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Elementary Studies

Master of Education


This program is nationally recognized; and fully accredited by CAEP (Council for the Accreditation of Educator Preparation).

THIS IS A DELAWARE LICENSURE/CERTIFICATION PROGRAM WITH CONTENT KNOWLEDGE AND PERFORMANCE ASSESSMENT REQUIREMENTS. Students taking courses to satisfy certification requirements are personally responsible for verifying with the Delaware Department of Education (or the appropriate licensure/certification authority in another state) that such course work is applicable and acceptable. Students are also responsible for meeting all state-mandated testing requirements and/or teaching experience requirements, and for applying for credentials.  香港伦理 has not made determinations for licensure in states outside of Delaware. For state-by-state contact information for inquiring about individual state licensure requirements, please visit 

Content and Performance Assessment Requirements

Praxis Testing Requirements 

Prior to placement for student teaching/ internship in elementary education, candidates must either pass all four content assessments or pass three of the four, meet the qualifying score on one of the subtests and apply for Multiple Measures.

Test takers should designate 香港伦理 and the Delaware Department of Education as score recipients. This enables scores to be sent directly, confidentially, and electronically to the University and to the DE Department of Education.

NOTE: 香港伦理 is obligated to modify educator preparation program requirements to comply with any regulatory mandates/changes of the Delaware Department of Education.

ETS assessments listed below are required for Elementary Education/ Studies majors:

Test Score

#5205 Teaching Reading - Elementary

  

#7813 Mathematics Subtest

143

#7814 Science Subtest

144

#7815 Social Studies Subtest

153

Please note that state-mandated licensure/certification exams and minimum score requirements are subject to change by the Delaware Department of Education.  Any changes mandated by the Department of Education will be implemented as required by state regulation.

Performance Assessment

The College of Education and Liberal Arts at 香港伦理 requires students pursuing teacher preparation degrees to take the Praxis Performance Assessment for Teachers (PPAT) in order to qualify for program completion and degree conferral. The performance assessment is not scored by any employees of the University.  It is scored by Nationally Certified ETS Reviewers not associated with 香港伦理. Completing this assessment is a student teaching requirement.  Candidates must check with their supervisors, program advisors or program chairs to obtain current and accurate information related score expectations.

Program Changes

Master of Education degree programs in the College of Education and Liberal Arts which contribute to eligibility for initial licensure and certification as Delaware educators are approved by the Delaware Department of Education. Any changes that are mandated by the Delaware Department of Education or the Delaware General Assembly will be implemented in accordance with state regulations. Students will be notified of any changes that may affect program or degree completion/conferral requirements.

Program Purpose

The Elementary Studies program prepares teachers to meet the learning and developmental needs of students. The program is based on the premises that teachers must be sensitive to varying social demands and expectations; must be able to diagnose and address individual learning and developmental needs of students, including emotional, physical, social, and cognitive needs; must be able to use technology in all aspects of their profession; must make important decisions about how and what to teach in the face of an overwhelming knowledge explosion; and must reach out effectively to parents and the community.

Program Competencies

Program competencies for this degree are identical to those currently in effect for the M.Ed. in Elementary Studies (K-6), with the exception of those competencies associated with student teaching. Program competencies and attributes are derived from the College of Education and Liberal Arts Conceptual Framework, the CAEP 2018 K-6 Teacher Preparation Standards and the InTASC standards (Interstate New Teacher Assessment and Support Consortium).

Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Program Design

The Master of Education in Elementary Studies is designed to meet the standards for certification at the elementary school level (grades K-6) in the State of Delaware. Although the program is designed for teacher candidates with bachelor’s degrees in fields other than education, the courses will also be available to certified teachers. 香港伦理 will accommodate teachers who are already certified by providing alternatives to the clinical semester.

Outcomes Assessment

The assessment of content knowledge, pedagogy, learning theory, and performance competencies is accomplished through satisfactory attainment of specific course objectives; satisfactory performance on tests of general and content-related knowledge, as well as performance assessments, successful completion of assignments linked to program competencies and graduation competencies; fieldwork evaluations from advisors and school-based mentors; and evaluations and post-graduation surveys.

Additional Certification

Candidates are encouraged to consider completion of coursework in other certification areas as an enhancement to their initial teaching license and certification. For example, completion of specific pedagogical coursework in Special Education, passing all required Praxis II exams, and completing Student Teaching/Teaching Internship in a K-6 inclusion setting would contribute to eligibility for dual certification. Contact a Program Advisor, or the Program Chair for details. 

Program Requirements

Candidates are required to register for and activate MED 6102, E-Folio as the initial course in the program as this course will allow them to document various course requirements needed to satisfy graduation and program competencies.

Candidates are expected to complete all requirements associated with the Master of Education in Elementary Studies degree, including all course work and fieldwork/clinical experiences. The College of Education and Liberal Arts sets a required minimum grade of “C-” for all education core courses as well as for all courses needed to satisfy the content major. However, an overall GPA of 3.0 is required for program completion.

Fieldwork Requirements

All fieldwork placements are arranged by the Office of Clinical Studies in accordance with school district partnership agreements and placement protocols. However, final placement decisions are made by school district officials in coordination with placement specialists and are based on school and district needs and the availability of school-based mentors who are rated as highly qualified and effective. Candidates are not permitted to seek their own placements.

