COLLEGE OF EDUCATION (EDUC)1204 Benjamin Building, 301-405-2344
Dean: Donna L. Wiseman
Associate Dean(s): Margaret J. McLaughlin, Jennifer King Rice
Assistant Dean(s): Kathleen A. Angeletti
The College of Education is a professional college committed to preparing accomplished beginning and advanced-level professionals who can advance the learning and development of their students and who are ready to become leaders in their fields. The College seeks to foster the learning and development of PK-16 students through our educator preparation programs, leadership, research, advocacy, and partnerships. Educational inequities exist on multiple levels; therefore, we aim to prepare educators with the skills and commitments necessary to ensure equity for all students in the public schools and classrooms they will lead.
Special Advantages and Facilities
Students in the College of Education have the opportunity to work with an exemplary faculty. Among our ranks are nationally known faculty researchers who have made significant contributions to advancing theory and improving professional practice. In addition, the College's strategic location provides students with research opportunities that are unparalleled. Teacher candidates can complete their teaching internship and conduct research in school districts with highly diverse populations. The region also provides access to several research libraries, government agencies, not-for-profit organizations, and educational associations.
Admission to Teacher Education Professional Course Work
Applicants to the University of Maryland who have declared an interest in education are admitted to a department in the College. All majors must meet the selective admission requirements for full admission into the College of Education in order to enroll in the professional sequence of the teacher education degree programs.
The admission process includes three steps:
Admission application forms are available in Room 1204 of the Benjamin Building. Only those who are admitted are able to enroll in the professional education sequence. An overall grade point average of 2.75 must be maintained after admission to Teacher Education to continue in the professional education programs. The program faculty is able to recommend selected other candidates for Discretionary Admission based on any of a variety of special considerations. Consult the Student Services Office (Room 1204 Benjamin Bldg.) for policies and procedures regarding Discretionary Admission.
Criteria for admission to the Teacher Education program apply to any teacher preparation program offered by the University of Maryland. Thus, undergraduates desiring a major in music or physical education should apply to the College of Education for admission to the professional program in Teacher Education. Individuals who are not enrolled in the College of Education but who, through an established cooperative program with another college are preparing to teach, must meet all admission, scholastic and curricular requirements of the College of Education. The courses in the professional education sequence are restricted to teacher candidates who are enrolled in an approved teacher preparation program and degree-seeking majors who have met College of Education requirements for admission and retention.
Gateway Requirements for Early Childhood and Elementary Education Programs
1. Completion of a four-credit general education laboratory physical science, a four-credit general education laboratory biological science, Elements of Numbers and Operations (MATH212), and Elements of Geometry and Measurement (MATH213) with a minimum grade of "C-" in each class and a 2.7 cumulative GPA across all four courses.
2.Completion of Looking Inside Schools and Classrooms (EDCI280) or Exploring Teaching in Early Childhood (EDHD220) with a grade of "B-" or better.
3. Passing scores on the Praxis I: Academic Skills Assessments (Applicants will be required to meet the individual cut-off scores for each of the three Praxis I assessments. A composite score will not be accepted for admission.)
In keeping with the campus undergraduate admissions policy, the College of Education will admit as many freshmen as possible as "pre-service" education majors. Internal and external transfers who have completed fewer than 60 credits and who have not yet met the standards required for enrollment in the professional degree programs also will be admitted as "pre-service" education majors. For directly admitted freshmen, the above admission requirements will serve as the criteria for the sophomore (early childhood, elementary, and special education) or junior (secondary education) level review. For internal and external transfers, these criteria make up the "gateway." Teacher candidates who pass the sophomore/junior level review or the gateway will be admitted into the professional degree programs. Transfers with sixty or more credits will be granted permission to enroll as a pre-service major in education, provided they have maintained at least a 2.75 GPA and successfully completed the lower-level fundamental studies with a minimum grade of "C-" or better. These individuals will be given one semester to meet the requirements for admission to teacher education.
Undergraduate Degree Requirements/Degree Options
The College of Education confers the degrees of Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) depending on the amount of liberal arts study included in a particular degree program. Minimum requirements for graduation are 120 semester hours. Specific departmental program requirements for more than the minimum must be fulfilled.
The yearlong internship, which is the culminating experience in the teacher preparation program, takes place in a collaborating school (i.e., partner school - Professional Development School (PDS)). Each teacher candidate's internship will vary according to the unique attributes of their teacher education program. All internships will provide teacher candidates with the opportunity to integrate theory and practice through a comprehensive, reality-based experience. The yearlong internship is arranged through the College of Education in collaboration with the school site coordinators, PDS Coordinators, and the designated schools in the partnership.
