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Division of Education Overview


Executive Director: Barbara A. Marinak, Ph.D.
Professor: Barbara Martin Palmer, Ph.D.
Associate Professors: Carolyn L. Cook, Ph.D.; Laura Corbin Frazier, Ed.D.; Barbara A. Marinak, Ph.D.; Patrick A. Ryan, Ph.D.
Assistant Professors: Stacey Brown-Hobbs, Ph.D.; Michelle M.Z. Ohanian, Ph.D.; Ernest L. Solar, Ph.D.
Lecturer: Elizabeth C. Monahan, M.S.


The Division of Education is committed to the preparation of teachers for today and for tomorrow. A broad and integrated liberal arts core is a foundation for teachers at all levels. Through this curriculum, prospective teachers

  1. acquire the essential skills of analytical thought and self-expression

  2. gain and integrate knowledge in various disciplines

  3. acquire an understanding of other cultures and other times

  4. develop an awareness of the various facets of moral and ethical problems, and

  5. achieve a high degree of personal fulfillment.

To complement this core, a sequence of professional courses allows prospective teachers to

  1. gain general and specialized knowledge in one or more content areas

  2. gain knowledge about past and current theories of education

  3. develop a thorough knowledge of child growth and development

  4. develop the appropriate skills for effective classroom teaching.

Statement of Purpose

Complemented by a liberal arts education in a Catholic setting, the teacher education unit of Mount St. Mary’s University develops educators who are proficient in content and pedagogy, reflective, and ethical professionals dedicated to leadership in an increasingly diverse technological and global society.


Outcomes

Mount St. Mary's develops educators who are able to:

  1. demonstrate the content and pedagogical knowledge, skills and dispositions to effect student learning (proficient)

  2. examine learning to shape their practice (reflective)

  3. demonstrate commitment to the diversity, dignity, equality and rights of the individual (ethical)

  4. demonstrate leadership as active participants in the education community (leading)

  5. respond to the demands of an increasingly diverse technological and global society (adaptive)

Programs culminate in the earning of a Mount St. Mary’s degree. As all Mount education programs are approved by the Maryland State Department of Education (MSDE), successful completion of all program requirements leads to certification to teach in Maryland and states with reciprocity agreements with the MSDE. Students are advised, however, to consult certificate requirements of states of interest early in their study. Teacher education programs are accredited through the National Council for the Accreditation of Teacher Education(NCATE).

Review of programs is the responsibility of the education division in concert with the NCATE, the MSDE, the Content Area Advisory Committee and the Professional Development School Advisory Council.

Note: Admission to Mount St. Mary’s does not automatically guarantee admittance to and retention in the programs in teacher education


Requirements for Entering Teacher Education Programs

  1. Submit an Application for Admission to the chair upon completion of the 200-level courses in education. For transfer students this may coincide with admission to the university. The Education Advisory Committee determines the admission status.

  2. Achieve a cumulative GPA of 2.75 or higher. All courses prefixed EDUC or SPED must be passed with a minimum grade of C. MATH 108, MATH 109, VTMA 111, and GNSCI courses taken as part of a required program of study must also be passed with a minimum grade of a C.

  3. Demonstrate your communicative competence and professionalism during the admission interview, earning a rubric score of 2.0 or higher from the evaluation panel (3-point rubric).

  4. Achieve a passing score on the admission portfolio (10 out of 15 possible points).

  5. Meet or surpass Maryland qualifying scores for tests of basic skills [Praxis I (pre-professional tests in mathematics, reading and writing), SAT (mathematics and reading), ACT or GRE]. Students are encouraged to meet this requirement in their freshman year. It is imperative that official score reports be sent to Mount St. Mary’s University. For those taking Praxis I, the MSDE must also be identified as a score recipient. A photocopy of the SAT/ACT/GRE official report should be sent to MSDE, Division of Certification and Accreditation, 200 West Baltimore St., Baltimore, MD 21201-2595 and given to the Registrar. Students may apply in writing to the chair for an extension, if special circumstances pertain.

Upon successful completion of the application process, submit the declaration of major form to the dean for academic affairs.


Requirements for Teacher Internship

  • Maintain a minimum cumulative GPA of 2.75.

  • Recommendation of the executive director of the division.

  • There is a fee of $219 for the Internship I program, generally payable upon registration for the first course in Internship I. There is a fee of $272 for Internship II, generally payable upon registration for the first course in Internship II.

Students must arrange their own transportation to internship placements and assignments.


Program Completion and Certification

In order to apply for certification through the Maryland State Department of Education (MSDE), a teacher must be a program completer. To be a program completer, the teacher candidate must have completed all program requirements, including the submission of official qualifying Praxis II scores for the state of Maryland. It is imperative that students designate Mount St. Mary’s University and the MSDE as score recipients. For specific details about seeking Maryland certification, consult the Maryland State Department of Education Certification Branch.


Professional Development School (PDS)

A Professional Development School (PDS) is a collaboratively planned and implemented partnership for the academic and clinical preparation of teacher candidates and the continuous professional development of both school system and institution of higher education faculty. The focus of a PDS partnership is improved student performance through research-based teaching and learning.

The University enjoys a longstanding PDS partnership with elementary, middle and high schools in Frederick County, MD. In 2007, the University established a Catholic PDS with St. John Regional Catholic School in Frederick, MD. It is possible that early field experiences take place in one of the PDS sites. However, the standards for Maryland PDSs hold that all teacher candidates are provided equitable access to an extensive internship (at least 100 consecutive days) in a PDS. The Mount’s field placement coordinator, working in concert with the PDS liaison and school principals, arranges internship placements in PDSs. A mentor teacher, professor in residence, or University supervisor support candidates’ professional development toward meeting the Mount’s benchmarks. Upon graduation, students are expected to demonstrate standards-based teaching that is measured through evaluation of teaching performance and portfolio assessment. The teacher education unit uses benchmarks aligned to the standards of the Interstate New Teacher Assessment and Support Consortium (InTASC) for evaluating student performance. Teacher candidates are also expected to demonstrate the personal dispositions that relate to successful teaching.

Technology

Mount St. Mary's University emphasizes the integration of technology into teaching as outlined by Maryland Teacher Technology Standards (MTTS). Education coursework models the best practice in uses of technology as tools to enhance student learning.

Support Services for Education Students

The Curriculum Resource Center, located in the Phillips Library, offers all education students a compendium of print materials to be used in elementary and secondary field experiences and teacher internships.

The Center for Instructional Technology, located in the Knott Academic Center, is a teacher resource support system (including lamination, technical support, etc.) utilized by all education students in conjunction with their field experiences and teacher internship.

The Education Computer Lab, located in the Knott Academic Center, is designated primarily for education majors. Students use the lab to incorporate computer technology in all phases of teaching and learning.

The SMART™ Classroom, also located in Knott Academic Center, provides SMART™ technologies including whiteboards, student response systems, slate, a document camera and audio for teaching and learning.

 
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