Gannon University

MISSION OF THE GRADUATE SCHOOL OF EDUCATION

The mission of the Graduate Department in the School of Education at Gannon University is to provide professional educators a practitioner-oriented instructional program that is steeped in academic excellence, visionary leadership, ethical practices, and collegiality.

Master of Education: Curriculum and Instruction Outreach and Weekend Cohort Program

Director: Francis Grandinetti, Ed.D.

OBJECTIVES
The School of Education offers an outreach cohort program leading to a Master of Education degree designed to facilitate a higher level of teacher performance. Candidates are part of a dynamic cohort community, which shares the goals associated with agents of change. This requires mastery of knowledge, dispositions, and performances that enable practicing teachers to become:

• More knowledgeable about curriculum, learning, instruction, and assessment
  
• Reflective practitioners as life-long learners
  
• More proficient as classroom teachers
  
• More influential teacher-facilitator leaders
  
• More confident in establishing teacher-principal partnerships that lead to change or innovation, producing greater success for students
  
• Proficient action researchers

• A Bachelor’s degree from an approved institution and fulfillment of requirements for admission to the graduate programs at Gannon University
  
• Have an undergraduate cumulative grade point average of at least 3.0 on a 4.0 scale
  
• A completed application for admission including three letters of recommendation
  
• Evidence by previous academic record that the applicant has the general ability and preparation necessary to pursue graduate study successfully

Applied Masters Portfolio inclusion courses (25 credits)
GEDU 503 Educational Leadership (3 credits)
GEDU 505 Classroom Discipline (3 credits)
GEDU 601 Educational Research Methods (3 credits)
GEDU 602 Portfolio Project (Degree requirement) (1 credit)
GEDU 603 Current Issues in Education (3 credits)
GEDU 604 Student Assessment and Educational Statistics (3 credits)
GEDU 621 School Curriculum (3 credits)
GEDU 637 Learning Theory (3 credits)
GEDU 650 Advanced Educational Computing (3 credits)
ELECTIVES (12 credits)
Students have many options to satisfy the elective requirement. Twelve credits of electives that support the student’s professional goals can be selected and planned in consultation with the student’s academic advisor. Examples include Gannon University graduate courses offered on campus and online or Performance Learning Systems, Inc. (PLS) courses, which are offered both at Gannon University and throughout western Pennsylvania. Check Gannon’s online course schedule and online at www.plsweb.com for the latest course offerings, dates, times, and locations. 

Upon application as a degree candidate in the outreach cohort program, students will be assigned to a cohort in their region. All of the Applied Master’s Portfolio core courses will be completed as a cohort community.

Master of Education: Curriculum and Instruction Summer and Online Program
Director: Francis Grandinetti, Ed.D

OBJECTIVES
The School of Education offers a cohort program leading to a Master of Education degree designed to facilitate a higher level of teacher performance.  Candidates are part of a dynamic cohort community, which shares the goals associated with agents of change.  This requires mastery of knowledge, dispositions, and performances that enable practicing teachers to become:

• More knowledgeable about curriculum, learning, instruction, and assessment

• Reflective practitioners as life-long learners

• More proficient as classroom teachers

• More influential teacher leaders

• More confident in establishing teacher-principal partnerships that lead to change or innovation, producing greater success for students

• Proficient action researchers

ADMISSION REQUIREMENTS

• A Bachelor's degree from an approved institution and fulfillment of requirements for admission to the graduate programs at Gannon University

• Have an undergraduate cumulative grade point average of at least 3.0 on a 4.0 scale

• A complete application for admission including three letters of recommendation

• Evidence by previous academic record that the applicant has the general ability and preparation necessary to pursue graduate study successfully

PROGRAM OF STUDY
This program requires the student to take nine Applied Master’s Portfolio courses and four courses (12 credits) which focus on teaching effectiveness as listed below. Students will also complete an Applied Master’s Portfolio. This involves the implementation of project/projects that addresses a need through applied research.
Applied Master’s Portfolio courses (25 credits)
GEDU 503 Educational Leadership (3 credits)
GEDU 505 Classroom Discipline (3 credits)
GEDU 601 Educational Research Methods (3 credits)
GEDU 602 Portfolio Project (Degree requirement) (1 credit)
GEDU 603 Current Issues in Education (3 credits)
GEDU 604 Student Assessment and Educational Statistics (3 credits)
GEDU 621 School Curriculum (3 credits)
GEDU 637 Learning Theory (3 credits)
GEDU 650 Advanced Educational Computing (3 credits)

ELECTIVES (12 credits)
Students have many options to satisfy the elective requirement. Twelve credits of electives that support the student’s professional goals can be selected and planned in consultation with the student’s academic advisor. Examples include Gannon University graduate courses offered on campus and online or Performance Learning Systems, Inc. (PLS) courses, which are offered both at Gannon University and throughout western Pennsylvania. Check Gannon’s online course catalog and online at www.plsweb.com for the latest course offerings, dates, times, and locations.

SCHEDULING
Summer—3 courses (9 credits) scheduled 8 am-5 pm, for one week in June, July, and August
Fall—Advanced Educational Computing (3 credits) Online course
Spring—Current Issues in Education (3 credits) Online course
Summer—3 courses (9 credits) scheduled 8 am-5 pm, for one week in June, July, and August

Upon application as a degree candidate in the outreach cohort program, students will be assigned to a cohort in their region. All of the Applied Master’s Portfolio core courses will be completed as a cohort community.

   Master of Education: Curriculum And Instruction/ Reading Specialist Certification Programs
Director: Kathleen Kingston, Ed.D.

OVERVIEW
Students pursuing the Master of Education in Curriculum and Instruction can also seek preparation as a Reading Specialist. The Reading Specialist Certification Program provides training to become a reading professional who can function collaboratively and in a variety of capacities. Preparation consists of theory, application, and implementation of research-based instruction and assessment practices. The Reading Specialist is trained in instruction and assessment techniques and given leadership opportunities to promote literacy programs for students, parents, other educators, and the community.

