.
Supervised student teaching for a full semester at the level of certification (Early Childhood, Elementary/Middle, dual
certification in Special Education, or Secondary Education). *Prerequisite(s): Completion of all program
requirements with Education prefixes and cumulative grade point average required at the time of full admission to
the program *Corequisite(s): ED 495, ED 496or ED 497. Register by Instructor. Graded Pass/No Pass. Course fees.
ED 480-489 - Independent Study in Education
Variable credit.
Upon the initiative of the student, a program of study may be organized with a faculty member on a topic of
mutual interest. *Prerequisite(s): Approval of the Department Chair and the Independent Study Committee.
Register by Instructor.
ED 495 - Senior Seminar for Early Childhood
4.00 credits.
A study of professional and ethical practices, family and community relationships, and special education
issues in early childhood. (PreK-4th grade). Particular emphasis will be given to the laws, procedures,
and codes of conduct that guide practice, collaboration with diverse families, advocacy for the rights of
children and their families, and support for the transition of children to new educational settings.
*Corequisite(s): ED 470. Register by Instructor.
ED 496 - Senior Seminar for Elementary/ Middle Level
4.00 credits.
This course serves as an issues seminar for pre-service teachers, engaging them in active discussion of
professional and ethical practices, family and community relationships, and special education issues in middle
school settings (fourth through eighth grades). Particular emphasis will be given to the laws, procedures, and
codes of conduct that guide practice, collaboration with diverse families, advocacy for the rights of early adolescent
and adolescent students and their families, and support for the transition of adolescents to new educational
settings. *Corequisite(s): ED 470. Register by Instructor.
ED 497 - Senior Seminar for Secondary Education
4.00 credits.
This course serves as an issues seminar for pre-service teachers, engaging them in active discussion of
professional and ethical practices, family and community relationships, (urban, rural and suburban
environments), advocacy for student rights, the transition of adolescents to new educational settings and
special education issues in secondary school settings. *Corequisite(s): ED 470. Register by Instructor.
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Special Education Classes
SED 212 - Learning Environment and Social Interaction in Inclusive Settings
4.00 credits.
A study of the scientific principles and best practices for creating and sustaining an optimal learning environment and
positive social interaction for diverse learners in an inclusive classroom setting. Emphasis is on analyzing factors that
influence academic and social behavior, adapting the physical environment, implementing an equitable classroom
management system, maintaining a respectful climate, teaching social skills, and implementing positive behavioral
supports. *Prerequisite(s): ED 105, and ED 150or ED 151. Provisional or formal acceptance into Education Program
required.
SED 222 - Foundations of Inclusive Education
4.00 credits.
This course is an introduction to philosophical, historical and legal foundations of Special Education and inclusive
education principles and practices. The history, etiology, characteristics and accommodations for students with
special needs in the classroom setting will be examined. Thirty hours of field experience required (i.e., 3 hours per
week for 10 weeks) which will require FBI Clearance, Criminal Record Clearance, and Pennsylvania Child Abuse
Clearance (fees). *Prerequisite(s): ED 105, and ED 150or ED 151. *Corequisite(s): SED 222L. Provisional or formal
acceptance into Education Program required.
SED 224 - Methods of Teaching Students with High Incidence Disabilities
4.00 credits.
A study of the specialized instructional strategies to adapt and accommodate classroom environments, testing
methodologies, and curricula to meet the needs of exceptional children and youth. Emphasis is on high incidence
disabilities, such as learning disabilities, ADD/ADHD, emotional and behavior disorders, communication disorders,
and cultural or linguistic diversity. Field experience is required. *Prerequisite(s): ED 250and SED 222Sor permission
of the Department, *Corequisite(s): SED 224L. Provisional or formal acceptance into Education Program required.
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The Graduate Program
4+1 Degree in Special Education
(PreK-8 or 7-12 Certification)
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Program Description:
To more fully compliment Elizabethtown College’s pledge to prepare students “intellectually,
socially, aesthetically and ethically for lives of service and leadership as citizens of the world” by
“combining classroom instruction with experiential learning [to] advance independent thought,
personal integrity and social responsibility as the foundations for a life of
learning”(http://www.etown.edu/mission), the Education Department now offers a Master’s degree
in Special Education (PreK-8 and 7-12).
Federal and state mandates drive the need for highly qualified teachers in these areas of special
education, and, by designing the 4 + 1 model for special education in the PreK-8 and 7-12 options,
all certificate candidates at Elizabethtown (Pre-K to 4, 4-8, 7-12 and K-12) are able to participate.
Candidates in the new pipeline program will be exposed to opportunities for more advanced
curricular study, more time and variety in the field (urban, suburban, rural, learning support,
emotional support, inclusive, resource, and self-contained classrooms), enhanced quality of practice
in the field, two full semesters of student teaching, and research and reflection about pedagogical
best practices through seminar coursework.
This new model embraces the college’s 2012 Strategic Plan, namely the emphasis upon expansion
of graduate programs and greater emphasis upon high impact practices and student/faculty
research collaborations. It is also the expression of a 2010 qualitative survey of departmental
alumni who cited the development of this academic pathway as a “top priority”.
Program Hallmarks:
•
Students will complete their baccalaureate degree in a general education certification area in 4
years.
• Eligible students may then move to finish the special education requirements, including a
research project (Graduate Seminar) and another semester of student teaching.
• The intensive student teaching supervision of the undergraduate program (weekly supervisory
visits) will continue in the graduate program.
