Contents
Catalog Links

Undergraduate Catalog

School of Education

Faculty

Amy Paciej-Woodruff, Ph.D., Director

Tammy Brown, Ph.D.

Wendelin Brown, J.D.

Mark Murphy, Ph.D.

Sandy Pesavento, Ed.D.

Rebecca J. Sesky, M.S.

Linda Skierski, M.S.

Jay Starnes, Ed.D.

Rachel Stevens, Ph.D.

Program Overview

Faculty members from programs across the university cooperate in the Teacher Education Program, specifically in the subject area methodology and the supervision of student teaching.

Goals

Marywood’s Teacher Education Program prepares beginning teachers to succeed in a variety of school settings. The School offers teacher preparation programs in early childhood and elementary education, Pre-Kindergarten (PK) – 4, and special education PK-8 and 7-12. Additionally, the School cooperates with other departments to offer the professional education components for prospective teachers in Music or Spanish in grades PK-12 and for prospective teachers in Biology, Communication Arts (Theater Education), English, Mathematics, and Social Studies in secondary grades 7-12.

Teacher Education Programs complement the University’s Undergraduate Core Curriculum, especially as it fosters the development of creative and responsive leadership and service to others in personal and professional life.

Conceptual Framework for Teacher Education at Marywood University

Teacher education at Marywood University distinguishes itself from any other colleges or universities through its Conceptual Framework–principles that steer curricula and classroom fieldwork:

We believe that faculty and prospective educators should be liberally educated professional persons who can effectively communicate with students, colleagues, and parents. The faculty model and hold themselves responsible for designing, implementing, and evaluating instruction that promotes for all students the mastery of a dynamic body of knowledge; creativity; problem solving; active learning; intellectual excitement; lifelong reflective learning; cooperation and collaboration; responsible work habits; wellness; respect for and integration of individual, group and cultural differences; and civic responsibility for an interdependent and just world. The Faculty strives to promote learning in a developmentally appropriate, technologically rich, and affirming environment.

To prepare prospective educators to realize the vision presented in the conceptual framework, the Teacher Education Programs seeks to develop experiences that allow all teacher candidates to develop the competencies articulated by the Interstate Teacher Assessment and Support Consortium Standards (INTASC, PA Chapter 354) as follows:

The Learner and Learning

Standard #1: 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.

Standard #2: 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.

Standard #3: 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

Standard #4: 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.

Standard #5: 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.

Instructional Practice

Standard #6: 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.

Standard #7: 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.

Standard #8: 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 Responsibility

Standard #9: 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.

Standard #10: 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.

Danielson Framework

The School of Education utilizes the Danielson Framework in our teacher preparation program to guide evaluation of standards and competencies. Pennsylvania has adopted Charlotte Danielson's Framework for Teaching as the overarching vision for effective instruction in the Commonwealth. The model focuses the complex activity of teaching by defining four domains of teaching responsibility: Domain 1: Planning and Preparation; Domain 2: The classroom Environment; Domain 3: Instruction; and Domain 4: Professional Responsibilities. (Danielson, 2011)

Special Features

The School’s programs are approved by the Pennsylvania Department of Education and accredited by the Council for the Accreditation of Educator Preparation (CAEP), having met National Council for Accreditation of Teacher Education (NCATE) standards.

The Pennsylvania Department of Education (PDE), charged with approving all teacher education certification programs, continually reviews/revises Teacher Certification Program Guidelines, which may necessitate curriculum changes at Marywood University.

Initial Admission

Applicants must meet the prevailing SAT minimum score requirement policy for all teacher education programs. The minimum QPA requirements discussed in this section for admission to the program, student teaching approval, recommendation for certification and graduation are subject to change based on minimums established by the Pennsylvania Department of Education.

Upper Level Admission, Retention

The Pennsylvania Department of Education directs that applicants may not be formally admitted to an initial professional educator preparation program before completion of 48 semester credit hours or the full-time equivalent of college level study. Students make formal application for upper level teacher education courses as they complete 48 credits, often in the second semester of the sophomore year.