Preparation in reading is a valuable area of specialization. The Master’s in Curriculum and Instruction provides a strong foundation for the pedagogical, curricular and leadership dimensions of the role of a Reading Specialist. Gannon University is in the process of aligning the M. Ed. in Curriculum and Instruction with the National Board Professional Teacher Certification Standards. Gannon is one of four Centers of Teaching Excellence in Pennsylvania that supports teachers in pursuit of National Board Certification.

Students who wish to pursue Reading Specialist Certification as part of the Master’s in Curriculum and Instruction will need to talk to their advisor early so that they can take the proper course sequence and meet all program requirements. Students must attend a summer course on campus for the required clinic courses.

Formal application and admission to the Reading Specialist Certification program is required before beginning the requirements for certification. The Reading Specialist Praxis Exam must be passed prior to seeking certification. 
 

ADMISSION REQUIREMENTS

• A completed application for admission including 3 letters of  recommendation
  
• Final, official transcript showing completion of a Bachelor’s degree from a regionally accredited college or university
  
• A GPA of at least 3.0
• Teacher Certification
  
• Evidence by previous academic record that the applicant has the general ability and preparation necessary to pursue graduate
  study successfully
  

  CURRICULUM REQUIREMENTS
This program requires the student to take 25 credits of core courses and 12 credits of required electives focused on preparation for Reading Specialist Certification for completion of the M. Ed.  Students who wish to complete Reading Specialist Certification must take an additional nine credits including 25 hours of assessment practicum, and a 100-hour clinical experience.

MASTER OF EDUCATION: CURRICULUM AND INSTRUCTION
GEDU 503 Educational Leadership (3 Credits)
GEDU 505 Classroom Discipline ( 3 Credits)
GEDU 601 Educational Research Methods ( 3 Credits)
GEDU 621 School Curriculum (3 Credits).
GEDU 603 Current Issues (3 credits)
GEDU 637 Learning Theory (3 Credits).
GEDU 604 Assessment and Educational Statistics (3 credits)
GEDU 650 Advanced Educational Computing (3 Credits Online)
GEDU 602 Portfolio (1 Credit)

Required Cognate for Reading Specialist Certification (12 credits)
The cognates should be taken in the following sequence:
GEDU 626 Foundations of Literacy for Elementary Students (3 Credits Online)
GEDU 627 Foundations of Literacy for Secondary Students (3 Credits Online)
GEDU 625 Content Area Literacy Instruction for Elementary Students (3 credits Online)
GEDU 640 or 641 Children’s Literature or Young Adult Literature (3 Credits Online)
This course sequence completes the requirements for the M.Ed.

Total credits for M.Ed. Curriculum and Instruction: 37

The following additional courses are required for Reading Specialist Certification
GEDU 645 Literacy and Leadership Practicum and Seminar (6 credits Summer)
GEDU 647 Assessment of Literacy Development Practicum (3 Credits Summer )

Please note that candidates will not be recommended for certification until the Master’s degree is completed and all Reading Specialist Certification requirements are met. Candidates must take and pass the Praxis for certification.

Master Of Education: Curriculum And Instruction/Principal Certification Pathway
Director: Kathleen Kingston, Ed.D

OVERVIEW
Students pursuing the Master of Education in Curriculum and Instruction can also seek Principal Certification. The Master of Education in Curriculum and Instruction is a natural pathway to Principal Certification. Principals who are instructional leaders understand that effective leadership focuses on improving teaching and learning and requires knowledge and skills that are grounded in the advanced study of curriculum, instruction, and assessment. Aspiring principals will be prepared first as master teachers. Gannon University is in the process of aligning the M. Ed in Curriculum and Instruction with the National Board Professional Teacher Certification Standards. Gannon is one of four Centers of Teaching Excellence in Pennsylvania that supports teachers who are preparing for National Board Certification.

Students in the M. Ed in Curriculum and Instruction are required to complete a portfolio. The portfolio enables students, through action research, to develop projects that will impact their classroom, school, and/or school district. As a result of these projects, students have made significant change in schools and have emerged as leaders in their respective districts. This foundation in applied leadership as well as expertise in curriculum, instruction, and assessment serves to strengthen students’ ability to be successful as principals and educational leaders.

Students who wish to pursue Principal Certification as part of the Master’s in Curriculum and Instruction will need to talk to their advisor early so that they can take the proper course sequence and meet all program requirements. Additional credits beyond the M. Ed are required for Principal Certification.

ADMISSION REQUIREMENTS FOR MASTER OF CURRICULUM AND INSTRUCTION/ PRINCIPAL CERTIFICATION
• A Bachelor’s degree from an approved institution and fulfillment of requirements for admission to the graduate program at Gannon University
• Final, official transcripts from all colleges attended
• An undergraduate cumulative grade point average of at least 3.0 on a 4.0 scale
• A completed application for admission including three letters of recommendation
• Evidence by previous academic record that the applicant has the general ability and preparation necessary to pursue graduate study successfully

CURRICULUM REQUIREMENTS
This program requires the student to take 25 credits of core courses and 12 credits of required electives focused on preparation for school leadership for completion of the M. Ed. If students wish to pursue principal certification, they will take an additional 12 credits of Principal Certification coursework including 90 hours of practicum and a 200-hour internship.