• Courses in the fifth year will be administered using a mixture of traditional, on-line, hybrid, and
accelerated formats.
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Program Assessments:
Teacher candidates are regularly assessed through formative and summative coursework
assignments according to key learning objectives which are mapped to specific program
competencies as defined by the Pennsylvania Department of Education and to the general
student learning outcomes for the Education Department. Such expectations and objectives
are included on every course syllabi.
The department’s learning outcomes dictate that every student demonstrates the following:
A thorough knowledge of the content and pedagogical skills in planning, preparation, and
assessment.
• An ability to establish and maintain a purposeful and equitable environment for learning.
• An ability to deliver instruction that engages students in learning by using a variety of
instructional strategies, including technology.
• Qualities and dispositions that characterize a professional person in aspects that occur in
and beyond the classroom/building.
• An awareness of, and adherence to, the professional, ethical, and legal responsibilities of
being a certified teacher.
• An ongoing commitment to lifelong learning and professional development through fieldrelated clubs, conferences, and organizations.
• Teaching and advocacy for principles of social justice and civic competence.
Teacher candidates are regularly assessed (formative and summative) on Danielson’s Domains
(Planning and Preparation, Classroom Environment, Instruction, and Professionalism) during
field placements. Input is given from classroom professors, field supervisors, and cooperating
teachers across these areas. In fact, student teachers are observed on a weekly basis by their
supervisors. Students also provide self-assessment/reflection through blogs, journals, and
similar assignments.
Teacher candidates are also regularly assessed regarding their dispositions, meaning the nonacademic competencies critical to the success for a career in education. These competencies
include: Communication/ Interpersonal Skills, Emotional and Physical Abilities, Cognitive
Dispositions, and Personal and Professional Requirements.
Teacher candidates complete a professional portfolio using the Danielson Framework for
Professional Practice. The compilation begins in Year 1 of the program and is continued
through Year 5. Students must meet expectations for the portfolio in individual coursework,
for admission requirements to the program, and then exit expectations for the degree in the
Senior and Graduate Seminars respectively. Students construct the portfolio using Digication
software.
Teacher candidates navigate a three-step process for full admission into the graduate program Provisional Acceptance and Formal Acceptance at the undergraduate program and then
Graduate Acceptance.
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Requirements for MEd
Master’s Degree in Special Education 4+1
Academic Year 2013-14
Name
Advisor
Fall applications will be due by September 15 (notification of acceptance will be November 15);
Spring applications by March 15 (notification of acceptance will be May 1).
REQUIREMENTS FOR GRADUATE ACCEPTANCE:
1. Meet requirements for and attain Formal Acceptance into the undergraduate program
(Education Manual, Page 17).
2. Receive a B or above in MSE 512 (Learning Environment and Social Interaction in Inclusive
Settings) and MSE 522 (Foundations of Inclusive Education).
3. Complete MSE 524 (Methods of Teaching Students with High Incidence Disabilities).
4. Pass MA 251 (Probability and Statistics).
5. Maintain a 3.3 cumulative GPA or above.
6. Pass the Pre-Service Academic Performance Assessment (PAPA) examinations.
7. Receive satisfactory ratings on the Teacher Dispositions document.
8. Provide two letters of recommendation in support of your academic and professional abilities
for success in the program.
9. Submit a writing sample which demonstrates higher-order thinking, writing, and communication
skills.
Undergraduate Study – 12 credits
MSE 512 Learning Environment and Social Interaction in Inclusive Settings
MSE 522 Foundations of Inclusive Education
MSE 524 Methods of Teaching Students w/ High Incidence Disabilities
Credits
Grade Term
4.00
4.00
4.00
_____ _____
_____ _____
_____ _____
Methods, Policy, Assessment, and Law – 12 credits (offered in accelerated online formats in Summer)
MSE 530 Methods of Teaching Students w/ Low Incidence Disabilities
4.00 _____ _____
MSE 533 Assessment in Special & Inclusive Education
4.00 _____ _____
MSE 540 Etiology, Equity, and Law
4.00 _____ _____
Fifth year of Study – 28 credits – Students MUST select their graduate level focus (PreK-8 or 7-12).
MSE 542 Effective Instruction for Students w/ PDD and/or ED
4.00 _____ _____
MSE 544 Intensive Reading, Writing, & Mathematics Intervention
4.00 _____ _____
MSE 565 Issues in Special Education
4.00 _____ _____
MSE 570 Professional Internship
12.00 _____ _____
MSE 590 Graduate Seminar
4.00 _____ _____
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.
Graduate Program Course Descriptions
MSE 512 - Learning Environment and Social Interaction in Inclusive Settings
(SED 512)
4.00 credits.
A study of the scientific principles and best practices for creating and sustaining an optimal learning environment and
positive social interaction for diverse learners in an inclusive classroom setting. Emphasis is on analyzing factors that
influence academic and social behavior, adapting the physical environment, implementing an equitable classroom
management system, maintaining a respectful climate, teaching social skills, and implementing positive behavioral
supports. *Prerequisite(s):Provisional or formal acceptance into Education Program required. Register by Instructor.
MSE 522 - Foundations of Inclusive Education (SED 222)
4.00 credits.
.
This course is an introduction to philosophical, historical, and legal foundations of Special Education and inclusive
education principles and practices. The history, etiology, characteristics, and accommodations for students with special
needs in the classroom setting will be examined. Thirty hours of field experience required (i.e., 3 hours per week for 10
weeks) which will require FBI Clearance, Criminal Record Clearance, and Pennsylvania Child Abuse Clearance
(fees). *Prerequisite(s): Provisional or formal acceptance into Education Program required. *Corequisite(s): MSE 522L.