Practicum Courses (Practicum I, II, III)

Each of these three courses requires 60 hours of field experience in an approved school setting plus 30 hours of required seminars. Although Practicum courses only require candidates to register and pay for one (1) credit for each course, the courses are structured as three (3) credit courses. The reason for this approach is to keep the total credit hours required for the degree as low as possible and still meet state certification requirements. Otherwise, candidates would have to register and pay for an additional 6 credits. This benefit represents a tuition cost savings of more than $2,000.

All practicum placements are arranged by the Office of Clinical Studies in accordance with school district partnership agreements and placement protocols. Final placement decisions are made by school district officials in coordination with the Office of Clinical Studies placement specialists. Candidates are not permitted to seek their own placements.  The 60 hours of field experience required for each practicum will usually take place in the county where the candidate resides, although this may vary depending on availability of practicum placement classrooms.

To be considered for placement in a K-6 school setting, teacher candidates must complete the Practicum Fieldwork application in SL&L by the deadlines of February 1 for placement in Fall (September) and August 1 for placement in Spring (January).  At the time of application, a Federal and Delaware CBC (Criminal Background Check) Report, a recent TB/PPD (less than a year old) and a completed CPR (Child Protection Registry Form) are required.  To be eligible for registration into Practicum III, all required Praxis exams must have been attempted.

Capstone Clinical Experience (Student Teaching/Internship)

The capstone clinical experience is a full-time, full-day, Monday through Friday, placement of 80 school days in an approved setting and in a content area/grade level that corresponds to a candidate's program concentration. A full immersion, Yearlong Residency option may also be available. Check with a Program Chair for more information.

Teacher candidates must apply to the Office of Clinical Studies for a Student Teaching/Internship placement for the Fall semester (September) by February 1 or for the Spring semester (January) by August 1. Student Teaching/Teaching Internship applications are to be submitted electronically in SL&L. Applications do NOT take the place of registering for Student Teaching/Internship. Registration and payment of all fees, including laboratory fees for Student Teaching/Internship, are still required. At the time of application, a new Federal and Delaware CBC (Criminal Background Check) Report, a new TB/PPD, a completed health form, and a completed CPR (Child Protection Registry Form) are required. For Practicum I and Student Teaching Internship. Clearances submitted for Practicum I hold firm for all three Practica: I, II, and III unless otherwise specified by a particular school or district.

Placement and registration requirements include the following: Passing and/or Qualifying scores (see above) on the relevant PRAXIS II exam, a 3.0 grade point average, completion of all teacher preparation and content coursework, and a completed application in SL&L and all required clearance items.  All placements are arranged by placement specialists in the 香港伦理 Office of Clinical Studies in accordance with school district partnership agreements and protocols. However, final placement decisions are made by school district officials in coordination with the Office of Clinical Studies placement specialists and are based on school and district needs and the availability of school-based mentors who are rated as highly qualified and effective. Candidates are not permitted to seek their own placements.

NOTE: Registration for MEE 8801, Student Teaching/Internship, requires a 3.00 grade point average, successful completion of all other coursework, passing scores on all required Praxis exams, and an approved application from the Office of Clinical Studies.

Course Requirements

Elementary Studies: Kindergarten 鈥� Grade 6

E-Folio

Elementary Mathematics for Teachers

Teacher Leadership and Collaboration

Education of Diverse Populations and Exceptional Children

Instructional Strategies in Elementary Education

Technology for Instruction

Health and Physical Education

Child Growth and Development

Language and Literacy

Integrated Methods to Teaching Elementary Language Arts/Reading

Integrated Methods for Teaching Elementary Social Studies

Fine Arts & Literature for Children and Adolescents

Integrated Methods for Teaching Elementary Mathematics

Integrated Methods for Teaching Elementary Science

Practicum I

Practicum II

Practicum III

Performance Assessment

Student Teaching/Internship

Education Elective Courses (12 credits)

12 credits of elective courses are required in place of Practicum and Student Teaching as approved by the Program Chair or Graduate Advisor. Students should meet with the Program Chair for approval on selection of the 12 elective courses prior to registering for courses. 

MEE 8805: Co- requisite with MEE 7997

NOTE: Registration for MEE 8801, Student Teaching/Internship, requires a 3.00 grade point average, successful completion of all other coursework, passing scores on all required Praxis exams, and an approved application from the Office of Clinical Studies)

Qualifications for Degree

To qualify for the Master of Education in Elementary Studies degree (total of 53 credits), a candidate must complete the course work and clinical experiences, including successfully passing the Performance Assessment for Teachers, with at least a “B” average (a cumulative grade point average of 3.0). An electronic portfolio—E-Folio—is required. The portfolio located in Watermark will demonstrate mastery of program competencies based on the Delaware Professional Teaching Standards, 香港伦理 Graduation Competencies, and satisfactory attainment of the goals described in the College of Education Conceptual Framework.

Qualifications for Degree

To qualify for the Master of Education in Elementary Studies degree (total of 53 credits), a candidate must complete the course work and clinical experiences, including successfully passing the Performance Assessment for Teachers, with at least a “B” average (a cumulative grade point average of 3.0). An electronic portfolio—E-Folio—is required. The portfolio located in Watermark will demonstrate mastery of program competencies based on the Delaware Professional Teaching Standards, 香港伦理 Graduation Competencies, and satisfactory attainment of the goals described in the College of Education Conceptual Framework.

 

 

This information applies to students who enter this degree program during the 2024-2025 Academic Year. If you entered this degree program before the Fall 2023 semester, please refer to the academic catalog for the year you began your degree program.