MASTER OF EDUCATION: CURRICULUM AND INSTRUCTION
GEDU 503 Educational Leadership (3 credits)
GEDU 505 Classroom Discipline (3 credits)
GEDU 601 Educational Research Methods (3 credits)
GEDU 603 Current Issues in Education (3 credits)
GEDU 604 Student Assessment and Educational Statistics (3 credits)
GEDU 621 School Curriculum (3 credits)
GEDU 637 Learning Theory (3 credits)
GEDU 724 Computer Applications for Administrators (3 credits in place of Advanced Computer Applications)
GEDU 602 Portfolio (1 credit)

Required Cognate for Curriculum and Instruction/ Principal Certification Program (12 credits)
Students must have at least six of the eight core courses completed before beginning the required cognates and must apply and be admitted to the Principal Certification Program before enrolling in the following cognates:
GEDU 616 School and Community Relations (3 credits online)
GEDU 618 Dynamics and Processes of Change (3 credits online)
GEDU 721 The Principal as Instructional Leader (3 credits)
GEDU 720 Supervision and Evaluation of Instruction (3 credits)
GEDU 725 Principal Practicum I (1 credit) Integrated into GEDU 720
This course sequence completes the requirements for the M.Ed.

Total credits required for M.Ed. Curriculum and Instruction 37 (38 including 1-credit practicum)

The following additional courses are required for Principal Certification.
GEDU 722 School Financial Management (3 credits)
GEDU 726 Principal Practicum II (1 credit) Integrated into GEDU 722
GEDU 723 Legal Aspects of Educational Administration (3 credits)
GEDU 727 Principal Practicum III (1 credit) Integrated into GEDU 723
GEDU 728 Principal Internship (3 credits with approval of program director)

Total additional required credits for Principal Certification 11

Candidates must have completed the M.Ed., passed appropriate Praxis exams, documented five years of experience working under a certificate, and attained a 3.0 GPA in order to be recommended for certification by Gannon University.

Principal Certification Admission Requirements:
Applicants must:
• Complete an application for admission and submit three letters of recommendation, including one from the current principal and one from the current superintendent or assistant superintendent
• Be currently enrolled in the Master’s degree in Curriculum and Instruction through Gannon University.
• Have a 3.0 GPA
• Present a copy of educational certification
Please note:
• Principal Certification cohorts will be offered continuously on Gannon’s campus subject to adequate enrollment.
• Principal Certification cohorts will be offered in outreach areas when there is minimum enrollment of eight students.
• If the minimum enrollment is not met in outreach cohorts, students may have to travel to complete the Principal Certification courses or wait for a cohort to form near them.
• Previously earned PLS or other courses may not be used for the course requirements.

 
Master of Education: Curriculum and Instruction 
Traditional On Campus Option
Director: Francis Grandinetti, Ed.D.

OBJECTIVES
The School of Education offers a program leading to a Master of Education degree designed to facilitate a higher level of teacher performance. The core courses focus on the mastery of effective teaching for teachers in grades K through 12. The objectives will enable the teacher to:
• Develop the verbal skills and strategies that produce mastery of positive communication
• Acquire skills that increase student thinking and self-esteem through the instruction process
• Use instructional strategies to match the learning style preferences of students
• Create lesson formats and instructional processes (induction, deduction, inquiry, analysis, and synthesis) that match the learning and thinking styles of students
• Develop skills to create a motivating learning environment

ADMISSION REQUIREMENTS
• A Bachelor’s degree from an approved institution and fulfillment of requirements for admission to the graduate program at Gannon University
• An undergraduate cumulative grade point average of at least 3.0 on a 4.0 scale
• A completed application for admission including three letters of recommendation
• Evidence by previous academic record that the applicant has the general ability and preparation necessary to pursue graduate study successfully

PROGRAM OF STUDY
This program requires the student to take four courses (12 credits) which focus on teaching effectiveness, 6 credits of foundation courses, 9 credits of research, as well as 9 credits of electives for a total of 36 credits.

Core Courses/Performance Learning Systems Teaching Effectiveness (12 credits)
*For a current list of PLS offerings, go to www.plsweb.com
Foundation courses (6 credits)
GEDU 611 Philosophy of Education (3 credits)
GEDU 613 History of Education (3 credits)
GEDU 614 Sociology of Education (3 credits)
GEDU 615 Urban Education (3 credits)
GEDU 621 School Curriculum (required) (3 credits)
Research courses (9 credits)
GEDU 600 Introduction to Graduate Statistics (4 credits)
GEDU 601 Educational Research Methods (3 credits)
GEDU 696 Directed Research and Special Topics (2-4 credits)
Enrollment in GEDU 696 is contingent upon approval from the program director.
Elective Emphasis Sequence (9 credits)
Selected and planned in consultation with the program advisor.
Total Credits: 36
Upon application as a degree candidate, the student will be assigned an advisor. At that point, a program appropriate to the needs of the student will be designed cooperatively.

Master of Education: Reading & Reading Specialist Certification Programs
Director: Kathleen Kingston, Ed.D

PHILOSOPHY
Literacy is the key to children’s success and provides communication links with society throughout life. The Master of Education degree in Reading and the Reading Specialist Certification Program provide training to become a reading professional who can function collaboratively and in a variety of capacities. Preparation consists of theory, application, and implementation of research-based instruction and assessment practices. The Reading Specialist is trained in instruction and assessment techniques and given leadership opportunities to promote literacy programs for students, parents, other educators, and the community.

The School of Education offers a Master of Education degree in Reading, including preparation for the Reading Specialist Certification.

