About The Division of Education

The Division of Education at Wilmington University reserves the right to change requirements to comply with any licensure/certification mandates by the Professional Standards Board, the Delaware State Department of Education, and/or via State of Delaware legislation.

As a result of the federal mandate, HOUSSE, and each state’s requirement to comply with this legislation, expectations for both beginning and veteran teachers have been developed and were implemented in the 2005-2006 school year. Very briefly summarized, the law indicates that all children must be taught by “highly qualified” teachers and that each state must define what “highly qualified” means and the appropriate steps needed to achieve that status.

The State of Delaware has essentially determined the components for “highly qualified” status of NEW teachers as someone with a degree in teacher preparation from an approved program and passing scores on the appropriate PRAXIS II test. Where applicable and appropriate, a PRAXIS II test is also required for a teaching certificate.

Associate of Science Degree Program:

Early Childhood Education

Bachelor of Science Degree Programs:

Early Care and Education - Birth through Grade 2
Elementary Education - Kindergarten through Grade 6
Middle Level Education - Grade 6 through Grade 8
Career and Technical Education

Philosophy

The Division of Education at Wilmington University prepares students for careers as professional educators. Areas of program concentration include Early Care and Education (Birth–Grade 2), Elementary Education (grades K–6), and Middle Level Education (grades 6–8).

The program is grounded in research, is standards-driven, and is based on four central beliefs:

1. Teacher candidates must have extensive practical experiences in public/private classrooms and schools, and must gain such experience in a manner that provides for informed analysis and reflection.
2. Teacher candidates must acquire, and keep acquiring, a broad foundation of general knowledge in the liberal arts, the fine arts, mathematics, technology, and the sciences.
3. Teacher candidates must acquire, and keep acquiring, an essential body of verified and reliable knowledge about human development, teaching, and learning.
4. Teacher candidates must acquire, and keep acquiring, an essential body of skills related to effective communication.

Course work and supervised field experiences stress the creation of effective and appropriate learning environments, effective communication, high expectations for children, the translation of knowledge and theory into best practice, equity, cultural and contextual sensitivity, collaboration, decision-making, reflection, technology, constructivism and professionalism.