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Chair: Professor, Dr. Jean DesJardin
Graduate Director: Assistant Professor, Dr. Bess Van Asselt
Associate Professors: Dr. Laurie Kahn, Dr. Huijing Wen
Assistant Professor: Dr. Edward Nolan
Professor of Practice: Dr. Randy Ziegenfuss
Faculty Associates:  MaryJo Rosania-Harvie (Art), Robert LaRue (English); Carole Lutte (Music), Joanne McKeown (World Languages); Jaime Paxton (History); Nathan Shank (Mathematics); Kelly Krieble (Physics, General Science)
Adjunct Faculty: Rick Amato, Joseph Anthes, Emily Aragona-Young, Cyndi Baylis, Carolanne Carty, Natalie Chickey, Mary Colon, Daniel Cullen, Wendy Elvin-Thomas, Maria Eppolite, Jennifer Friedrich, Lynn Fuini-Hetten, Emily Laracy, Karen Lynn, Leah Naylor, Erin O’Conner, Amanda O’Donnell, Amanda Ortwein,
Gina Rakos, Luke Roan, Kailey Tedesco, Anthony Villani, John Wallaesa, Paul Walsh
Director of Field Experiences: Mrs. Kathy West

�鶹���� offers programs to prepare and certify students for careers in teaching from pre-K to grade 12. The University believes that a teacher is best prepared through a program that integrates the principles of liberal education with concentrations of study in an academic discipline and in teaching, combined with extensive field experience in the schools.

Moravian offers programs leading to Pennsylvania public school teacher certification in art (grades K-12), early childhood education (pre-K - grade 4), middle level education (grades 4-8), Spanish (grades preK-12), music (grades preK-12), special education, English as a Second Language, and five secondary education (grades 7-12) subject areas: biology, English, general science, mathematics, and social studies.

For currently certified Pennsylvania educators, the �鶹���� department offers advanced certification programs in the following areas: Reading Specialist, Supervisor of Curriculum and Instruction, and Principal licensure. The �鶹���� Department also offers endorsements for Autism specialists, Social, Emotional, Behavioral, and Wellness specialists, ESL program specialists, and online instruction. advanced reading specialists, principals, supervisors of curriculum and instruction, online instruction and special education. 

The �鶹���� Department offers a Masters of �鶹���� program that can be taken as a standalone or combined with the advanced certification and endorsement programs listed above. The Master of Arts in Teaching program offers initial licensure and advanced study at the graduate level for individuals who have already earned a bachelor’s degree.

Admission to the Program

Acceptance to �鶹���� does not guarantee that a student will be accepted into the teacher certification program. There is a two-step process for admission into this program. Students are strongly encouraged to complete Step 1 by the end of the sophomore year.

Step 1. For initial admission to the program, students must have: 

• 48 credit hours (12 course units).
• A 2.7 GPA. 
• 6 credit hours (1.5 units) of college-level mathematics. (These credits may be part of the initial 48 credits, and one unit can be met by the Learning in Common F2 requirement.)
• 3 credit hours in English composition and 3 credit hours in English literature. (These credits may be part of the 48 initial credits and can be met by the Writing 100 course or the First Year Seminar and the LinC M2 requirement.)
• A passing score on the PAPA (Pre-professional Academic Performance Assessment) in Reading, Writing, and Mathematics. 
• A successful stage 1 & 2 early field experience evaluation.
• U.S. citizenship or a declared intent to file for U.S. citizenship. (This requirement is mandated by the Pennsylvania Department of �鶹���� and applies to teachers of all subjects except world languages.)

Step 2. Students who intend to obtain teaching certification must make a formal application to the Teacher �鶹���� Committee. Applications must be submitted two semesters prior to the student-teaching semester, i.e., for fall student teaching, by December 1 of the preceding year; for spring student teaching, by April 15 of the preceding year. The committee approves applications on the basis of these criteria:

• Scholarship. Students must achieve all the following for admission to student teaching:
     3.0 overall GPA
     3.0 GPA in the academic major
     3.0 GPA in the professional education sequence
• Recommendation of the major department based upon the mastery of content knowledge in the academic discipline.
• Recommendation of the �鶹���� Department based on the mastery of pedagogical content knowledge and performance in successful stage 1 & 2 early field and stage 3 pre-student teaching experiences.
• Evidence of professional attitude and behavior will be considered in light of field experience evaluations, University faculty and staff assessment, disciplinary information from the Student Affairs Office, and other sources. Submission of a signed application to the Teacher Certification program is required and shall constitute consent for the Student Affairs Office to release all such information on file to the Teacher �鶹���� Committee.