OUTCOMES
The Master of Education Candidate and/or the Reading Specialist Candidate:
• Knows literacy history, theory, and methodology
• Applies theory and knowledge of literacy instruction
• Identifies, selects, and applies literature, textbooks, curricular materials as well as technology for all learners
• Demonstrates the use and interpretation of formal and informal assessment procedures and communicates results and implications to appropriate stakeholders
• Maintains indicators of student progress and achievement
• Aligns Pennsylvania Language Arts Standards with instruction and assessment
• Consults and collaborates using knowledge of literacy practices, including reading and writing processes
• Demonstrates leadership in home, school, and community literacy environments

ADMISSION REQUIREMENTS
• A completed application for admission including 3 letters of recommendation
• Official transcript showing completion of a Bachelor’s degree from a regionally accredited college or university
• Teacher certification and a 3.0 GPA on a 4.0 scale
• Evidence by previous academic record that the applicant has the general ability and preparation necessary to pursue graduate study successfully

PROGRAM OF STUDY
Requirements for Reading Specialist Certification (30 credits total)
GEDU 506 Human Growth and Development (Life Span) (3 credits)
GEDU 601 Educational Research Methods (3 credits)
GEDU 621 School Curriculum (3 credits)
GEDU 625 Content Area Literacy Instruction for Elementary Students (3 credits)
GEDU 626 Foundations of Literacy in Elementary Programs (3 credits)
GEDU 627 Foundations of Literacy in Secondary Programs (3 credits)
GEDU 645 Literacy and Leadership Practicum and Seminar (3 credits)
GEDU 647 Assessment of Literacy Development/Clinical Application (6 credits)
GEDU 640 Young Adult Literature (3 credits) OR
GEDU 641 Children’s Literature (3 credits)

Also Required:
Pennsylvania requires candidates to successfully pass the Reading
Specialist K-12 Praxis Exam for certifi cation.
Additional Requirements for Master of Education: Reading
(39 credits total)
GEDU 504 Adult Literacy (3 credits)
GEDU 600 Introduction to Graduate Statistics (4 credits)
GEDU 696 Directed Research and Special Topics (2 credits)
(Prerequisites GEDU 600 and GEDU 601)

Also required:
• Completion of a thesis under the direction of a thesis committee.
• If certification is sought, the Reading Specialist Praxis Exam must be passed prior to seeking certification.

Note: Students taking the Master of Education in Curriculum and Instruction program can seek preparation as a Reading Specialist upon successful completion of a course plan designed by the Directors of the two programs. If certification is sought, the Reading Specialist Praxis Exam must be passed.

 
Master of Education: Educational Leadership
Director: Kathleen Kingston, Ed.D.
 
PHILOSOPHY
The intent of the Master of Education degree in Educational Leadership is to reflect the vision of Gannon University’s Department of Graduate Education, to integrate priorities of professional administrative associations and organizations, and to incorporate and reflect the standards adopted by the Pennsylvania Department of Education.

The Master of Education program is based on the premise that a significant shift has occurred in recent years relative to the leadership paradigm, from an authoritative, hierarchical model to a decentralized, collaborative model. The transformation that has evolved suggests that leadership of a special sort is required to manage fundamental change in organizations. This type of leadership recognizes that organizations do not change unless the individuals who comprise them change first. The challenge for educational leaders is to teach individuals the value of making changes that affect themselves and their organizations. This can only be accomplished if the leadership of the school entity is viewed as an integral part that infuses the total system, not a segmented function that resides in isolated positions of the organization.

The Educational Leadership program designed by Gannon University is based upon the premise that one of the major areas of competence for principals and other school leaders is that of being a functional visionary for the 21st century—one who strives for continuous improvement through the utilization of a dynamic systems approach to administration and leadership while simultaneously reflecting upon the diversity of the school district and community. This model stresses the development of astute leadership, rather than ordinary leadership.

ADMISSIONS REQUIREMENTS
Applicants must:

• Complete an application for admission including three letters of recommendation including one from a chief school officer where the applicant is employed and another from a principal or immediate supervisor
  
• Have a Bachelor’s degree from a regionally accredited college or university
  
• Have an undergraduate cumulative grade point average of at least 3.0 on a 4.0 scale
  
• Possess personal and professional characteristics and an academic background believed to be conducive to success in the field of school administration as determined by the program director

PROGRAM OF STUDY
Requirements for Educational Leadership (33 credits)

Research Techniques (3 credits)
                    GEDU 601 Educational Research Methods (3)

Foundations of Education (3 credits)
                    GEDU 611 Philosophy of Education (3)
                    GEDU 614 Sociology of Education (3)

Organizational Behavior (3 credits)
                    GEDU 503 Educational Leadership (3)

Curriculum and Supervision (6 credits)
                    GEDU 621 School Curriculum (3)
                    GEDU 720 Supervision and Evaluation of Instruction (3)

Leadership Functions (18 credits)
GEDU 603 Current Issues in Education (3)
GEDU 615 Urban Education (3)
GEDU 616 School and Community Relations (3)
GEDU 617 Administration of School Personnel (3)
GEDU 618 Dynamics and Processes of Change (3)
GEDU 637 Learning Theory (3)

Educational Leadership: Principal K-12 Certification Program
Director: Kathleen Kingston, Ed.D.

OVERVIEW
The principal is the professional staff member of the school in the most strategic position to encourage, initiate, and guide changes needed to improve the learning environment. The Principal Certification program at Gannon University has been developed on the premise that the building principal can be an effective, visionary leader of change. A principal possesses and utilizes skills that give them an in-depth knowledge of school organizations and structures within a social, psychological, and political environment, as well as an understanding of how to enhance learning and manage the fiscal operation of the school. A good principal also takes a proactive role in both school and community relations.

Those interested in the program must have completed a Master’s degree in Education or a related field. The Pennsylvania Department of Education requires a minimum of five years of professional school experience and completion of an approved program of study to be certified as a principal. Candidates for principal certification must also successfully pass the appropriate Praxis exam.

ADMISSION REQUIREMENTS
Applicants must:

• Complete an application for admission and submit three letters of recommendation, including one from the current principal and one from the current superintendent or assistant superintendent
  
• Have a Master’s degree in Education or related field from a regionally accredited program
  
• 3.0 GPA
  
• Submit final, official transcripts from graduate degree-granting institution(s)
  
• Present a copy of educational certification
  

Educational Leadership, Superintendent Letter of Eligibility Certification Program
Director: Kathleen Kingston, Ed.D.