Register by Instructor.
MSE 524 - Methods of Teaching Students with High Incidence Disabilities
(SED 224)
.4.00 credits.
A study of the specialized instructional strategies to adapt and accommodate classroom environments, testing
methodologies, and curricula to meet the needs of exceptional children and youth. Emphasis is on high incidence
disabilities, such as learning disabilities, ADD/ADHD, emotional and behavior disorders, communication disorders,
and cultural or linguistic diversity. Field experience is required. *Prerequisite(s): Provisional or formal acceptance
into Education Program required. *Corequisite(s): MSE 524L. Register by Instructor.
MSE 530 - Methods of Teaching Students with Low Incidence Disabilities
4.00 credits.
A study of the purpose and uses of various forms of assessment in PK-12 Special and Inclusive Education.
Emphasis is on the various purposes of testing data, best practices in assessment, and legal and ethical
considerations related to administration, eligibility, instruction, and placement decisions. *Prerequisite(s): Acceptance
into the Graduate Education Program is required. Register by Instructor.
MSE 533 - Assessment in Special and Inclusive Education
4.00 credits.
..
A study of the basic purposes and uses of various forms of assessment in PK-12 Special and Inclusive Education.
Emphasis is on various purposes of testing data, best practices in assessment, and legal and ethical considerations
related to administration, eligibility, instruction, and placement decisions. *Prerequisite(s): Acceptance into the
Graduate Education Program is required. Register by Instructor.
MSE 540 - Etiology, Equity, and Law
4.00 credits.
This course discusses federal and state special education law, including relevant court cases, and its
interrelationship with equity and etiology of special needs students. Laws, regulations, policy, and stereotypes
relating to the education of special needs populations are discussed. Methods of conflict resolution, mediation, and
ethical standards are examined. Students will be required to apply what they learn as they analyze real-life case
scenarios. *Prerequisite(s): Acceptance into the Graduate Education Program is required. Register by Instructor.
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MSE 542 - Effective Instruction for Students with PDD and/or ED
4.00 credits.
This course is designed to prepare teachers to support the participation and education of students with Pervasive
Developmental Disorders (PDD) or Emotional and Behavioral Disorders (EBD) in the PK-12 setting. Emphasis is on
the diagnostic criteria, methods of identification, and best practices in intervention and support according to current
research. Field experience is required. *Prerequisite(s): Acceptance into the Graduate Education Program is
required. *Corequisite(s): MSE 544,MSE 565, and MSE 542L. Register by Instructor.
MSE 544 - Intensive Reading, Writing, and Mathematics Intervention
4.00 credits.
This course provides substantive, research-based instruction that effectively prepares future teachers to assess and
provide interventions to students who are struggling in the reading, writing, and mathematics content areas. An
emphasis will be placed on determining differences between typical and problematic performance in each of the
areas and modifying instructional methods, providing strategy instruction, and monitoring progress in each area. A
clinical field experience is required.*Prerequisite(s): Acceptance into the Graduate Education Program is
required. *Corequisite(s): MSE 542, MSE 565, and MSE 544L. Register by Instructor.
MSE 565 - Issues in Special Education
4.00 credits.
Working with a faculty mentor, this is a self-directed and self-constructed course for those specializing in PK-8 or 7-12
certifications. Graduate candidates select specific topics to explore that are particularly germane to their certificate
levels and companion competencies. *Prerequisite(s): Acceptance into the Graduate Education Program is
required. *Corequisite(s): MSE 542 and MSE 544. Register by Instructor.
MSE 570 - Graduate Student Teaching
12.00 credits.
This experience is supervised student teaching for a full semester in Special Education. To be taken in conjunction
with the Graduate Research Seminar. *Prerequisite(s): Acceptance into the Graduate Education Program is
required. *Corequisite(s):MSE 590. Graded Pass/No Pass. Register by Instructor.
MSE 590 - Graduate Research Seminar
4.00 credits.
This course serves as the research seminar capstone for graduate teachers to understand and apply research
theories and design, culminating in a scholarly paper and corresponding oral defense. Experience is supervised
student teaching for a full semester in Special Education. To be taken in conjunction with the Graduate Student
Teaching. *Prerequisite(s): MSE 565.*Corequisite(s): MSE 570. Register by Instructor.
85
DEPARTMENT OF EDUCATION
TEACHER DISPOSITIONS
FOUNDATIONAL COMPETENCIES
POLICY
86
DEPARTMENT OF EDUCATION TEACHER DISPOSITIONS
FOUNDATIONAL COMPETENCIES POLICY
Introduction and Rationale
The Department of Education has a responsibility to the educational community to ensure
that individuals whom Elizabethtown College recommends to the State of Pennsylvania
for certification are qualified to join the education profession. Teaching and other preK12 and community education-related professions require strong academic preparation and
mastery of pedagogy or other professional competencies. These professions also require
non-academic competencies, such as communication or interpersonal skills, which are as
critical to success as those in the academic domain. This document sets forth those
essential non-academic criteria or teaching dispositions (Foundational Competencies).
Teacher Dispositions/Foundational Competencies serve several important functions,
including, but not limited to:
(a) providing information to those considering preK-12 and community professional careers
that will help such students in their career decisionmaking;
(b) advising applicants of non-academic criteria considered in admissions
decisions made by the college’s preK-12 and community professional preparation
programs;
(c) serving as the basis for feedback provided to students in these programs
regarding their progress toward mastery of all program objectives; and
(d) serving as the basis for the final assessment of attainment of graduation requirements
and recommendation for certification.
