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This program is nationally recognized by the Association for Childhood Education International and the National Council for Accreditation of Teacher Education
The College of Education at Wilmington University reserves the right to change requirements to comply with any licensure/certification mandates by the Professional Standards Board and/or the Delaware State Department of Education and/or State of Delaware legislation.
As a result of a new federal mandate, HOUSSE (Highly Objective Uniform State Standards of Evaluation), and each state's requirement to comply with this legislation, expectations for both beginning and veteran teachers were developed and implemented during 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. Therefore, beginning with students who started in fall 2005, the appropriate PRAXIS II test is required.
The Elementary Studies program prepares teachers to meet the academic and social needs of students. The program is built on a model of the teacher as learner, researcher, and facilitator of knowledge. 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 the 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 more effectively to parents and the community.
The College of Education has 14 program competencies derived from the Delaware Professional Teaching Standards and the College of Education Conceptual Framework. Teacher candidates will demonstrate knowledge, skills, and dispositions required to:
The assessment of outcomes consists of multiple measures. Grades on assignments and for courses are the first level of assessment. The course goals, learning outcomes, and assignments are designed to address measurement of the program competencies as well as the graduation competencies. Other assessment measures include observation of the application of knowledge in practical settings and alumni surveys that query such items as preparation levels for careers and life-long learning activities.
The Master of Education degree is designed to meet the standards for certification at the elementary grades K-6 level in the State of Delaware. The curriculum is nationally recognized by the Association of Childhood Education International (ACEI) and the National Council for Accreditation of Teacher Education (NCATE). 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. Wilmington University will accommodate teachers who are already certified with alternative experiences for the clinical semester.
The primary components of the program are the course sequence of 12 courses totaling 33 credit hours and the clinical experiences totaling an additional 15 credit hours.
All sections of PRAXIS I: PPST (or relevant exemption tests), and the appropriate PRAXIS II test must be passed prior to admission to the first methods course. Students should designate Wilmington University as a score recipient at the time the tests are taken, and also provide a paper copy of the ETS score report that includes all scores and sub-scores. COMPLETE score reports must be received in the College of Education main office (Peoples Building, New Castle) prior to registration for any methods course.
Teacher candidates are required to register for 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 individual program competencies.
Teacher candidates are expected to complete all requirements associated with the Master of Education degree with a concentration in Elementary Studies, including both course work and clinical experiences. Pedagogical courses, MEE 8800 , Applied Assessment and Research in the Classroom, all sections of PRAXIS I PPST: Math, Reading, and Writing (or relevant exemption tests), and the appropriate PRAXIS II test must be satisfied prior to taking MEE 8801, Student Teaching. All courses have one or more goals for both diversity in education and writing across the curriculum. Prerequisites include successful completion of three credit hours in science 50 content, social studies content, and mathematics content. The College of Education sets a required minimum grade of "C" for all education core courses.
Student teaching candidates must apply to the Office of Clinical Studies for a student teaching placement for the fall semester by March 1 or for the spring semester by October 1. Student teaching applications are to be submitted electronically. Applications do NOT take the place of registering for student teaching. Registration and payment of all fees, including laboratory fees for student teaching, are still required. All sections of PRAXIS I and the relevant PRAXIS II test, a 3.00 grade point average, and approval from the Office of Clinical Studies are required for student teaching. A criminal background check and Child Protection Registry clearance are required for student teaching.
A significant element of programs for the preparation of teachers deals with developing a candidate's proficiency in working with students who present a wide variety of needs, learning styles and exceptionalities. Candidates also learn to work with students from a wide variety of backgrounds in order to ensure that each student has an opportunity to learn. Clinical experiences associated with the MEE program require teacher candidates to interact with exceptional students and students from different socioeconomic,gender,racial,language, geographic and ethnic groups.
A second area of importance for teacher candidates is the realization that they work with students, families, and communities in ways that reflect the dispositions expected of teachers as delineated in professional, state, and institutional standards. MEE teacher candidates must recognize, develop, and model dispositions that are expected of professional educators.
In order to assess a teacher candidate's initial dispositions and multicultural values, the College of Education administers inventories, "Inventory of Beginning Teacher's Dispositions Survey", and the "Multicultural Inventory" during clinical courses in the program.
Because of the importance accorded to these surveys, teacher candidates are expected to participate fully and to comply with these tasks as assigned.
This information applies to students who enter this degree program during the 2012-2013 Academic Year. If you entered this degree program before the Fall 2012 semester, please refer to the academic catalog for the year you began your degree program.