OVERVIEW
Formal leadership in schools and school districts is a complex, multifaceted task. Effective school leaders are strong educators, anchoring their work on central issues of learning, teaching, and school improvement. They are moral agents and social advocates for the children and the communities they serve. Finally, they make strong connections with other people, valuing and caring for others as individuals and as members of the educational community.

ADMISSION REQUIREMENTS
Applicants must:

• Complete an application for admission and submit three letters of recommendation, including one from the current superintendent
  
• Have a Master’s degree in Education or a related field from a regionally accredited program
  
• Have earned a 3.0 GPA
  
• Submit final, official transcripts from graduate degree-granting institution
  
• Have taken these graduate-level prerequisites:
  Research Techniques and Statistics (3)
  Curriculum Course (3)
  School Law (3)
  School Finance (3)
  
  

  COURSE DESCRIPTIONS

GEDU 503 Educational Leadership
3 credits
This course studies models of leadership, issues dealing with human development, communications, culture, change management, developing leadership capacity, and assessment of leadership.

GEDU 504 Adult Literacy
3 credits
Through direct tutoring and field seminars, the exploration of a variety of philosophies, approaches, and materials used for reading and numeracy instruction of the adult learner is experienced.  Familiarity with the social, psychological, and multicultural characteristics of the adult learner is stressed.

GEDU 505 Classroom Discipline
3 credits
This course is a study of major educational disciplines, theory, and practical application for teachers as they use their knowledge and skills for effective classroom discipline.

GEDU 506 Human Growth and Development (Life Span)
3 credits
This course provides a broad study of developmental theories and concepts from conception throughout the life span. There is exploration of events, circumstances, and strategies that influence and promote normal development.

GEDU 518 Multicultural Aspects of the Helping Professions/
Cross Cultural Communication 3 credits
This course will help students to develop an appreciation for and sensitivity to points of view in a pluralistic society. Various cultures will be presented from the perspective of family structure, family coping mechanisms, communication style, and interface with the community, interpersonal coping style, identity, and history.

GEDU 519 The Structures of English 3 credit
This course is a descriptive study of the structures of modern American English. Emphasis is placed on the special characteristics of the English language and the principles and approaches to teaching English to non-native speakers.

GEDU 540 American Sign Language I
3 credits
This course will teach a basic vocabulary of signs used in American Sign Language, the true language of Deaf Americans. Students will learn important aspects of ASL grammar and ASL culture, and will be given a brief introduction to hearing loss and practical issues in the education of Deaf children.

GEDU 541 American Sign Language II
3 credits
This course will teach more advanced vocabulary of signs used in American Sign Language. It will also analyze conversational settings of various Deaf and hearing signers. Detailed aspects of ASL grammar and ASL culture will be taught. A major emphasis is placed on expressive signing by students. Practical issues in Deaf culture and in Deaf education will be discussed.

GEDU 550 Student Teaching
6 credits
Prerequisite: Permission of Education Department
This experience in the field encompasses one full semester of directed observation and supervised student teaching, with gradual assumption of total teaching responsibilities. This course is taken in conjunction with a professional seminar course, GEDU 690.

GEDU 591 Seminar: Selected Topics in Education
1-3 credits

GEDU 592 Seminar: Selected Topics in Education
1-3 credits

GEDU 593 Seminar: Selected Topics in Education
1-3 credits

GEDU 600 Introduction to Graduate Statistics
4 credits
Prerequisite: EDCR 330 or other beginning course in descriptive statistics.
An intermediate to advanced course in statistics applicable to educational research settings. The general emphasis is on commonly used inferential and parametric techniques with a brief review of descriptive statistics. Topics covered include correlation, linear and multiple regression, sampling and sampling distributions, t-test, chi-square, one and two factor Analysis of Variance, and parametric statistics.

GEDU 601 Educational Research Methods
3 credits
This course provides students with the opportunity to examine standard methods of conducting and reporting educational research. It is designed to provide the knowledge and practice needed to apply literature reviews and collection of data to problem solving and making informed decisions. Students complete chapters one through three of a research paper.

GEDU 602 Portfolio Project Degree Requirement
1credit
The final development, presentation and evaluation of the portfolio project.

GEDU 603 Current Issues in Education
3 credits
This course provides the opportunity for graduate students to explore current education topics in depth.

GEDU 604 Student Assessment/ Educational Statistics
3 credits
This course explores the various statistics and assessments that teachers utilize in their classrooms.

GEDU 611 Philosophy of Education
3 credits
This course examines the major philosophies, curriculum, and educational values in education.

GEDU 613 History of Education
3 credits
This course is a survey of the development of educational theory and practice from earliest times to the present with special emphasis on the development of American schools.

GEDU 614 Sociology of Education
3 credits
This course is an analysis of social relationships with a special emphasis on parents, students, teachers, and administrators.

GEDU 615 Urban Education
3 credits
This course is an analysis of current controversial issues arising in the urban school. Students examine community control of schools, educating a diverse student population, desegregation, neighborhood schools, religion in the school, federal aid, innovative curricula, and teaching methods.

GEDU 616 School and Community Relations
3 credits
This seminar will view the school as a dynamic cultural entity. The graduate student will assess the school’s interdependence on the community and its many publics, the importance of a sound public relations program for the school, and the need to communicate with and understand the community.

GEDU 617 Administration of School Personnel 3 credits
This seminar studies dimensions in school personnel administration and includes the principles of recruitment, selection, and practices essential to a functional integration of the individual into the school system.

GEDU 618 Dynamics and Processes of Change 3 credits
This seminar studies the dynamics and processes involved in change and in determining effective, efficient means to facilitate desired change.

GEDU 621 School Curriculum
3 credits
This course examines the theory, history, purposes, and evolution of curriculum. Knowledge, understanding, and the skills necessary to analyze and generate school curriculum and to take a leadership role in curricular changes are emphasized.