All candidates in the Elizabethtown College professional preparation programs are
expected to demonstrate that they are prepared to work with children and youth in
educational settings. This preparation results from the combination of successful
completion of college coursework and field/internship experiences and the demonstration
of important human characteristics and dispositions that all educators should possess.
These characteristics and dispositions, the Elizabethtown College Teacher
Dispositions/Foundational Competencies Policy, are outlined below.
Definition
Dispositions are defined as internal values, beliefs, and attitudes that are manifested in
patterns of
professional behaviors. The Dispositional Assessment system does not assess values,
beliefs, or attitudes directly; instead, dispositions are only assessed as they are manifested
in patterns of behaviors and candidate performances in their work with preK-12 students
and their families, peers, faculty, and the community
________________________________________________________________________
1 The primary source used in the preparation of this document was the policy and procedure document from
the University of Maryland and University of Texas at San Antonio. Additional sources include, but are
not limited to, policy and procedure documents from the University of Rochester Medical Center;
University of West Virginia at Parkersburg; University of Wisconsin, Madison; Michigan State
University; Medical College of Wisconsin; New Hampshire Technical Institute; Franklin College; and the
University of Iowa.
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Department of Education Teacher Dispositions/Foundational Competencies
The Department of Education Teacher Dispositions/Foundational Competencies are grouped into
four categories: Communication/Interpersonal Skills, Emotional and Physical Abilities, Cognitive
Dispositions, and Personal and Professional Requirements.
Within the professional context to which each candidate aspires, all candidates
must:
Communication/Interpersonal Skills
• Be able to express themselves effectively in written and oral English in
order to communicate concepts, assignments, evaluations, and
expectations with members of the learning community such as college
faculty, students, parents, administrators, and other staff.
• Candidates must write clearly and use correct grammar and spelling.
They demonstrate sufficient skills in written English to understand
content presented in the program and to adequately complete all
written assignments, as specified by faculty.
• Candidates must communicate effectively with other students, faculty,
staff, and professionals. They express ideas and feelings clearly and
demonstrate a willingness and an ability to listen to others.
• Candidates must demonstrate sufficient skills in spoken English to
understand content presented in the program, to adequately complete
all verbal assignments, and to meet the objectives of field placement
experiences, as specified by faculty.
• Have communication skills that are responsive to different perspectives
represented in diverse classrooms and/or other professional
environments.
• Candidates must appreciate the value of diversity and look beyond self
in interactions with others. They must not impose personal, religious,
sexual, and/or cultural values on others.
• Candidates must demonstrate an awareness of appropriate social
boundaries between students and educators and show that they are
ready and able to observe those boundaries.
• Have the necessary interpersonal competencies to function effectively
with students and parents, and to function collaboratively as part of a
professional team.
• Candidates must demonstrate positive social skills in professional and
social interactions with faculty, colleagues, parents, and students
• Candidates must demonstrate the ability to express their viewpoints
and negotiate difficulties appropriately, without behaving
unprofessionally with instructors, peers, or students.
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Emotional and Physical Abilities
• Be able to work under time constraints, concentrate in distracting
situations, make subjective judgments, and ensure safety in emergencies.
• Candidates must demonstrate the ability to work with frequent
interruptions, to respond appropriately to unexpected situations; and to
cope with extreme variations in workload and stress levels.
• Candidates must possess the ability to make and execute quick,
appropriate, and accurate decisions in a stressful environment.
• Candidates must have the capacity to maintain composure and
continue to function well in a myriad of situations.
• Have the physical stamina to work a contractual day and perform
extended and additional duties of a school professional, such as parent
conferences, after-school events, and other assigned duties.
• Candidates must exhibit motor and sensory abilities to attend and
participate in class and practicum placements.
• Candidates must be able to tolerate physically demanding workloads
and to function effectively under stress.
Cognitive Dispositions
• Be able to organize time and materials, to prioritize tasks, to perform
several tasks at once, and to adapt to changing situations.
• Candidates must have the mental capacity for complex thought as
demonstrated in prerequisite college level course work and in
standardized testing.
• Candidates must have sufficient cognitive (mental) capacities to
assimilate the technically detailed and complex information presented
in formal lectures; small group discussions; and individual teaching,
counseling, or administrative settings; and in classroom and school
settings.
• Candidates must be able to analyze, synthesize, integrate concepts, and
problem solve to formulate assessment and educational judgments.
• Candidates must demonstrate the ability to think analytically about
educational issues. They are thoughtfully reflective about their
practice.
• Candidates must demonstrate the ability to multi-task and to adapt to
and display flexibility in changing situations.
• Candidates must be able to perform the above skills independently.
The use of a trained intermediary is not acceptable in many classroom/school situations, because a
candidate must be able to exercise independent judgment without relying on or having the filter of
someone else’s power of observation and selection.
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Personal and Professional Requirements
• Arrive (and be on time) for professional commitments, including classes
and field experiences.
• Candidates must meet deadlines for course assignments and program
requirements. A pattern of repeated absences, lateness, and failure to
meet deadlines in courses or fieldwork is not acceptable.
• Seek assistance and follow supervision in a timely manner, and accept
and respond appropriately to constructive review of their work from
supervisors.
• Candidates must show that they are ready to reflect on their practice
and accept constructive feedback in a professional manner. They demonstrate the ability to act upon
reasonable criticism.