After approval by the Teacher �鶹���� Committee, a student is expected to maintain minimum averages and continue to receive endorsements of the departments and offices involved. A student must meet all standards and complete prerequisite coursework prior to the student-teaching semester. 

A student who has been denied admission to the program (approval to student teach) may reapply for the following semester if criteria for student teaching have been met. In such circumstances, completion of certification requirements may involve extending the student's program if the requirements cannot otherwise be met. A student who wishes to challenge an action by the Teacher �鶹���� Committee may request a hearing and personal appearance before the committee. If not satisfied by the hearing, he or she may appeal to the Office of the Provost. 

Assignment of Advisors

All students interested in teacher certification should meet with the appropriate �鶹���� Department advisor.

• Early Childhood. Once the student has identified his or her primary major, a Declaration of Major form may be submitted to the registrar. Early childhood education certification candidates have two advisors. The primary advisor is a faculty member from the academic major; the secondary advisor is Jean DesJardin in the �鶹���� Department. Students will meet with their academic advisor as well as their Early Childhood advisor before registering for courses.
• Middle Level. Once the student has identified his or her primary major, a Declaration of Major form may be submitted to the registrar. Middle-level certification candidates have two advisors.  Students will meet with both advisors each semester before registering for courses.
• Secondary. Students interested in secondary certification should meet with an advisor early—in the freshman year, if possible. Once the student has identified his or her primary major and submitted a Declaration of Major form to the registrar, the student should consult with his or her advisor in the �鶹���� Department. The education advisor is the student's secondary advisor; the primary advisor is a faculty member from his or her academic major. The �鶹���� Department secondary education advisor will be assigned according to major. After the initial consultation, students should seek out (contact) the education advisors each semester before registering for courses.
• Art. Students interested in art certification should meet with MaryJo Rosania-Harvie in the Art Department
• Music. Students interested in music certification should meet with the Music Department each semester before registering for courses.
• Transfer students should arrange an appointment with the assistant dean for academic advising following their interview with the Admissions Office. Completed coursework, total Moravian equivalency units, and the criteria listed on the preceding pages will determine placement in the professional sequence.

Pennsylvania Department of �鶹���� (PDE) Required Testing for Teacher Certification

The Pennsylvania Educator Certification Tests (PECT)

Students in all Pennsylvania Instructional I teacher certification programs must successfully complete basic skills assessments in reading, mathematics, and writing. Currently, there are two testing options. You may take either the Pearson PECT Pre-service Academic Performance Assessment (PAPA) or the ETS Praxis Core Academic Skills for Educators (CORE) exams. Please consult test provider websites for additional information regarding test content, testing locations, and registration procedures. See: , select ‘tests’, then ‘PAPA’ and/or .

Students may qualify for exemption from the basic skills assessment exams based on their SAT or ACT scores. Please contact the �鶹���� Department regarding exemptions and other test-related questions you may have.

Candidates are encouraged to take the PAPA or CORE exams prior to or during the sophomore year. If not exempt, all teacher certification candidates will be required to pass these tests prior to admission into the teacher certification program and participation in any Stage 3 Field Experiences.

Content Area Exams

Early Childhood Candidates must also take The PreK–4 assessment which includes three modules. Examinees must take and pass all three modules to qualify for Pennsylvania teacher certification. Students are encouraged to print out the full-length practice test on the website to familiarize themselves with the testing format. Additional information is available at . Candidates applying for certification in art, music or world language (K-12 programs) must pass the Praxis II Fundamental Subjects: Content Knowledge test and the appropriate Praxis II subject test prior to being granted certification. Information on these tests is available at the �鶹����al testing Service website: .

Middle Level Candidates must pass the Pennsylvania Grades 4-8 Core Assessment: Pedagogy, English Language Arts and Social Studies, Mathematics and Science test prior to being granted certification. In addition, they must pass the appropriate Middle Level Subject Concentration (English 4-8, Mathematics 4-8, or Science 4-8) test(s). For complete information, see the �鶹����al testing Service website: .

Secondary Candidates must pass the appropriate Praxis II Content Knowledge Test prior to being certified. For complete information, see the �鶹����al testing Service website: . 

Secondary, middle level, World Language, art, and music education students are strongly encouraged to take the academic content test after they have completed the majority of courses for their major, generally in the fall of the senior year, but before student teaching in the spring term. 