GEDU 625 Content Area Literacy Instruction for Elementary Students
3 credits
This course is designed to enable teachers to integrate literacy instruction into the elementary curricula. Current theory and best practices in integrating the language modes and thinking strategies that support them are examined.

GEDU 626 Foundations of Literacy in Elementary Programs
3 credits
This course explores components of the elementary reading program: emergent literacy, phonemic awareness, phonics, fluency, vocabulary, and text comprehension, as well as literacy programs and procedures in the elementary school. State and national standards are also addressed.

GEDU 627 Foundations of Literacy in Secondary Programs
3 credits
This course explores existing programs and recent research concerning reading programs in the secondary schools including staffing patterns, reading, and study skills in the content areas, vocabulary development and enrichment, interpretive reading, and critical reading skills. State and national standards are also addressed.

GEDU 637 Learning Theory
3 credits
This course examines human learning processes, the nature and kinds of learning, factors that influence learning, and major learning theories.

GEDU 640 Young Adult Literature
3 credits
This comprehensive course reviews young adult literature genres, authors, and selection of books for young adults.

GEDU 641 Children’s Literature
3 credits
This comprehensive course consists of the critical examination of children’s books and outstanding writers and illustrators in the field of children’s literature,

GEDU 645 Literacy and Leadership Practicum and Seminar
3 credits
This course is designed to focus upon current issues in literacy and leadership. Students complete a 25-hour literacy and leadership practicum.

GEDU 647 Assessment of Literacy Development/Clinical Application
6 credits
This course provides experience in formal and informal assessment and data interpretation. Students are responsible for implementation of instructional programs based upon assessment data. A 75-hour clinical practicum is required.

GEDU 650 Advanced Educational Computing
3 credits
Prerequisites: EDUC 214 or any other introductory course.
This course will focus on the assessment and planning stages of the instructional design process. Students will engage in applied learning activities, which stress the use of computer productivity tools for text/data processing and making presentations, technology assessment, and planning. This course has an online component that requires students to have computer and Internet access.

GEDU 679 Curriculum Design and Instructional Technique in Environmental Education
3 credits
Students will explore various educational processes that deal with people’s relationship with their total environments, including the interaction of population, pollution, resource allocations and depletions, conservation, transportation, and technology with a focus on urban and rural planning as it relates to the total human environment. Students will also review current programs and materials in environmental education as well as current research projects.

GEDU 690 Graduate Education Seminar
3 credits
This seminar will focus on a current issue or topic in education, and is taken with student teaching, GEDU 550.

GEDU 696 Directed Research and Special Topics
2-4 credits
Prerequisite: GEDU 600, Introduction to Graduate Statistics and GEDU 601, Educational Research Methods
In this course, students refine their research from the prerequisite courses and complete chapter 4 and 5 of their research paper.

GEDU 720 Supervision and Evaluation of Instruction
3 credits
This course provides an introduction to the nature of instructional supervision. It provides competencies in the appraisal of teaching, the measurement of teacher performance, and familiarity with techniques related to the evaluation of teaching. It includes systematic analysis and evaluation, and integrates the current concepts, planning, measurement instruments, and validity of appraisal systems.

GEDU 721 The Principal as Instructional Leader
3 credits
This course examines the activities of the elementary, middle, and high school administrator in depth. It includes topics on general administration, the staff, students, curriculum, finances, services, equipment and supplies, school plant, and public and professional relationships.

GEDU 722 School Financial Management
3 credits
This course examines the legal and other factors governing financial policies and practices in public schools, sources of revenue, budgeting, disbursement of funds, school plant, records, and insurance. It emphasizes knowledge and understanding of the major tasks and methods involved in meeting financial responsibilities in the school and the educational system.

GEDU 723 Legal Aspects of Educational Administration
3 credits
This course examines the major areas of school law with particular emphasis on the school code of Pennsylvania. Topics include tort liability of school officials and teachers, the legal structure of public education, control of pupil conduct, desegregation, church-school relations, teachers’ rights and responsibilities, pupils’ rights, professional negotiations, the courts’ impact on curriculum, the use of school property, the Individuals with Disabilities Education Act, and the Family Educational Rights and Privacy Act, in addition to issues in the area of special education.

GEDU 724 Computer Applications for Administration
3 credits
This course provides a review of different levels of computer literacy and the administrator’s role in integrating technology into the educational setting. Possible topics include scheduling, curriculum management systems, online educational programs, management information systems, databases, data analysis, and personnel screening.

GEDU 725 Principal Practicum I
1 credit

GEDU 726 Principal Practicum II
1 credit

GEDU 727 Principal Practicum III
1 credit

GEDU 728 Principal Internship
3 credits
This course is designed to be the capstone experience of the Principal Certification program. The course will provide experiences designed to develop and enhance the overall effectiveness of the administrative candidate’s competencies. The internship is designed as an integrating experience and an opportunity for the student to practice those skills and competencies learned in the classroom setting and to learn certain skills best taught in a school environment. It consists of planned experiences and emphasizes direct involvement in school administration at sites mutually acceptable to the student and the program director.

GEDU 729 Independent Study
1-3 credits

GEDU 740 The Superintendency
3 credits
This course focuses on the role and functions of the superintendent in relation to other administrative officers, staff, and board of education. Attention is given to the selection, assignment and orientation of staff, decision-making, personnel problems, administering the school district, negotiations and collective bargaining, financial operation of the school, administering school facilities and plant management, community relations, legal concerns of the school district, and policy making.

GEDU 741 Organizational Leadership: Theory and Practice
3 credits
This course examines management and organizational theories and their application to administrative practice. Systems models are studied to gain insight into administrative processes such as strategic planning, decision-making, group motivation, communication, goal-setting, delegating, conflict resolution, and building leadership capacity.

