Curriculum
This is a 30 credit (10 course) program. A transcript review of your content courses will be done upon applying to the program. Additional undergraduate content courses may be required. Learn more about undergraduate content course requirements for elementary or secondary certification (it is different for every concentration).
Important Notice: The Pennsylvania Department of Education has released new regulations for certification that will affect students seeking certification AFTER January 1, 2010. All candidates seeking the current Elementary Education (K-6) Certification must complete all certification requirements and apply for certification BEFORE January 1, 2013.
Teacher Certification
Completion of this program satisfies the requirements for Pennsylvania Instructional I Certification. Through operation of interstate reciprocity agreements, a Pennsylvania teaching certificate may be converted to the analogous teaching certificate in another state. Please contact your states Department of Education for more information.
Students must complete all required core pedagogy courses (30 credits) with a grade of “B” or better. Students must also complete all required content courses with a grade of “C” or better while maintaining an overall “B” average in the content courses. In addition, students must receive passing Praxis test scores.
Field experiences
All graduates seeking teacher certification are required to complete EDUC 540 Field Experience. EDUC 540 Field Experience requires the student to be full-time and spend 12 weeks with a cooperating teacher in an appropriate elementary or secondary school classroom. All state-approved teacher certification programs include a similar field experience requirement. All field placements (domestic and international) will be arranged on the students behalf by the Drexel University Field Placement Office.
In addition, throughout the program, students will be required to do regular classroom observations, interviews or some fieldwork within most core pedagogy courses.
Field Experience Orientation
Drexel highly recommends that all interested students visit the School of Education's indepth Student Teaching Handbook prior to applying. The information presented in this piece thoroughly breaks down the time commitments and prerequisites required to undertake this portion of the program and helps the student gain a better understanding of what will be involved. Placement, site approval, and course requirements are also discussed in the Student Teaching Handbook.
Course Descriptions
EDUC 514 — Science Teaching Methods (Secondary)
This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences.
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EDUC 518 — Math Teaching Methods (Elementary)
Course emphasizes diagnostic instruction in mathematics by allowing students to complete problems that their students will be expecting to work, noting the error and correction process as well as gaining an awareness of student's difficulties in mathematics.
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EDUC 519 — Math Teaching Methods (Secondary)
This course focuses on major issues in learning and teaching mathematics in the secondary classroom. Topics will include instructional practices, learning theories, assessment and current research in math. This course also includes multimedia and field-based experience.
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EDUC 520 — Professional Studies in Instruction
For students who lack professional-level classroom teaching in grades K to 12. Examines and develops skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, and identification of instructional resources. Discusses current principles of developmental and learning theories and instructional design applied to teaching.
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EDUC 522 — Evaluation of Instruction
Provides study and experience in quantitative and qualitative assessment. Methods for assessing student learning include informal test procedures such as rating scales, checklists, observations, and student self-assessment and formal test procedures such as essay tests, developmental criteria and rubrics, teacher-made objective tests, and standardized tests. Authentic alternative assessments include journals, portfolios, and performance assessments. Processes and problems in test construction and analyzing, summarizing, and reporting student outcomes are examined. Standards for validity and reliability are studied. Qualitative research includes gathering data through observations, interviewing, documentation, and triangulation in field settings. Includes a field component.
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EDUC 525 — Multimedia in Instructional Design
Investigates learning theory and its implications for interactive multimedia formats, including the relationship of instructional design principles to selection of media elements (text, video, sound, animation, and graphics) for high-quality design. Examines human-computer interface principles, navigation features, and visual thinking using a wide range of educational software examples. Criteria for software assessment and virtual classrooms are reviewed. Students design and write a software prototype as a group design project. Complex issues and concepts in technology and education are analyzed.
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EDUC 526 — Language Arts Processes
Applies contemporary research to processes and problems in teaching oral and written communication, with the basic assumption that listening, speaking, writing, and reading are integrated processes and should be taught as such. Covers analysis and use of instructional strategies for teaching developmental reading and writing, reading and writing in content areas, written correspondence, research reports, journal writing, poetry, and appreciation of children's literature.
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EDUC 538 — English Teaching Methods (Secondary)
This course is designed to support the development of pre-service teachers in the secondary English/Language Arts Classroom. Students will be provided opportunities to integrate and apply theories of learning, curriculum and pedagogy of English and Language Arts in the secondary classroom. Additional classroom-based observation hours will be required.
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EDUC 540 — Field Experience
Provides supervised field experience at a cooperating school designed to develop skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, identification of instructional resources, and applications of current research on effective teaching.
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EDUC 542 — Fundamentals of Special Education
This course provides an overview of the essentials of special education for today's teachers. Specific emphasis is placed on; the history of special education, purposes of formal and informal assessments and current research on inclusive classrooms. Additional focus will be placed on legal/ethical considerations in testing and the translation of data.
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EDUC 544 — The Inclusive Classroom
The focus of this course is to teach teachers how to manage instruction for students with diverse learning and behavioral profiles in the inclusive classroom by examining normal and abnormal cognitive, physical, social, behavioral and language development of children. The course will address curricular, environmental and instructional adaptations in addressing students' needs.
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EDUC 546 — Literacty and Content Skill Development
The focus of this course is literacy skill development in individuals at-risk for disabilities and with disabilities as well as causes and correlates of individual differences in reading ability. Research, theory, identification approaches and practical, research-supported instructional strategies will be provided for working with students.
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EDUC 565 — Introduction to English Language Learners
This is a foundations course to prepare all pre-service teachers to work with English Language Leaners (ELLs). Focus will be on gaining an understanding of the linguistics, social and academic needs of ELLs and the roles and responsibilities of the classroom teacher in meeting those needs. Field-based observation hours will be required.
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