General Catalog 2007-2009

Department of Education

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Transforming the Future by Inspiring Excellence in Education

As professional educators, members of the Department of Education believe that the quintessential challenge in education is the quality preparation of candidates for a profession in education. To achieve this goal, the mission of the Department is to develop skills in critical thinking, decision making and cognitive and affective development. The Department is committed to the preparation of students who are highly skilled in the dynamics of human growth, a receptiveness to change and innovation, and the ability to empower learners with the requisite knowledge, skills, and attitudes to become lifelong learners. As well, the Department seeks to educate future teachers who are committed to their own lifelong learning.

The Department of Education currently offers a Baccalaureate degree in Elementary Education (K-6), Elementary Education (K-6)/Special Education (N-12), Music Education (K-12), as well as degrees in several secondary certification programs (7-12) in cooperation with other academic departments. Secondary certification options include: Biology, Communication, English, General Science, Mathematics, and Social Studies. These certification programs are also available to individuals already holding an undergraduate or graduate degree in another discipline. In addition, it provides an option through the Alternate Program for careers other than the traditional K-12 classroom teaching setting. The Department also offers a Master’s of Education degree with concentrations in “Educational Leadership” or “Reading.” Additionally, it serves as a center for Professional Development offering courses, workshops, and other educational experiences which meet Pennsylvania Department of Education mandates under Act 48 for continuing educational licensing.

Master of Education Degree

The Master of Education program at York College of Pennsylvania is a professional preparation program dedicated to building the leadership capacity of regional public and private schools. The M.Ed. program was developed in collaboration with school district personnel and regional advisory groups.

The M.Ed. Program at York College prepares graduates to assume leadership roles in public and private schools in which the respective leadership roles of administrator and teacher are emphasized and honored. Candidates in the M.Ed. Program may specialize in Educational Leadership, leading to Pennsylvania Department of Education Certification as a K-12 Principal or in Reading, leading to a certification as a school Reading Specialist. There is also a Principal Certification and a School Reading Specialist certification track for those students who possess an advanced degree and who wish to work in a school-based position requiring Pennsylvania Principal or School Reading Specialist Certification. The program is oriented toward working professionals. All courses are offered in the evening hours, Monday through Thursday during the regular academic year and in both day and evening classes each summer. Core courses are taught throughout the academic year.

Courses are taught by a faculty comprised of full-time and adjunct professors in classes where small enrollments allow for appropriate individual attention. Our full-time faculty members have held positions in public and/or private education, and continue to be engaged in ongoing educational consultation. Most of our adjunct professors are currently working in their chosen fields and, therefore, bring a valuable practical authenticity to the program. By design, the York College M.Ed. model creates continuous opportunities for collaboration and mentoring. Course and field experiences are authentic and directly applicable to the realities of education today.

The Educational Leadership degree/K-12 Principal certification program includes 12 credit hours of core courses, 21 credit hours of specialization courses and a 4-credit-hour, 1 or 2 semester supervised administrative internship.

The Reading degree/Reading Specialist certification program includes 12 credit hours of core courses and 24 credit hours of reading specialization courses including 2 clinical practicum experiences.

The Reading Specialist Certification sequence includes one core course, Advanced Educational Psychology, and 21 credit hours of reading specialization courses.

Quality of Instruction

Each year, York College education majors take the PRAXIS exams, a series of four to seven tests administered by the Educational Testing Service. Successful completion of these exams is a requirement for certification in the Commonwealth of Pennsylvania as well as many other states. They are also an indication of the strength of the instructional program. York College students are well prepared for successful careers as classroom teachers.

Program Principles

Teachers will play an increasingly central role in the social and cognitive development of youth. Accordingly, we believe that these professionals must serve as intellectual and personal models to their students. It is in this spirit that the Teacher Education Program commits itself to the following Principles of Effective Teaching:

General Objectives

The prospective teacher will:

Admission, Advancement, and Retention in Teacher Education*

The Teacher Education Program at York College reflects the research and practices that have been identified as fostering excellence in teaching. We strive to advance only the highest caliber teacher candidates at each level of the preparatory program. The minimum grade point average required of our students in order to advance to the professional semester reflects our belief that teachers must serve as intellectual models for their students. In addition to a demonstrated level of intellectual competence, we consider certain attributes to be associated with the caliber of teacher we desire to graduate from our program. (See section “Advancement to Professional Semester”.)