GEDU 742 Educational Facilities and School Plant
3 credits
This course is designed to familiarize the prospective educational leadership administrator with the issues and problems of new plant construction, renovation, and rehabilitation of existing buildings and facility maintenance. The utilization of demographic, curriculum, resource, and energy data, as well as state building construction guidelines will be presented and studied.

GEDU 743 Collective Bargaining and Labor Relations
3 credits
This course enhances leadership through study of negotiations and labor relations in public education. Topics and issues explored include an in-depth analysis of contract negotiations, grievance procedures, mediation, and arbitration for all school employees. Theories and practices in staff recruitment, selection, assignment, orientation, evaluation, professional development, and retrenchment are studied.

GEDU 744 Business Administration and Finance in Public Education
3 credits
This course identifies and assesses methods of financing public education. Included are the processes of educational planning and financing for staff, instructional processes, and physical plant; the study of federal and state funding sources; the nature of taxing authorities; the subsidy system; grants and entitlements to public education; and future trends and options in creative financial planning. The business operation of the public school is examined. There is an in-depth investigation of budget preparation, long and short-term investing, bonding, under-writing, tax collecting, and construction planning .

GEDU 745 Superintendent Practicum I
1 credit

GEDU 746 Superintendent Practicum II
1 credit

GEDU 747 Superintendent Practicum III
1 credit

GEDU 748 Superintendent Internship
3 credits
This course is designed to bridge the gap between theory and practice. The administration student will become actively involved in the operation of the central office and will perform the functions and duties of central office personnel, completing several projects throughout the internship. A professional seminar will be scheduled to allow students to share their experiences with their university supervisor and other administration students. The university supervisor will perform periodic on-site visits to assess the growth and development of the administrative intern.

GEDU 749 Independent Study in Educational Leadership—Superintendent
1-3 credits
This course is designed to provide students with the opportunity to organize and conduct research in the area of educational administration under the supervision of a faculty member, but independent of scheduled meetings and regular assignments.

PERFORMANCE LEARNING SYSTEMS

GEDU 593 Classroom Management: Orchestrating a Community of Learners®
3 credits
Free yourself from constantly dealing with behavioral and organizational issues, and empower your students to take responsibility for their own learning experience. Learn and practice skills for orchestrating classroom life and learning so that instruction flows smoothly, student misbehavior is minimized, and learning potential is maximized. Create an Action Plan of practical strategies to implement immediately in your classroom.

GEDU 593 Classroom Management: Orchestrating a Community of Learners® Online
3 credits
Free yourself from constantly dealing with behavioral and organizational issues, and empower your students to take responsibility for their own learning experience. Learn and practice skills for orchestrating classroom life and learning so that instruction flows smoothly, student misbehavior is minimized, and learning potential is maximized. Create an Action Plan of practical strategies to implement immediately in your classroom. (There is no materials fee for this course.)

GEDU 660 Successful Teaching for Acceptance of Responsibility®
3 credits
Gain new techniques to eliminate irresponsible student behavior. Learn how to empower students to achieve personal power and responsibility in a classroom that models and invites self-responsible behaviors. Develop increasing responsibility and personal power in your own professional practice.

GEDU 660 Successful Teaching for Acceptance of Responsibility®
Online
3 credits
Gain new techniques to eliminate irresponsible student behavior. Learn how to empower students to achieve personal power and responsibility in a classroom that models and invites self-responsible behaviors. Develop increasing responsibility and personal power in your own professional practice. (Participants must acquire Teacher Talk: What It Really Means by Chick Moorman and Nancy Weber, published in 1989 by Institute for Professional Power. There is no additional materials fee for this course.)

GEDU 661 Parent-Teacher Conferencing™
1 credit
Learn to successfully internalize the ideas and strategies of effective parent conferencing.

GEDU 662 Strategies for Cooperating Teachers™
1 credit
Cooperating teachers learn the skills necessary to identify teacher strengths as well as areas for growth.

GEDU 663 Brain-Based Ways We Think and Learn®
3 credits
Explore the four basic thinking skills of induction, deduction, analysis, and synthesis. Experience, model, and internalize specific techniques of brain-based teaching and learning. Integrate thinking processes into real-life applications.

GEDU 664 Designing Motivation for All Learners®
3 credits
Design learning experiences and develop effective leadership strategies that promote motivation for all learners. Learn verbal encouragement techniques that motivate by reinforcing student effort and reducing risk. Discover how purposeful work and goal achievement can support all types of learners.

GEDU 665 Building Your Technology Education and Skills®
3 credits
Learn to use basic computer and related technology to create motivational instructional materials and manage chores in the classroom. Gain skills in word processing, database management and spreadsheets, desktop publishing, creation of multimedia projects, and how to conduct research on the Internet. (Additional fees may apply for this course.)

GEDU 667 Learning to Read: Beginning Reading Instruction™
3 credits
Learn to implement a balanced, integrated approach to teaching beginning reading centered on scientific strategies aligned with state and national reading research initiatives. Use these specially designed curriculum resources and teaching strategies to enhance the reading process across all areas of the curriculum. Access an interactive CD-ROM and other resources to offer every student the opportunity to successfully learn to read.

GEDU 667 Learning to Read: Beginning Reading Instruction™
Online
3 credits
Learn to implement a balanced, integrated approach to teaching beginning reading centered on scientific strategies aligned with state and national reading research initiatives. Use these specially designed curriculum resources and teaching strategies to enhance the reading process across all areas of the curriculum. Access an interactive CD-ROM and other resources to offer every student the opportunity to successfully learn to read. (Materials Fee: $40)

GEDU 668 Differentiated Instruction for Today’s Classroom™
3 credits
Acquire key knowledge and skills to implement differentiated instruction successfully in your own classroom. Gain expertise making practical and fl exible instructional decisions based on your own students’ learning needs. Create a standards-based learning environment where all students can thrive and achieve.