The Pennsylvania Department of �鶹���� (PDE) periodically revises testing requirements. Students should consult regularly with their �鶹���� Department advisor and the for updates from PDE.

Because the �鶹���� �鶹���� Department must approve every student's certification, it is necessary to have test scores sent to the University. This is done on the examination's registration form.

The Commonwealth of Pennsylvania awards certification to candidates who have passed the required tests and who have been recommended by educational institutions with accredited, state-approved programs.

Field Experience

The purpose of the field experience is to provide students with appropriate classroom experiences at each level of their coursework. These experiences are meant to assist the student in determining whether teaching is an appropriate career choice. For those who decide to pursue teacher certification, field experiences will progress from stage 1 & 2 field experiences to stage 3 pre-student teaching to stage 4 student teaching. All field experience is directly related to material presented in the sequence of education courses. The �鶹���� Department's director of field experiences is responsible for securing all field placements. Students are required to secure their own transportation to and from field experience placements.

Cooperating teachers for field experiences hold appropriate certification and are selected for their willingness and ability to mentor, their excellence in teaching, their knowledge of teaching practice, and their devotion to the teaching profession. The cooperating teacher for any field experience provides a valuable opportunity for students to observe a teaching professional and participate in a classroom setting.

Students enrolling in a course that includes a field experience must complete and submit forms required by the Pennsylvania Department of �鶹����. Mandated documents need to be approved by Moravian's director of field experiences. These clearance documents include the FBI Federal Criminal History Record (Act 114), the Pennsylvania State Police Criminal Record Check (Act 34), and the Pennsylvania Child Abuse History Clearance (Act 151).  

The FBI Federal Criminal History Record fingerprinting process details are found at   The service code for education is 1KG6RT.

The Pennsylvania State Police Criminal Records Check (Act 34) clearance can be obtained by logging on to   and clicking on Submit a New Record Check (not Volunteers Only). 

The Pennsylvania State Police Criminal Records Check (Act 34) clearance can be obtained by logging on to and clicking on Submit a New Record Check (not Volunteers Only).

The Mandated Reporter Training and Certificate (ACT 31) while this free online training is not mandated by the state, it is required by many school entities and �鶹����. Training can be completed at

Some of these clearance documents take up to four weeks for completion, so students need to plan accordingly. Students who need to update their clearances or obtain initial clearances must submit original clearance documents to the �鶹���� Department in a digital format run by X Medius. Clearances must be uploaded to a personalized virtual which allows for the safe deposit of sensitive documents. Clearances will be reviewed and approved before students will be permitted to participate in field experiences. Please note that the last opportunity to add a course is by 4:00 P.M. on the last day of the drop/add period. The clearance documents must be valid for the entire academic semester the student is in a field experience. Students will be placed in field experiences only when all background checks indicate that no record exists. Information concerning how to obtain and submit these forms is available in the �鶹���� Department and on the �鶹���� Department website. In addition, the Pennsylvania Department of �鶹���� requires that all students participating in a field experience complete an (Arrest/Conviction Report and Certification Form) and Dress Conduct and Attendance Agreement.

Students in field placements must be tested for tuberculosis. An acceptable test must be administered not more than three months before the first day of any field experience. A form indicating negative results of the test must be signed by a nurse or physician and submitted to the �鶹���� Department prior to beginning a field experience. Students will not be allowed to start a field experience until all required documents have been reviewed and copied. Students should contact the Director of Field Experiences if they have questions regarding field experience

Stages 1 and 2 Field Experience: Observation and Exploration

The first level in the field-experience continuum is an opportunity for the student to become familiar with classroom teaching and responsibilities under extensive support and direction. The student is required to complete a minimum of 40 hours for each experience. This experience is the field component for the following courses:

Stage 3 Pre-Student-Teaching Experience

This is an opportunity for the student, before student teaching, to experience daily classroom activities as well and take responsibility for the planning and presentation of lessons. All certification candidates are required to complete a minimum of 150 hours. Pre-student-teaching is the field component for the following courses:

Early Childhood and Middle Level �鶹����

Secondary and World Language K-12 �鶹����

Art �鶹����

Music �鶹����

Stage 4 Student Teaching Experience

Student teaching is the culminating experience of the teacher-preparation program. Its purpose is to help the student develop into a competent professional. Student teaching is physically and psychologically exhausting, but it is also satisfying. It is a full-time commitment and will consume most of the student's time in the semester in which it occurs. It takes place under the supervision of qualified program faculty and cooperating teachers. Student teachers will have two experiences (different grades and different schools) over the semester. All placements are in Pennsylvania schools near the University. In addition to daily classroom experience, students are required to attend a weekly seminar with their University supervisors.