• Candidates must be flexible, open to new ideas, and willing and able to
modify their beliefs and practices related to their work.
• Demonstrate attitudes of integrity, responsibility, and tolerance.
•
Candidates must demonstrate honesty and integrity by being truthful about background,
experiences, and qualifications; doing their own work; giving credit for the ideas of others; and
providing proper citation of source materials.
• Candidates must interact courteously, fairly, and professionally with
people from diverse racial, cultural, and social backgrounds and of
different genders or sexual preferences.
• Candidates must not make emotional, verbal or physical threats or
intimidation; engage in sexual harassment; become involved in sexual
relationships with their students, supervisors, or faculty; or abuse
others in physical, emotional, verbal, or sexual ways.
• Candidates must demonstrate the ability to understand the perspectives
of others in the context of teaching, counseling, administration, etc.
and the ability to separate personal and professional issues.
• Candidates must exhibit acceptance of and are able to make
appropriate adjustments for exceptional learners.
• Candidates must protect the confidentiality of student information
unless disclosure serves professional purpose or is required by law.
• Show respect for self and others.
• Candidates must exhibit respect for all Elizabethtown College and
school personnel, as well as peers, children and their families and
members of their communities.
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•
Candidates must be free of the influence of illegal drugs and alcoholic beverages in
classes and field placements. They are expected to abide by the Elizabethtown College
Student Social Conduct Code.
• Candidates must demonstrate the ability to deal with current life stressors through the
use of appropriate coping mechanisms. They handle stress effectively by using
appropriate self-care and by developing supportive relationships with colleagues, peers,
and others.
• Candidates must use sound judgment. They seek and effectively use help for medical
and emotional problems that interfere with scholastic and/or professional performance.
• Project an image of professionalism.
• Candidates must demonstrate appropriate personal hygiene habits.
• Candidates must dress appropriately for their professional contexts.
• Candidates must possess maturity, self-discipline, and good judgment.
• Candidates must demonstrate good attendance, integrity, honesty,
conscientiousness in work, and teamwork
Implementation and Review Procedures
During the orientation phase of their professional programs and/or at the beginning of
education courses requiring field/internship experiences, candidates will receive a copy
of the Department of Education Teacher Dispositions/Foundational Competencies Policy
and be asked to sign a Teacher Dispositions/Foundational Competencies
Acknowledgement Form.
The original, signed form will be kept in the candidate’s permanent file, and a copy will be
returned to the student.
Self-assessments by students on the Teacher Dispositions/Foundational Competencies
will occur during the students’ first 100-level education course, as part of provisional
acceptance, as part of formal acceptance, and during senior seminar (see Candidate’s Self
Assessment).
At the end of each semester, faculty teaching courses in Education will evaluate students
using the Dispositions/Foundational Competencies Evaluation Form. Students who are
evaluated as not meeting proficiency on the Dispositions/Foundational Competencies will
be reviewed by the Education Standards Committee (ESC). The ESC will make
recommendations regarding necessary actions students will be expected to take to achieve
proficiency. The ESC may also make recommendations concerning continuation in the
Education Department’s program to prepare certified teachers.
Proactive Involvement of Students
1. The Education department will make every effort to help teacher candidates
understand the importance of dispositions to the profession as well as the specific
expectations on which they will be assessed. The rubric will be discussed in
designated classes and students will self-assess using the rubric. Students will
receive a copy of the Teacher Dispositions/Foundational Competencies Policy.
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2. All documents relating to the rating of student’s dispositions and other
competencies will be treated as student records and thus as subject to the privacy
rules and other provisions of FERPA.
Teacher Dispositions/Foundational Competencies Evaluation System
1. Teacher dispositions of students will be evaluated at the end of the semester by
faculty of each Education course. If a student receives a rating of Does not meet
proficiency in any competency, the student will have an opportunity to meet with
the professor for clarification, sign the evaluation form, and receive a copy of the
form. If a student receives a rating of Partially proficient in one or more categories, the
student will also have the opportunity to meet with the professor for clarification, sign the
evaluation form, and receive a copy of the form. A copy of the evaluation form will be
submitted to the department for inclusion in the student’s file.
2. A student who receives a rating of Does not meet proficiency in any competency
must be reviewed by the Education Standards Committee (ESC) of the Education
Department at the end of the semester. Faculty may also ask ESC to review
students who receive a rating of Partially proficient in one or more competencies.
3. Students whose evaluations will be reviewed by ESC will receive written notice
that the review will occur. They may elect to submit a written statement for
consideration by ESC.
4. ESC reviews all cases individually and makes recommendations to the Chair of
the Education Department. ESC recommendations may include, but are not
limited to, continuation in the Education Department’s program to prepare
certified teachers with suggestions for improving areas of identified problems,
frequent monitoring of progress, or additional fieldwork. If the problems are not
ameliorated or seem to be beyond remediation, ESC may recommend that
continuation in the Education Department’s program to prepare certified teachers
be denied.
5. The student will receive a letter from ESC indicating its recommendation. A copy
of the letter will be sent to the student’s department chair(s), advisor, and the
faculty member who completed the evaluation form.
6. The Chair of the Education Department does not serve on ESC but receives
ESC’s recommendations. Students may appeal the recommendation of ESC
to the Chair of the Education Department.
7. If ESC recommends discontinuation in the Education Department’s program to
prepare certified teachers, and the Chair of the Education Department concurs, the
recommendation will be forwarded to the Dean of Faculty for action; other
recommendations will be acted on within the department.