Requirements are as follows:

  1. application;
  2. recommendation from two faculty;
  3. cumulative overall QPA of 3.00 minimum;
  4. completion of 6 credits of college level math and 6 credits of college level English (3 credits in composition, 3 credits in literature);
  5. speech/hearing/communication screening;
  6. evidence of ongoing field experience with minimum of 40 hours (NOTE: Act 34/Act 151 clearances and FBI fingerprints are required for field experience participation);
  7. interview with faculty and practitioners;
  8. passing scores on basic skills tests in reading, writing, and math;
  9. character reference;

Student teaching approval requires:

  1. completion of all admission procedures specified above;
  2. completion of at least 190 hours of field experience, appropriately distributed over scope of sequence;
  3. completion of all prerequisite coursework;
  4. minimum QPA of 3.00 overall;
  5. minimum QPA of 3.00 in the major and also in the professional education sequence for secondary/K-12; Elementary Education majors need a QPA of 3.0 in the major and also in the areas of certification;
  6. continuing recommendation of major department; Mantoux test (formerly TB), FBI fingerprint, criminal background, child abuse clearance, and other clearances specified locally.

Recommendation for certification requires:

  1. attainment of a Bachelor’s Degree;
  2. completion of program in education including satisfactory rating on student teaching evaluation (3.00 minimum QPA);
  3. completion of major (3.00 QPA).
  4. Passing scores on state licensing test, Praxis II, or PECT, depending on teaching subject area (involving fees to testing agency).

Pennsylvania licensure requires:

  1. minimum of a Bachelor’s Degree;
  2. successful completion of an approved certification program;
  3. satisfactory rating on student teaching evaluation;
  4. passing scores on state licensing test, Praxis II or PECT, depending on teaching subject area;
  5. online application for certification to the PA Department of Education at www.pde.state.pa.us, with required fees, etc.;
  6. additional evidence, as may be required, regarding citizenship, freedom from substance addiction, absence of criminal record, code of conduct oath, etc.

State requirements existing at the time of application for certification will apply. Hence, students are advised to seek certification immediately upon completion of a program regardless of their future plans.

Currently, there are Interstate Agreements in place for those with a PA Instructional certificate. The Agreement makes it possible for an educator who completed an approved program and/or who holds a certificate or license in one state to earn a certificate or license in another state. Receiving states may impose certain special requirements or use different licensing tests. The continuing NCATE/CAEP accreditation earned by Marywood is a major advantage for licensure in many states.

Teacher Education Handbook

The Teacher Education Handbook provides essential information as a supplement to the official Marywood University Catalog. Students should consult the handbooks on teacher education competencies/dispositions, procedures, field experience, and student teaching.

Transfer Students

Students transferring into Education from another program within Marywood or from other institutions must have a 3.00 overall QPA on a minimum of 12 credits.

Transfer students in all teacher education programs should arrange an appointment with the chairperson of the Education Department and with the Director of Professional Field Experience immediately upon arrival.

Field Experience

Education certification candidates in all programs must maintain continuous registration for field experience and sign up each semester in the Office of Professional Educational Field Experience. Clearances (Criminal Background, Child Abuse Clearance; FBI Fingerprints, Mantoux test, and others required locally) must be current and on file in the Field Experience Office throughout field placement and Student Teaching semesters.

Beginning in the first year, a pre-professional phase consists of exploration of education as a profession and the building of a commitment to teaching. Experiences with children are begun through assigned observation in local schools.

Level I Field Experience

The first independent field experience placement typically happens during the teacher candidate’s second through fourth semesters at Marywood University. A three-hour block of time each week is required at the assigned school. In the early field experience placements, the candidate performs tasks that are considered legally permissible for the teacher’s aide.

Level II Field Experience

Teacher candidates, generally by junior year, are more involved in the classroom activity. Candidates at this level are enrolled in supervised practicum courses. Second level field experience students are to engage in specific activities such as developing learning activities and participating in team teaching. Activities completed at this placement level are related to the objectives of the upper level methods courses in which they are currently enrolled.

Student Teaching

Student teaching is the focal point of the total teacher-preparation program during which both the cooperating teacher and university supervisor play important mentor roles. The prospective teacher is assigned as a full-time student teacher for one semester, ordinarily during the last year. This typically will include two placements representative of all content and levels of the certificate involved. Placements are made by the Director of Professional Education Field Experience and are within an established radius from the University. No courses can be taken during this semester except those directly supporting the student teaching experience, such as SPED 300 Curriculum Adaptations and EDUC 498B Student Teaching Seminar.

Although every effort is made to accommodate transportation needs, students should anticipate local travel expenses related to field experiences throughout the program.