Courses associated with student teaching include:

Art �鶹���� Certification

Moravian offers a certification program in the teaching of art (K-12). Students complete a full major in art as described under the Art �鶹���� track. Students should take �鶹���� 100.2 in the fall or spring of the freshman year, �鶹���� 160 in spring of the freshman year, �鶹���� 230 fall of the sophomore year, �鶹���� 244 spring of the sophomore year, �鶹���� 163 in the fall or spring of the sophomore year, �鶹���� 340 fall of the junior year, �鶹���� 366.2 and 369.2 during the senior year, and �鶹���� 375-379 spring of the senior year.

All students interested in teacher certification are reminded that they must complete courses required for initial admission to the teacher certification program. Specifically, students must complete six credit hours (1.5 Moravian units) in mathematics as well as three credit hours in English composition and three credit hours in English literature.

Music �鶹���� Certification

Moravian offers a certification program in the teaching of music (K-12). The academic program is described under music. Students complete �鶹���� 100.2 in the first year of study. Students also complete �鶹���� 230 and �鶹���� 160 in separate semesters of the sophomore year and �鶹���� 244 in the spring of the sophomore year or in the junior year. Student teaching and the concurrent seminar (�鶹���� 375-377 and Music 374.2) are taken in the spring of the senior year.

All students interested in teacher certification are reminded that they must complete courses required for initial admission to the teacher certification program. Specifically, students must complete six credit hours (1.5 Moravian units) in mathematics as well as three credit hours in English composition and three credit hours in English literature.

Early Childhood �鶹���� Certification

Students seeking certification in early childhood education must complete a major of their choice as well as Moravian's program of general education (Learning in Common). If preferred, early childhood education certification candidates may complete a pre-approved interdisciplinary program, which is composed of either eight or nine course units. Students must select Mathematics 120 to fulfill the Learning in Common Quantitative Reasoning (F2) requirement. (Students pursuing early childhood certification who choose a major in math are exempted from this course and requirement.) Students also need an additional half-unit course in math. (Again, students majoring in math are exempted from this requirement.) In the multidisciplinary (M) categories, students must take either History 113 or 114 to fulfill the requirement in Historical Studies (M1); English 101, 102, 103, 104, or 105 to fulfill the Literature (M2) requirement; �鶹���� 160 to fulfill the Ultimate Questions (M3) requirement; and both �鶹���� 213.2 and 214.2 to complete the Aesthetic Expression (M6) requirement. Early childhood candidates must complete an M4 or M5 (but not both), which may be a part of the major. The requirement not completed – M4 or M5 – is waived. In addition, early childhood candidates must complete only one of the Upper-Division (U) categories, which may be a part of the major.

Early childhood education certification students must complete the professional sequence in early childhood education:

EDUC 160 is a prerequisite and EDUC 210 is a co-requisite for EDUC 244. A lab science (F4) course with a grade of C or better is required prior to enrolling in �鶹���� 323. Mathematics 120 with a grade of C or better is the prerequisite for �鶹���� 322, and an American history course with a grade of C or better is the prerequisite for �鶹���� 324.

Early Childhood English as a Second Language (ESL) Certification

All above courses are required for the ECE Certification (PreK-4). Additionally, the following courses are required for the English as a Second Language major and certification (PreK-12):

EDUC 410.3 (= graduate 670) Language Acquisition and Development
EDUC 411.3 (= graduate 671) ESL Curriculum and Instruction
EDUC 412.3 (= graduate 672) ESL Learner and Community
EDUC 413.3 (= graduate 673) ESL Assessment and Support
EDUC 414.3 (= graduate 674) ESL Program Specialist