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8. Student may appeal actions by the Chair of Education to the Dean of Faculty, and
appeal actions by Dean of Faculty to the Provost/Senior Vice President.
Special Notice of Concern
1. A Special Notice of Concern may be sent to the Chair of the Education Department. This
Special Notice of Concern may be reported by any of the following associated with Elizabethtown
College: a) faculty member of any department, b) professional staff member, c) college
supervisor or d) any professional member of a school such as a building principal or cooperating
teacher.
2. Following documentation and review of a Special Notice of Concern, the Chair of the
Education Department may take one or more actions including, but not limited to, the following:
a) request a meeting with the student,
b) request an urgent review by ESC,
c) request a review by ESC at the end of the semester, and
d) request a judicial review by Dean of Students or designee.
Assistance For Individuals With Disabilities
Teacher Dispositions/Foundational Competencies may be met with, or without,
accommodations. The College complies with the requirements of Section 504 of the
Rehabilitation Act and the Americans with Disabilities Act of 1990. Therefore, the
Department of Education will endeavor to make reasonable accommodations with respect
to its Teaching Dispositions/Foundational Competencies for an applicant with a disability
who is otherwise qualified. “Disability” shall mean, with respect to an individual,
(1) a physical or mental impairment that substantially limits one or more of the major life
functions of such individual;
(2) a record of such an impairment; or
(3) being regarded as having such an impairment.
The College reserves the right to reject any requests for accommodations that are unreasonable,
including those that would involve the use of an intermediary that would require a student to
rely on someone else's power of selection and observation, fundamentally alter the nature of
the College’s educational program, lower academic standards, cause an undue hardship on the
College, or endanger the safety of students or others.
Questions or requests for accommodations pertaining to the Department of Education
Teacher Dispositions/Foundational Competencies should be directed to Lynne Davies,
Director of Disability Services (717-361-1549; [email protected] ) or Dr. Rachel FinleyBowman, Chair, Department of Education (717-361-1210; [email protected]).
Confidentiality
Unless a student has expressly waived his or her privilege to confidentiality of medical
records provided to substantiate either a disability or a recommendation for an
accommodation, the Department of Education administrators to which such information
has been communicated shall maintain such information in a manner that preserves its
confidentiality.
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TEACHER DISPOSITIONS/FOUNDATIONAL COMPETENCIES ACKOWLEDGEMENT FORM
Within the professional context to which each candidate aspires, all candidates must:
Communication/Interpersonal Skills
• be able to express themselves effectively in written and oral English in order to communicate
concepts,
assignments, evaluations, and expectations with members of the learning community such as college
faculty, students, parents, administrators, and other staff;
• have communication skills that are responsive to different perspectives represented in diverse
classrooms and/or other professional environments;
• have the necessary interpersonal competencies to function effectively with students and parents,
and to
function collaboratively as part of a professional team;
Emotional and Physical Abilities
• be able to work under time constraints, concentrate in distracting situations, make subjective
judgments, and ensure safety in emergencies;
• have the physical stamina to work a contractual day and perform extended and additional duties of
a school professional such as parent conferences, after-school events, and other assigned duties;
Cognitive Dispositions
• be able to organize time and materials, to prioritize tasks, to perform several tasks at once, and to
adapt to changing situations;
Personal and Professional Requirements
• arrive (and be on time) for professional commitments, including classes and field experiences;
• seek assistance and follow supervision in a timely manner, and accept and respond appropriately to
constructive review of their work from supervisors;
• demonstrate attitudes of integrity, responsibility, and tolerance;
• show respect for self and others; and refrain from making emotional, verbal, or physical threats or
intimidation
• project an image of professionalism.
I have read and acknowledge receipt of the Department of Education Teacher Dispositions
/Foundational Competencies Policy. I understand that if the criteria listed above are not met
satisfactorily, I may be denied admission and/or continuation in the Department of Education
Professional Teacher Preparation Program and/or denied the opportunity to complete the extensive
internship component of the curriculum.
__________________________ _______________________ _________________
Candidate Signature
PRINTED Name
Date
NOTE: The College has a legal obligation to provide appropriate accommodations for students with
documented disabilities. If you have a documented disability and are seeking accommodations, you
should register with the Office of Disability Services (717-361-1549) and notify your course
instructors, academic advisor of your specific approved accommodations, as appropriate. Students
should initiate this process as soon as possible (prior to the start of classes and/or field experience).
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Student Teaching and Field Observations
Fieldwork & Observations
As an education major at Elizabethtown College, you will have field experiences every
year from your first year through your senior year. Field placements occur in urban,
suburban and rural schools, and in a variety of grades within your certification
guidelines. Our program stresses the importance of supervised field experiences which
complement on-campus courses in education. It is the embodiment of theory into
practice.
Student Teaching
Student teaching, your professional internship, is the capstone experience of our
various teacher preparation education programs. Student teachers are placed at
cooperating school districts in the local and surrounding areas. Students may petition
to be considered for partial student teaching abroad experience in combination with a
Pennsylvania placement. College supervisors and cooperating teachers work in
partnership to mentor the student teacher and provide a quality learning experience.
Academic Service-Learning
Many curricular and co-curricular opportunities will arise that will help prepare you to
enter the field of education. These include reading to children at libraries, tutoring
Spanish-speaking children and adults that are learning English, volunteering as a
science fair judge, tutoring local students and many more.