The yearlong internship is a full-time commitment. Interference with this responsibility because of employment or course work is strongly discouraged. Teacher candidates assigned to schools for this internship are responsible for their own transportation and living arrangements and should be prepared to travel to whichever school has been assigned. The final semester of the yearlong internship requires a special fee. Please consult the course listings within Testudo for the current lab fee. During the teaching internship, teacher candidates should be prepared to adhere to the academic schedule/calendar for the school system in which they are placed.
College of Education Foundational Competencies/Technical Standards
All candidates in the UM professional preparation programs are expected to demonstrate that they are prepared to work with children and youth in educational settings. This preparation results from the combination of successful completion of university coursework and field/internship experiences and the demonstration of important human characteristics and dispositions that all educators should possess. These characteristics and dispositions, the College of Education Foundational Competencies/Technical Standards, are grouped into seven categories: English Language Competence, Interpersonal Competence, Work and Task Management, Analytic/Reasoning Competencies, Professional Conduct, Physical Abilities, and Professional Dispositions.
Foundational Competencies/Technical Standards serve several important functions, including, but not limited to: (a) providing information to those considering pre K-12 and community professional careers that will help such individuals in their career decision-making; (b) advising applicants of non-academic criteria considered in admissions decisions made by the University's pre K-12 and community professional preparation programs; (c) serving as the basis for feedback provided to candidates in these programs regarding their progress toward mastery of all program objectives; and (d) serving as the basis for the final assessment of attainment of graduation requirements and recommendation for certification.
Candidates in the undergraduate teacher preparation programs will be required to achieve satisfactory ratings on the College of Education Foundational Competencies/Technical Standards (or, if evaluations are not yet available, submit a College of Education Foundational Competencies/Technical Standards Acknowledgment Form) as part of the College's selective admissions review in the sophomore or junior year. Self-assessments of candidates and faculty evaluations on the Foundational Competencies/Technical Standards also will occur during each field/internship experience. Teacher candidates will be monitored and given feedback throughout the program. At specified points, they will be notified of inadequacies that may prevent them from progressing through their program. Documentation and consensus regarding the teacher candidate's functioning will be sought before any action is taken. Candidates who experience deficiencies in any areas will be encouraged to seek appropriate professional help from university or other sources. If the problem seems to be beyond remediation, admission and/or continuation in the professional programs, graduation, or recommendation for certification may be denied.
Foundational Competencies/Technical standards may be met with, or without, accommodations. The University complies with the requirements of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act of 1990. Therefore, the College of Education will endeavor to make reasonable accommodations with respect to these standards for an applicant with a disability who is otherwise qualified. For detailed information on the College of Education-Foundational Competencies/Technical Standards, see www.education.umd.edu/studentinfo/teachercert.html .
LiveText Portfolio Requirement:
The College recently instituted a new learning electronic portfolio and accreditation management system for its teacher preparation programs. An active subscription to LiveText is a requirement for the courses that comprise the professional education curriculum. Teacher candidates will be expected to submit a number of their course and portfolio assignments through LiveText.
The LiveText account, which can be purchased at the University Book Center, is a one-time purchase that is comparable in price to the cost of a textbook. These accounts will last for a full year after graduation so that education majors can use their electronic LiveText portfolios in the job seeking process. For more information about LiveText, contact Dr. Kathy Angeletti, Assistant Dean ( firstname.lastname@example.org ).
The Office of Student Services provides academic advising for education majors regarding admission, orientation, registration, graduation, and certification. Advising is mandatory in the College of Education: Education majors must be advised prior to registration each semester.
Departments and Centers
The College includes a number of centers that offer special resources and facilities to students, faculty, and the community, including the following:
Center for Children, Relationships, and Culture
The College of Education offers five minors:
4. The Minor in Human Development provides a rigorous foundation in human development for undergraduates who wish to support their major field of study with knowledge of human growth and development across multiple domains and developmental stages, as well as knowledge related to principles of teaching and learning, and/or who desire active participation in human development research under the supervision of Human Development faculty in laboratory settings. Contact the contact the Human Development Minor advisor, Ms. Shannon Hayes, at email@example.com , or 301-405-5612, for more information or to arrange an advising appointment. Ms. Hayes' office is located in 1204 Benjamin Building.
5. The EDCP Minor in Leadership Studies promotes college student leadership development by educating undergraduate students for and about leadership in a complex world. The goal of the minor is to prepare students to serve effectively in formal and informal leadership roles in campus, local, national, and global contexts. Faculty and students in the minor are dedicated to advancing the field of leadership studies by building upon and critically evaluating existing theoretical, research-based, and practical knowledge. For the list of approved courses and additional details regarding the EDCP Minor in Leadership Studies, please visit http://umddepartments.orgsync.com/org/leadershipstudies/ .