Middle Level �鶹���� Certification

Students seeking certification in middle level education (grades 4 through 8) must complete a major in mathematics, general science, English, history, or historical studies, or they may complete a pre-approved interdepartmental major in mathematics/general science, mathematics/English, or general science/English. See the Interdisciplinary Programs section for specific requirements for majors in general science and historical studies and for pre-approved interdepartmental majors. Students must also complete the Moravian's program of general education, Learning in Common. Students must select Mathematics 120 to fulfill the requirement in Quantitative Reasoning (F2) and Environmental Science 112 to fulfill the lab science requirement (F4). (Students majoring in mathematics, mathematics/general sciences, or mathematics/English are exempted from taking Mathematics 120. Students majoring in mathematics may substitute Physics 111 for Environmental Science 112.) In the Multidisciplinary (M) categories, students must take History 113 to fulfill the Historical Studies (M1) requirement; �鶹���� 131 to fulfill the Literature (M2) requirement; �鶹���� 160 to fulfill the Ultimate Questions (M3) requirement; Political Science 110 to satisfy the Economic, Social, and Political Systems (M4) requirement; and Interdisciplinary 110 to fulfill the Cultural Values and Global Issues (M5) requirement. The Aesthetic Expression (M6) requirement is waived for these students. In addition, middle level education students must complete one of the two Upper-Division (U) categories, which may be a part of the major; the other is waived.

Middle level education students must complete the professional sequence in middle level education:

EDUC 160 is a pre-requisite and EDUC 230 is a co-requisite for EDUC 244. Environmental Science 112 with a grade of C or better is the prerequisite for �鶹���� 331. Mathematics 120 with a grade of C or better and Mathematics 107 are prerequisites for �鶹���� 332. (Both Mathematics 107 and 120 are waived for students majoring in mathematics, mathematics/general science, or mathematics/English.) History 113 with a grade of C or better, Political Science 110, and Interdisciplinary Studies 110 are prerequisites for �鶹���� 330. Students must pass the reading, writing, and mathematics PAPA exams prior to enrolling in any stage 3 pre-student teaching course. These exams should be taken in the freshman year.

All students interested in teacher certification are reminded that they must complete courses required for initial admission to the teacher certification program. Specifically, students must complete six credit hours (1.50 Moravian course units) in mathematics as well as three credit hours in English composition and three credit hours in English literature.

Secondary �鶹���� Certification

�鶹���� offers teacher certification programs in the following areas of secondary education (grades 7-12 unless otherwise noted): Biology, Chemistry, Citizenship �鶹���� (formerly Social Studies), English, French (K-12), General Science, German (K-12), Latin (K-12), Mathematics, Physics, Social Studies, and Spanish (K-12). 

The programs of study leading to these certificates are described under the appropriate departmental headings in this catalog. Individual program descriptions also are available through the �鶹���� Department. See the sections on science education and historical studies for descriptions of general science and social studies programs, respectively. Students are advised to complete �鶹���� 160 and �鶹���� 230 in the sophomore year. (They must be taken in separate semesters.) �鶹���� 340 usually is taken in the fall term of the junior year and �鶹���� 360-365 in the fall term of the senior year. �鶹���� 140.2 and 244 should be taken any semester prior to student teaching. Student teaching (�鶹���� 375-378) occurs in the spring term of the senior year. 

All students interested in teacher certification are reminded that they must complete courses required for initial admission to the teacher certification program. Specifically, students must complete six credit hours (1.5 Moravian units) in mathematics as well as three credit hours in English composition and three credit hours in English literature.

Spanish Language and Culture for Educators Certificate

The 4-course Spanish Language and Culture for Educators certificate program offers a comprehensive and practical overview of the Spanish language for immediate implementation in schools. It also attends to how language and Hispanic/Latinx culture combine in cross-cultural communication in a K-12 context. The first three courses of the program will focus on using the Spanish language so that educators can reach a novice-high to low-intermediate Spanish proficiency level. Along the way, students will build their capacity to interact with Spanish speakers in their school communities. The final course will leverage this practice in a culminating experience where educators and other professionals will apply their knowledge of language and culture in a variety of school and community environments.

• SPAN 512 Spanish for Educators I
• SPAN 513 Spanish for Educators II 
• SPAN 514 Spanish for Educators III
• EDUC 515 Spanish Language, Culture, and Community for Educators

Special �鶹���� and English as a Second Language Certification

Students pursuing teacher certification in early childhood, middle level, or any secondary (7-12) or K-12 certification area listed above, and who maintain an academic record above the minimum requirements for certification (in the major, in education courses, and overall) may request permission to pursue an additional certificate in special education or English as a second language (ESL).  Students approved for ESL supplemental certification enroll in a set of five additional graduate courses offered for advanced undergraduate students:

•    EDUC 410.3 ( = graduate 670) Language Acquisition and Development
•    EDUC 411.3 ( = graduate 671) ESL Curriculum and Instruction
•    EDUC 412.3 ( = graduate 672) ESL Learner and Community
•    EDUC 413.3 ( = graduate 673) ESL Assessment and Support
•    EDUC 414.3 ( = graduate 674) ESL Program Specialist

�鶹���� is an approved program provider for a stand alone PreK-12 Special �鶹���� Certification. Our program effectively integrates all PDE competencies throughout, giving students ample opportunities to apply their knowledge in field experiences embedded and connected to their coursework and assignments. Furthermore, the mission of the education department is to develop professionals who become educational leaders because they think and act critically in a collaborative environment.  Our curriculum centralizes a commitment to diversity, equity and inclusion by engaging students in reflective practice and inquiry. This, along with learning and utilizing research-based teaching practices and innovative technology, ensures that our program candidates are ready to teach and embrace students in a variety of different classroom contexts. 

