Elementary, Middle Level, Library & Technologies Education
Elementary Education - Initial Certification (4-8)
Master of Education, Initial Certification Post-Baccalaureate
Notice: This program is no longer accepting applications for new students.
Information for students already in this program
All students in this program must complete all requirements within six (6) calendar years. A grade point average of 3.0 must be maintained throughout the program. All courses are three semester hours.
Graduation requirements for certification:
Candidates seeking an M. Ed in Elementary Education must satisfy all curriculum requirements, all University requirements, and fulfill the following:
- Complete 30 semester hours of appropriate graduate course work in the proper distribution as indicated on the initial certification
post-baccalaureate grid. - Field requirements: Coursework will require observation hours and teaching experiences in the 4-8 classrooms. The professor of record will discuss these requirements. One semester of clinical field experience consisting of one twelve-week setting is required. Schools are selected via the Office of Clinical Field Experiences. Kutztown University clinical field supervisors will complete PDE 430 reports.
- Maintain a 3.0 GPA throughout the program
- PRAXIS test must be passed and scores on file at Kutztown University.
- Final certification paperwork (TIMS) must be completed through the
Pennsylvania Department of Education website.- For certification: Teacher Information Management System (TIMS)
- For degree: Apply for graduation through the Graduate Studies Office
Student Learning Outcomes
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Teacher Certification Programs (B.S.Ed)
(includes Elementary Education, Secondary Education and Special Education programs)
All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).
- Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
- Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. - Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.