GEDU 668 Differentiated Instruction for Today’s Classroom™
Online
3 credits
Acquire key knowledge and skills to implement differentiated instruction successfully in your own classroom. Gain expertise making practical and flexible instructional decisions based on your own students’ learning needs. Create a standards-based learning environment where all students can thrive and achieve. (There is no materials fee for this course.)

GEDU 681 Using Online Resources to Bring Primary Sources to the Classroom™ Online
3 credits
A primary source is any piece of information that was created at the time being studied, by the people being studied. This course looks at how online resources allow educators to utilize primary sources in their instructional practices and classroom activities. Participants will use the web to access and analyze primary sources, think critically about classroom applications, and develop authentic engaging learning experiences for students.

GEDU 682 Purposeful Learning Through Multiple Intelligences®
3 credits
Develop an understanding of Howard Gardner’s intelligences and their classroom applications, experience the intelligences personally, and create lesson plans you can use immediately. Design lessons incorporating all the intelligences into a lesson framework. Learn to implement current school-wide reforms that serve to complement the intelligences.

GEDU 682 Purposeful Learning Through Multiple Intelligences®
Online
3 credits
Develop an understanding of Howard Gardner’s intelligences and learn how to apply them in your classroom. View a multitude of Web sites, experience the intelligences personally, and create lesson plans you can use immediately. Engage in meaningful discussions with your course facilitator and fellow classmates through online forums and emails. (Participants must acquire Multiple Intelligences in the Classroom, 2nd Edition by Thomas Armstrong. There is no additional materials fee for this course.)

GEDU 683Discovering the Power of Live-Event Learning™
3 credits
Experience how incorporating real-life experiences — live events — into teaching serves as a platform for integrating academic curriculum with important life skills. Gain an understanding and practice the techniques of a facilitative leader while moving beyond simulations and hands-on learning to the concrete experience of Live-Event Learning™.

GEDU 684 Reading to Learn: Comprehension Instruction™
3 credits
Discover the best ways to help your students construct meaning from what they read. Examine scientifically based comprehension strategies and learn how to adapt them to your classroom and/or content area. Assess student progress and adjust your teaching to become more effective. Teachers will have access to an interactive CD-ROM and other resources to offer every student the opportunity to achieve at higher levels in all subject areas.

GEDU 684 Reading to Learn: Comprehension Instruction™
Online
3 credits
Discover the best ways to help your students construct meaning from what they read. Examine scientifically based comprehension strategies and learn how to adapt them to your classroom and/or content area. Assess student progress and adjust your teaching to become more effective. Use an interactive CD-ROM and other resources to offer every student the opportunity to achieve at higher levels in all subject areas. (Materials Fee: $40)

GEDU 685 Meaningful Activities to Generate Interesting Classrooms®
3 credits
Gain fi rsthand experience designing new and interesting activities that unlock the creative minds of students and teachers alike. Learn dozens of interactive and engaging learning activities along with methods to assess their value. Apply these strategies to all grade levels and teaching blocks.

GEDU 686 Teaching the Skills of the 21st Century®
3 credits
Learn how to incorporate real-life skills while teaching curriculum to prepare students for their occupations and lives. Explore alternatives for expanding strategies to present lessons and assess student progress. Computer access is needed to do assignments outside of class.

GEDU 688 Achieving Student Outcomes Through Cooperative Learning®
3 credits
Learn how to set up, monitor, and debrief group learning while teaching students interpersonal skills. Develop cooperative learning starters that immediately involve students in specific learning tasks. Explore techniques to develop group interdependence and methods to trouble shoot problems of group learning.

GEDU 689 Coaching Skills for Successful Teaching®
3 credits
Develop effective coaching and communication skills to build rapport among colleagues, create positive instructional change, and enhance self-esteem. Learn a prescriptive process for communicating with a colleague in a pre- and post-classroom observation. While observing instruction, become skilled at the use of six data collection instruments.

GEDU 691 Building Communication and Teamwork in the Classroom™
3 credits
Reach a new level of positive communication with strategies necessary to foster an emotionally engaging classroom where students are connected to school, learning, and one another. Specific strategies are provided in the following areas: teacher leadership, communication and listening, positive thinking and support, and team building.

GEDU 691 Building Communication and Teamwork in the Classroom™ Online
3 credits
Reach a new level of positive communication with strategies necessary to foster an emotionally engaging classroom where students are connected to school, learning, and one another. Specific strategies are provided in the following areas: teacher leadership, communication and listening, positive thinking and support, and team building. (There is no materials fee for this course.)

GEDU 692 Blended and Synchronous Learning Design™
Online
3 credits
Given the growth of online teaching and learning, educators look for way to incorporate best practices to meet the needs of all learners. This course focuses on two different formats for online learning environments: blended and synchronous. Participants will progress from defining these environments to the development process required, concluding with considerations for implementation of each.

GEDU 694 Teaching Through Learning Channels®
3 credits
Explore learning style preferences and develop brain-compatible strategies to address them through multisensory teaching. Discover how to address students’ basic motivational needs in a learning environment incorporating a variety of brain-compatible techniques.

GEDU 694 Teaching Through Learning Channels® Online
3 credits
Explore learning style preferences and develop brain-compatible strategies to address them through multisensory teaching. Discover how to address students’ basic motivational needs in a learning environment incorporating a variety of brain-compatible techniques. (There is no materials fee for this course.)

GEDU 699 Building Online Collaborative Environments™
Online
3 credits
Discover how online technologies including blogs, wikis, and podcasts improve student engagement and learning. Experience the web as a means of constructing new knowledge through conversation, networking, and collaboration. Explore web capabilities students can use to develop and enhance research and writing skills. (Participants must acquire Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson, published in 2006 by Corwin Press. There is no additional materials fee for this course.).

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