• EDUC 534 Including Students with Disabilities (Summer II)
• EDUC 626 Comprehensive Literacy Practices (Fall I)
• EDUC 617 Special �鶹���� Identification and Intervention (Fall II)
• EDUC 618 Effective Inclusionary Practices (Winter Interim)
• EDUC 610 Differentiating Instruction (Spring I) 
• EDUC 624 Educating Students with Disabilities (Spring II) 
• EDUC 670 Language Acquisition and Development (Summer I) 
• EDUC 623 Special �鶹���� Processes and Procedures (Summer I) 
• EDUC 660 Literacy Resistance in Secondary Schools (Summer II) 
• EDUC 676 Literacy Assessment and Evaluation (Summer II) 
• EDUC 570 Seminar in Early Childhood �鶹���� and Special �鶹���� (Fall) 
• EDUC 575-7 12-weeks of student teaching with supervision (Fall)

Full course descriptions are available from the �鶹���� Department.  Please note that students who complete these courses at the undergraduate level may not count these same courses towards a graduate degree at �鶹����, but they may count these same courses towards certification.

The Major in Early Childhood �鶹���� - English as a Second Language

�鶹����’s Early Childhood �鶹���� - ESL program allows qualified students to earn dual certification in early childhood education (Pre-K-4) and ESL (Pre-K-12) within a four-year degree program.  It is not possible to study ESL without the early childhood education program in an undergraduate program.  Acceptance into the program follows the same acceptance criteria as all other certification programs at the university as stated below:

Acceptance to �鶹���� does not guarantee that a student will be accepted into the teacher certification program. There is a two-step process for admission into this program. Students are strongly encouraged to complete Step 1 by the end of the sophomore year.

Step 1. For initial admission to the program, students must have:

• 48 credit hours (12 course units).
• A 2.7 GPA.
• 6 credit hours (1.5 units) of college-level mathematics. (These credits may be part of the initial 48 credits, and one unit can be met by the Learning in Common F2 requirement.)
• 3 credit hours in English composition and 3 credit hours in English literature. (These credits may be part of the 48 initial credits and can be met by the Writing 100 course or the First Year Seminar and the LinC M2 requirement.)
• A passing score on the Basic Skills Test (PAPA - Pre-professional Academic Performance Assessment or Core Academic Skills for Educators) in Reading, Writing, and Mathematics. **This has been waived for 3 years as per PDE from 7/8/2022 to 7/8/2025.  
• A successful stage 1 & 2 early field experience evaluation.

U.S. citizenship or a declared intent to file for U.S. citizenship. (This requirement is mandated by the Pennsylvania Department of �鶹���� and applies to teachers of all subjects except world languages.) Step 2. Students who intend to obtain teaching certification must make a formal application to the Teacher �鶹���� Committee. Applications must be submitted two semesters prior to the student-teaching semester, i.e., for fall student teaching, by December 1 of the preceding year; for spring student teaching, by April 15 of the preceding year. The committee approves applications based on these criteria: Students must achieve all the following for admission to student teaching: 3.0 overall GPA; 3.0 GPA in the academic major and 3.0 GPA in the professional education sequence.

ECE PreK-4 Certification Required Courses 

• EDUC 100.2 Introduction to Second Language Learners                          
• EDUC 160    Culture, Community, and Diversity: Intro to Critical    
• EDUC 244    Including Students with Disabilities                              
• EDUC 210    Child Development and Cognition                                                                                           
• EDUC 211    Child Development and Cognition II                                                                                         
• EDUC 312    Data Driven Assessment                                                                                                                  
• EDUC 321    Language Arts for Children PreK-4                                                                                          
• EDUC 322   Math Thinking PreK-4                                                                                                                 
• EDUC 323    Scientific Reasoning PreK-4                                                                                                           
• EDUC 324    Social Studies PreK-4                                                                                                                  
• EDUC 358.2   Pre-student teaching seminar w/75 hours field work                                                         
• EDUC 359.2  Pre-student teaching seminar w/75 hours field work                                                          
• EDUC 370      Student Teaching Seminar                                                                                                         
• EDUC 375-377  Student Teaching (full semester w/two placements)