Admission to Degree Program

Elementary Education, Elementary Education/Special Education, and Secondary Certification students must meet the general admission requirements of the College. Admission to the Education Program does not guarantee advancement to the Pre-Professional Educator Status in the Teacher Education Program nor to the Professional Semester, which includes student teaching.

Freshmen normally schedule general education classes and not education courses. With the exception of ED221 Introduction to American Education, ED200 Instructional Technology, and early placement in a Field Experience, freshmen do not normally participate in coursework in the professional education block (designated by an EE or SE prefix).

At the time of admission to the College, students enter as precandidates and are assigned a faculty advisor.

Advancement to Pre-Professional Educator Status (PPES)

Application for Pre-Professional Educator Status in the Teacher Education Program is made after satisfactory completion of the following criteria:

Field Experience

The importance of being in the K-12 classroom prior to student teaching is confirmed through the opportunities provided by the Field Experience Program. Specifically, there is a mandatory in-school experience required of all those who seek teacher certification. Each candidate is to accumulate a minimum of one-hundred fifty hours (150 hours) of field experience time. This entails working with students in a classroom setting as an instructional assistant, or minimally, as an observer. In this setting, students are encouraged to become actively involved in the teaching process. Each candidate is expected to have had five such experiences (of 30 hours each) prior to the Professional Semester. Three of these five settings must be in a public school classroom environment and at least one of these in an urban public school.

Retention in the Program

Retention in the program is based upon the following criteria:

Advancement to the Professional Semester

One year prior to the academic term of the Professional semester, students will complete an application form. At the time of submission of this application, students must have a G.P.A. of 3.00 or higher, have completed a minimum of 120 hours of Field Experience, have successfully completed the PRAXIS PPST Writing, Reading and Mathematics Exams and been approved for Pre-Professional Educator Status. Applicants’ records are reviewed by the Coordinator of Field Experience.

Qualifications Required for Placement in Student Teaching:

(Note: Students who have not removed deficiencies in their professional or academic specialization courses, and those who are on academic probation, cannot be granted permission to enroll in the Professional Semester.)

If there are any circumstance(s) (geographical, family, economical, physical, or psychological) of which the Department of Education should be made aware, which may affect the safety of the candidate or that of the student(s) with whom he/she shall be working, it (they) should be shared with the Coordinator of Field Experience (written and in a sealed envelope).

A review process exists for students who wish to appeal a decision made by the Coordinator of Field Experience or the Department of Education and is detailed in the Pre-Education and Education Major Handbook

Interview with Coordinator of Field Experiences

The semester previous to Student Teaching placement includes a meeting with the Coordinator of Field Experiences. A review of records and an overview of the Professional Semester are discussed with the candidate.

The Professional Semester

The Professional Semester consists of two courses and student teaching. One course is completed within a three-week period; another (Student Teaching Practicum) continues throughout the semester. Student teaching begins the first day of the semester and continues to the end of the academic term. During the first three weeks, student teachers will be in their assigned classrooms every morning and attend class on campus during the afternoons (Afternoons that they do not have class, the student teacher should remain in their classroom). Beginning the fourth week, student teachers will be in the assigned classrooms all day. There is a stipulation that students take no additional coursework during the Professional Semester. Additionally, students are strongly advised not to hold a job, coach, be involved in an organization, or be involved in any extracurricular activities during the Student Teaching Experience.

Student Teaching

The Department of Education endeavors to make suitable arrangements for students admitted to the Professional Semester. It cannot guarantee assignments. It should be noted that student teachers adhere to the district calendar, policies, and practices adopted by the school to which they are assigned. York College provides liability insurance for its student teachers.

Removal from Student Teaching

A student teacher may be removed from student teaching for a variety of academic, personal, health, and/or professional reasons. The decision to remove a student teacher is made jointly by the cooperating teacher, building principal, college supervisor, Coordinator of Field Experience, and the Chair of the Department of Education. The student teacher is then placed in EE/SPE405, Focused Studies in Education (see course description, page 327).