Specialized Academic Programs
Secondary Education Program Options: The College of Education has multiple pathways for individuals who are interested in teaching at the secondary level:
The Certificate Program requires completion of an academic major - including coursework specific to meet certification standards in the certificate area - and a bachelor's degree in an approved academic content area, plus the completion of a certificate program in secondary education to meet requirements in UM's approved program for MSDE certification. Selected coursework from the Minor in Secondary Education may be taken prior to admission to the Certificate Program option. (The Certificate Program is currently under review. For additional information, contact the Office of Student Services, 1204 Benjamin.)
The Mathematics Education and Science Education programs are currently under review. For more information, please visit the Terrapin Teachers website http://terrapinteachers.umd.edu/
For detailed information about these secondary education program options, contact the Office of Student Services, 1204 Benjamin Building.
College Honors Program
Undergraduate teacher education majors meeting certain scholastic requirements may participate in the College of Education Honors Program. The objective of this program is to examine the field of education at levels of depth and breadth that go beyond that provided by any one teacher preparation sequence. The program consists of three components: group, cross-disciplinary, and individual study. The Honors Program represents an excellent springboard for teacher candidates with aspirations to go on to graduate school. For further information contact the College of Education Office of Student Services (1204 Benjamin).
Approved Student Societies and Professional Organizations
The College sponsors chapters of Phi Delta Kappa; the Teacher Education Association of Maryland Students (TEAMS), a state/national education association; the College of Education Student Assembly, a student governance organization; and Kappa Delta Pi, an honor society in education. The Mary McLeod Bethune Society is a pre-professional organization concerned with minority issues and education. Student Educators of Young Children (SEYC) is a student organization sponsored by the Maryland Association for the Education of Young Children (MDAEYC), an affiliate of the National Association for the Education of Young Children (NAEYC). A chapter of the Council for Exceptional Children is open to teacher candidates in Special Education.
The Plan of Organization for the College of Education calls for undergraduate student representation on both the College of Education Assembly and College Senate. These organizations assume a critical role in policy development for the College of Education. The Assembly meets at least once a year during the fall semester for its annual meeting. Senate meetings typically occur once a month during the fall and spring semesters. Nine full-time undergraduates are elected as voting members of the College Assembly. The chair of the Undergraduate Student Assembly also serves as a voting member of the College of Education Assembly. Of the nine Assembly members, one is elected to serve as a delegate to the College of Education Senate. For further information about the College Assembly or Senate, contact the Office of Student Services, Room 1204 Benjamin.
In several departments there are informal organizations of students. Students should contact the individual departments or, in the case of College-wide groups, the Student Services office, for additional information regarding these organizations.
The Office of Student Financial Aid (OSFA) administers all types of federal, state and institutional financial assistance programs and, in cooperation with other university offices, participates in the awarding of scholarships to deserving students. For information (including details regarding TEACH grants), visit: www.financialaid.umd.edu .
In addition, contributions from the College of Education Alumni and Friends have made it possible to award a number of $1,000 scholarships to deserving teacher education candidates each academic year. These awards are based on the following criteria:
Scholarship applications may be obtained in the Office of Student Services (1204 Benjamin). Applications also are available on-line: www.education.umd.edu/studentinfo/scholarships.html
For more information about the College of Education Scholarships, including deadlines and application materials, contact the Office of Student Services (1204 Benjamin).
Maryland Teachers of Promise Program
Each year, the College identifies five to seven of its most promising gifted pre-service educators, who are seniors and who plan to teach in the state of Maryland. These individuals become part of a select group of outstanding pre-service and veteran teachers participating in a mentor-protégé program and educational Institute. As part of the program, each teacher candidate is paired with an award-winning veteran teacher mentor (Teacher of the Year, Milken National Educator, Blue Ribbon School Master Teacher, etc.), who provides guidance and support during the transition period into teaching. For more information about this program, contact Dr. Kathy Angeletti, Assistant Dean (firstname.lastname@example.org).
Student Engagement and Service Units
Student Services Office
The Student Services Office provides academic advising for education majors regarding admission, orientation, registration, graduation, and certification. Information about the Praxis assessments and the College of Education Scholarships also is available in Student Services.
Educational Technology Services
Educational Technology Services helps the College advance the effective use of technology in support of student learning. The Center provides a range of technology and media resources and services to faculty and students. The Center also offers professional development courses, technology planning, consulting assistance, and other outreach services to educators and policy makers throughout the state and region. A number of research, development, and demonstration activities in educational technology also are conducted through the Center's grants and contracts with federal, state, and private funding sources.