ESL PreK-12  Certification Required Courses       

• EDUC 410.3 Language Acquisition and Development                                                                           
• EDUC 411.3 ESL Curriculum/Instruction (w/10 hours class assignments in Stage 3 field placement - Junior year)
• EDUC 412.3  ESL Learner, Family, & Community (w/10 hours class assignments in Stage 3 field placement – Junior year) 
• EDUC 413.3 ESL Assessment and Support (w/10 hours class assignments in Stage 3 field work - Senior year                           
• EDUC 414.3 ESL Specialist/Capstone  (+40 hours field work in ESL classroom - Senior year)

Special �鶹���� Required Courses                                                                                                 

• EDUC 420.3       Differentiating Instruction or EDUC 422.3 Effective Inclusionary Practices 

Other Special �鶹���� and SLP concentration elective courses (Choose 2)                                      

• EDUC 425.3         Comprehensive Literacy Pre-K to 4                                                                                       
• EDUC 426.3          Literacy and Resistance  Grades 5-12                                                                   
• HLTR 253 A         Phonetics and Phonology                                                                                                              
• HLTR 354 A         Clinical Linguistics   

Supporting Controlled Elective Courses (Choose 2 courses)    ​�ċ�ċ�ċ�ċ�ċ

• SOC/ANTH 113 Cultural Anthropology
• SOC  115 Introductory Sociology
• SOC 258 Power & Conflict     
• SOC 355, Sociology of Gender
• SOC 357. Racial and Ethnic Inequality.                              
• COM 111 Human Communications

The Major in Early Childhood Special �鶹����

Moravian's Early Childhood Special �鶹���� program allows qualified students to earn dual certification in early childhood education (Pre-K to grade 4) and special education (Pre-K to grade 8) within a four-year degree program.  It is not possible to study special education without the early childhood education program. 

The following courses comprise the Early Childhood Special �鶹���� major:  

• EDUC 244 Including Students with Disabilities  (Grade of C or better required)
• EDUC 410.3 Language Acquisition and Development 
• EDUC 420.3 Differentiating Instruction 
• EDUC 421.3 Special �鶹���� Identification and Intervention 
• EDUC 422.3 Effective Inclusionary Practices
• EDUC 423.3 Special �鶹���� Processes 
• EDUC 424.3 �鶹���� Students with Disabilities and Exceptionalities 
• EDUC 425.3 Comprehensive Literacy Pre K to 4 Writing Intensive Course 
• EDUC 426.3 Literacy and Resistance/Secondary Schools 
• EDUC 427.3 Literacy Assessment and Evaluation
• MATH 120 Mathematics for Teaching I
• PSYC 120 Introduction to Psychology
• SOC 113 Cultural Anthropology or SOC 115 Introductory Sociology

In addition, students complete all of the courses listed for the Early Childhood Certification Program:  �鶹���� 100.2, 160, 210, 211, 213.2, 214.2, 216, 218.2, 222, 321, 322, 323, 324, 358.2, 359.2, 370, 375, 376, and 377.  Students also complete the normal Learning in Common Curriculum.

Special �鶹���� PreK-12 certification (ten courses listed below) are as a stand-alone certification (approved by PDE in August 2020).  

• EDUC 244  Including Students with Disabilities 

• EDUC 410.3 Language Acquisition and Development
  EDUC 420.3 Differentiating Instruction
  EDUC 421.3  Special �鶹���� Identification and Intervention
  EDUC 422.3  Effective Inclusionary Practices 
  EDUC 423.3  Special �鶹���� Processes and Procedures
  EDUC 424.3  Educating Students with Disabilities and Exceptionalities
  EDUC 425.3  Comprehensive Literacy Pre-K to 4
  EDUC 426.3  Literacy and Resistance/Secondary Schools
  EDUC 427.3  Literacy Assessment and Evaluation

The Minor in �鶹����

The minor in education for students not seeking teacher certification consists of five course units: �鶹���� 230, 210, or 211; �鶹���� 160; �鶹���� 244; and two additional course units in education, selected with the advisor's approval. Students seeking certification in one or more of the approved areas of secondary education will have a minor in education if they complete the requirements for certification.