Return to the Department of Education following removal from Student Teaching

A former student teacher wishing to return for a second chance may not submit an application for re-admittance to the Department of Education until a minimum of one semester has passed. The student will have to meet all current requirements and coursework in effect at the time of re-application. The student will have to provide evidence of growth and maturity and the student will have to submit to an interview with the faculty of the Department of Education. The department faculty will evaluate all the preceding information and rule on the request for re-admittance.

Graduation Requirements for
Teacher Education Programs

Students must meet all of the graduation requirements set by the College and by the certification area in which they are enrolled.

Certification Requirements

Policy for Transfer Students

If students wish to transfer into the Teacher Education Program from another college/university, they must submit a letter of interest, transcript, have earned a minimum cumulative grade point average of 3.0, have a 3.0 or higher in WRT102, WRT202, CM104, 2 math courses, and ED221, successfully completed the PRAXIS PPST Reading, Writing and Mathematics Exams, and submit a minimum of two written letters of recommendation from the school from which they are transferring. If the student has less than a 3.0 in any of the six courses or has not yet completed the six courses, the student must enter York College as an undeclared student, complete the remaining coursework, and then transfer into the desired Education major.

Students wishing to transfer into the Teacher Education Program from another program within York College must obtain an Application to Transfer into Education, submit a written letter of approximately 300 words, a minimum of two letters of recommendation from York College faculty members or other persons qualified to describe the student’s qualifications, and a copy of a current transcript indicating a minimum 3.0 grade point average. Additionally, the student must meet the current Education coursework minimum grade requirements, earn a 3.0 or higher in WRT102, WRT202, CM104, two math courses, ED221, and successfully complete the PRAXIS PPST Reading, Writing, and Mathematics Exams. Applications are accepted on a first come, first served basis. Submission of the proper materials does not guarantee acceptance. Students will be notified at the end of their interview of the disposition of their application. Students who are rejected two times must wait one semester to reapply.

NO Education courses beginning with the prefix EE or SE may be scheduled until the student is officially accepted as an Education major. ED221 Introduction to American Education, ED200 Instructional Technology, SPE coursework, and a few selected other courses may be scheduled by any non-major.

The Department of Education reserves the right to determine which courses will transfer and be accepted. Currently, several courses must be completed at York College of PA, such as ED221, Introduction to American Education. Please check with the Department of Education for the most current list. Once the above requirements have been met, students will be conditionally accepted as matriculated Education students for two semesters. Prior to, or during, the second semester after acceptance, students must also submit the Pre-Professional Educator Status application.

If students meet the PPES requirements, they will be accepted into the Teacher Education Program as a candidate. These individuals must continue to comply with the RETENTION, ADVANCEMENT, GRADUATION and CERTIFICATION requirements for completion of the Teacher Education Program. If any individuals do not meet these requirements, they will be dismissed from the Teacher Education Program.

Education Degree without Certification-”Alternate Program”

Teacher Certification may be achieved through the successful acquisition of a Baccalaureate Degree in “Elementary Education” or, for secondary candidates, completing a Baccalaureate in a designated major with an “education core” (See “Secondary Education”). A Baccalaureate degree may be obtained without certification by those individuals who have expressed interest in the broader concept of “education” (as it refers to related careers and interests) but who do not desire work in a public school classroom setting. Reflective of this option, students elect to schedule Directed Professional Educational Experience (EE/SPE416) for a maximum of four credits. This experience is tailored to meet the personal and career goals of the individuals. Accordingly, the experience might include a combination of coursework and research activity that responds to the student’s particular needs. Those electing, or being recommended for, this option may seek career paths which include work experiences dealing with people and education in a variety of settings other than the classroom. Examples of career paths served by this non-certification degree are: positions involving training and development in a variety of businesses and corporations; educational specialists within social services or governmental agencies; administrators of community agencies; careers in public relations and banking; and youth organizations. Students opting for this program must officially apply one year prior to entering their Professional Semester.

Certification for Individuals Possessing an
Undergraduate or Graduate Degree

Please contact the Department of Education for further details as specific coursework and other experiences are necessary for candidates to be recommended for certification.

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