Poverty Simulation
The Poverty Simulation is a profoundly moving experience. It provokes thought,
emotion and insightful conversation about the realities of poverty and how entire
communities need to work together to address the problem. Most importantly, it
moves people to get involved and make a difference!
The Community Action Program (CAP) of Lancaster County’s poverty simulation is a
series of role playing scenarios that give participants the opportunity to learn about
the realities of poverty and its effects. People adopt a new persona and a family profile
that they must live with for the duration of the exercise. They must navigate through
daily tasks that many of us take for granted. During four 15-minute “weeks” those
assigned adult roles try to maintain their home, feed their families, send their children
to school, and maintain utility services while trying to navigate local support and
resources.
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Social Justice Opportunities
Global Opportunities
Explore classrooms around the world! Elizabethtown College strongly encourages its
students to study abroad. As an education major, there are many benefits to
experiencing life in another culture including those directly related to your area of
study—such as a Spanish Education majors studying in South America or a future
history teacher spending a semester in Greece.
There are several ways to explore the bigger world at Elizabethtown College:
Short-Term Trips with an Education Faculty Member
Faculty members from the education department, as well as other disciplines, often
arrange short-term cultural or educational excursions. Some of these experiences also
are tied into a specific course.
During the 2013-2014 academic year, the department will offer Peace Education and
Integrated Schools in Northern Ireland and the United States, allowing students to
travel to Belfast during the May term to study and experience issues related to peace
education in the Northern Ireland context.
Semester Study Abroad
The Office of International Programs at E-town offers a variety of study abroad
programs.
Service-Learning Trips
Traveling to a new country is not limited to studying. The Center for Community and
Civic Engagement posts opportunities for service-trips, which are available to all
students on campus.
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The Education Department Common Book in
Social Justice
•
•
•
Education students enrolled in
their first semester at
Elizabethtown College will begin
to explore the department’s
social justice initiative through a
common book selection.
The department’s common book
for 2013-2014 is Other People’s
Children by Lisa Delpit.
Lisa Delpit is Executive Director
of the Center for Urban
Education and Innovation at
Florida International University
in Miami.
•
Winner of an American Educational Studies
Association Critics’ Choice Award and
Choice Magazine’s Outstanding Academic
book award, and voted one of Teacher
Magazine’s “great books,” Other People’s
Children has sold over 150,000 copies.
•
In a radical analysis of contemporary
classrooms, MacArthur Award–winning
author Lisa Delpit develops ideas about
ways teachers can be better “cultural
transmitters” in the classroom, where
prejudice, stereotypes, and cultural
assumptions breed ineffective education.
Delpit suggests that many academic
problems attributed to children of color are
actually the result of miscommunication, as
primarily white teachers and “other
people’s children” struggle with the
imbalance of power and the dynamics
plaguing our system. (The New Press, 2013).
•
A new classic among educators, Other
People’s Children is a must-read for
teachers, administrators, and parents
striving to improve the quality of America’s
education system.
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Student Organizations
Student Organizations
Education majors and other interested students can get involved with an on-campus
education club. Eligible education majors can also join an honor society.
Education Organization (Ed Org)
Ed Org's mission is to provide an atmosphere in which future educators feel safe,
accepted and motivated to become successful teachers. The club participates in many
social and service activities throughout the year, many times in conjunction with other
clubs on campus. These events include literacy nights at the local library, volunteering
for the Ronald McDonald House, after-school tutoring, participating in Into the Streets
and more. Ed Org also hosts an annual benefit for A-T (ataxia telangiectasia), a
progressive, degenerative disease affecting children.
Kappa Delta Pi
Kappa Delta Pi is an international honor society in education. To be qualified for
membership you must have completed 60 hours or more of credits, be a full-time
student, have a cumulative GPA of 3.5 and gain department approval.
National Science Teachers Association (NSTA)
For more information on this organization or to receive information on upcoming
events, please 'like' our Facebook page (http://www.facebook.com/ECNSTA) or email
us at [email protected]
The Council for Exceptional Children (CEC)
The Council for Exceptional Children (CEC) is an international community of
professionals and network of student chapters that work to improve, through
excellence and advocacy, the education and quality of life for children and youth with
exceptionalities and to enhance engagement of their families. The Etown student
chapter of CEC connects college students across areas of study with individuals with
disabilities and their families through service and development activities. For more
information, follow CEC on Facebook at https://www.facebook.com/etownsped or on
the blog at www.etowncec.wordpress.com.
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Steps to becoming certified at ETOWN
Freshman Year:
•
•
•
•
•
•
•
•
Enroll in and complete English credits (6) and
Mathematics requirements (4-6 ) credits
Enroll in and successfully complete PAPA Exams in
Reading, Writing, and Mathematics
Successfully complete Freshman Education Courses
Successfully complete Freshman field placement
Begin electronic portfolio (e-portfolio)
Exhibit professional dispositions
Apply for Provisional Acceptance into the program
(Spring Semester)
Maintain a 2.8 GPA
Sophomore Year:
•
•
•
•
•
•
Maintain a 2.8 GPA
Successfully complete sophomore education courses
Successfully complete sophomore field placements
Continue electronic portfolio (e-portfolio)
Exhibit professional dispositions
Apply for Formal Acceptance into the program (Spring
Semester)
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Steps to becoming certified at ETOWN
Junior Year:
•
•
•
•
•
•
•
•
Maintain a 3.0 GPA
Continue electronic portfolio (e-portfolio)
Exhibit professional dispositions
Successfully complete junior education courses including
content methods courses
Successfully complete junior field placements
Successfully pass PAPA exams (if not already passed)
Successfully complete PECT or PRAXIS exam(s) relative
to specific certification
Apply to 4+1 Master’s program in Special Education
Senior Year:
•
•
•
•
Successfully complete PECT or PRAXIS exam in content area
according to certification
Successfully complete Student Teaching Practicum
Exhibit professional dispositions
Complete certification I application for teacher certification
Graduate Year (5th Year):
•
•
•
•
•
Successfully complete PECT in Special Education
Successfully complete Student Teaching Practicum in Special
Education
Complete Master’s research project and graduate seminar
Exhibit professional dispositions
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Complete certification I application for teacher certification
 Read ALL emails sent to your etown.edu address. This is how the
Education Department communicates with you!
 ALWAYS acknowledge any email that requires a response.
 Remember to take your criminal clearances and TB test to your field
placements (the placement site should copy and return originals to you).
 Clearances and TB test must be updated yearly.
 Put these numbers in your cellphone:
Ms. Shafer:
717-361-1210 (Education office)
Mrs. DeArment:
717-361-1225
Mrs. Wendling:
717-361-1363 (Mrs. DeArment Asst.)
 People and office locations to remember:
Dr. Finley-Bowman: Nicarry 144: Chair of Department, for general
department questions or concerns
Ms. Shafer: Nicarry 143: Department Admin. Assistant, for questions
about clearances, for general department questions.
Mrs. Wendling: Nicarry 102B: Field Placement Admin. Assistant, for
questions about placement ,clearances, general field placement questions.
Mrs. DeArment: Nicarry 142: Field Placements, for questions about
placement or certification requirements.
 Resource Room Hours:
 Monday, Tuesday, Wednesday, Thursday, Friday
9am-5pm (check in at Education office for access)
 Evening hours:
Monday, Wednesday, Thursday : 5:00pm-8:00pm
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102
103
104
105
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Elizabethtown College Teacher Education Application Process*
Student Life Clearance
*Education students are subjected to periodic review and are evaluated at the conclusion of each
subsequent semester and may be advised or required to withdraw at any time the Department
determines such action to be appropriate.
To the Student: Fill out items1 through 3 and submit this form as part of your Provisional Acceptance
application. Submission is made to the Education Office, Nicarry 143
1. Student Name ______________________________________
2. College ID Number ______________________
3. Post Office Box ______________
I understand that the Department of Education will periodically request a review of my confidential
record held in the Dean of Students’ Office. This file includes any record of student conduct hearings,
findings and sanctions. Furthermore, I acknowledge that this request is a required component of the
ongoing Elizabethtown College Teacher Application Process.
Student’s Signature ____________________________________
Date _________________
To the Dean of Students: Please complete items 1, 2, and 3 below and submit the completed form to the
Chair of the Education Department. Please call X1210 with any questions.
The above named student plans to submit an application for teacher certification. The Commonwealth of
Pennsylvania and other states require the College’s Chief Certification Officer (the Chair of the Education
Department) to attest to the “good moral character” of all applicants. To facilitate the process, please
answer the following questions:
1. Is the student/applicant currently in good standing in regard to Student Life records?
Yes ____ No ____
If no, please explain:
2. Has the applicant ever been placed on disciplinary probation, been suspended, been expelled, or been
the subject of other disciplinary action by your office?
Yes ____ No ____
If yes, please explain:
3. Based on your review of this student’s record, do you judge him/her to exhibit good citizenship?
Yes ____ No ____(If no, please cite reasons below or on the back of this form)
Signature ___________________________________ Date ________________
Dean of Students (or designee)
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SELF-EVALUATION AND PROGRESS
TOWARD SATISFACTION OF TEACHER DISPOSITIONS & FOUNDATIONAL COMPETENCIES
Category
Planning and
Preparation
Classroom Environment
Instruction
Professional
Responsibilities
Performances
•
•
•
•
•
•
Knowledge of Content
Knowledge of Students
Selection of Instructional Goals
Knowledge of Resources
Design of Coherent Instruction
Assessment of Student Learning
•
•
•
•
•
Creation an environment of respect and rapport
Establishment of a culture for learning
Management of classroom procedures
Management of student behavior
Organization of physical space
•
•
•
•
•
Clear and accurate communication
Use of questioning and discussion techniques
Engagement of students in learning
Feedback to students
Demonstration of flexibility and responsiveness
•
•
•
•
•
•
Reflection on teaching
Maintenance of accurate records
Communication with families
Contribution to school and district
Professional growth and development
Demonstration of professionalism
List of Courses
*Explain Fieldwork
Experiences
*Explain in a sentence or two, how the experience you listed relates to the particular competency
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Elizabethtown College
Department of Education
Education Department Manual
Acknowledgement Form
Please read, sign and return this form to the Education Department Office
located in Nicarry 143.
I have read and acknowledge receipt of the Department of Education Manual.
I understand that if the criteria listed in this manual is not met satisfactorily, I
may be denied admission and/or continuation in the Department of Education
Professional Teacher Preparation Program and/or denied the opportunity to
complete the extensive internship component of the curriculum.
I also understand that a $10.00 fee will be charged to my student account
for the purchase of this manual.
______________________
Student Signature
_________________
PRINTED name
One Alpha Drive ● Elizabethtown, PA 17022-2298
Phone: (717) 361-1225 ● Fax: (717) 361-3770 ● www.etown.edu
____________
Date
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Education Department Handbook 2012-2013