Interdepartmental Majors Including �鶹����

Students whose personal objectives include study in education without teacher certification may develop an interdepartmental major with a Set II concentration in education. Such programs must be developed and approved by the Interdisciplinary Programs Committee as outlined under interdepartmental majors in the educational programs section of this catalog.

The Master of �鶹���� in Curriculum and Instruction (M.Ed.)

The �鶹���� Department offers a Master of �鶹���� degree in curriculum and instruction for practicing teachers. Courses are available to all certified teachers and may be taken as part of the larger M.Ed. program, to satisfy Act 48 requirements, or simply for intellectual and professional enrichment. Advanced Pennsylvania certification options are also available in ESL, reading, the principalship, supervisor of curriculum and instruction, and special education.  30 graduate credits.

First Year

• 4 electives of choice (many students will opt to join the Autism Endorsement, Spanish Language and Culture for Educators, Social Emotional and Behavioral Wellness or English as  Second Language track) 

Second Year

• Fall I: EDUC 504 Historical and Theoretical Foundations of �鶹���� 
• Fall II: EDUC 506 Teacher as Researcher 
• Winter Interim: EDUC 701 Writing a Review of �鶹����al Research 
• Spring I: EDUC 702 Reflective Practice Seminar
• Spring II: EDUC 704 Action Research Thesis
• Spring: EDUC 705 Action Research Thesis

Master of Arts in Teaching (M.A.T.)

The Master of Arts in Teaching (M.A.T.) programs from �鶹���� are designed for those who seek both an initial teaching certification and a master’s degree. The M.A.T. programs provide you with the skills you need to teach in your chosen area along with advanced graduate level coursework that will allow you to refine your research and critical thinking skills. Each program is rich with the theoretical and practical concepts that you will need to be a reflective, inclusive and successful teacher. 

Our programs include initial certification and a master’s in Secondary �鶹���� (English, Math, Social Studies, General Science, and Biology), Early Childhood �鶹����, Music �鶹���� and Art �鶹����. �鶹���� offers small class sizes so that students receive the quality education and support that they need to prepare for their teaching journeys. Students in their M.A.T. program of choice will also have ample opportunities to be immersed in the field where they will gain experience in a variety of classroom sites. Working with a qualified cooperating teacher, students will get a chance to try new and innovative teaching techniques and become acquainted with classrooms across the Lehigh Valley. Paired with coursework, your field experiences will prepare you to be a competitive candidate.

PK-12 Principal Certification

The PK-12 Principal Certification program at �鶹���� is a dynamic and comprehensive program designed to prepare future educational leaders for transformative leadership roles in PK-12 settings, specifically the school principalship. Integrating courses in leadership foundations, leadership for learning, organizational dynamics, inclusive education, and a capstone project, this program equips students with the skills needed for ethical and effective leadership. Fully aligned with the Pennsylvania Department of �鶹���� (PDE) requirements, the program meets all criteria for the Administrative I certification, ensuring graduates are ready to excel in educational leadership roles across Pennsylvania.

The Required Courses are as follows:

EDUC 683: Foundations of �鶹����al Leadership 
EDUC 684: Organizational Leadership 
EDUC 685: Leadership for Learning 
EDUC 686: Leading Diversity
EDUC 687: �鶹����al Leadership Capstone 

Social Emotional and Behavioral Wellness (SEBW) Endorsement Program

The SEBW Endorsement Program is a Pennsylvania Department of �鶹���� approved add-on endorsement teacher certification to an existing Level I or Level II certification. The endorsement certification is intended to improve a candidate’s attitudes and skills in working with children/ young adults who have social-emotional and/or behavioral needs in inclusive classrooms and community settings and their families.

Post-Baccalaureate Spanish Certification PreK-12 

Our MAT: Spanish K-12’s mission is to prepare professionals who understand that pedagogical choices grow from a deep understanding of the study of world languages and cultures and also the unique needs of all learners, honoring the diverse students in our classrooms and the larger community being served. Further, in keeping with the national standards of the five C’s, the mission of the world language education program is to prepare world language teachers to teach students how to 1) to communicate in languages other than English, in written and spoken form, 2) to understand perspectives, and products of other cultures, 3) to compare the target language to one’s native tongue so as to develop insight into the general nature of linguistic communication, 4) to develop ease in participating in multilingual communities at home and around the world. Starting with these four principles and mindfulness of student profiles, candidates construct standards-based plans that are grounded in a study of best practices as defined by research, models of excellence in the field, and creative and ever-dynamic thought. Candidates understand that this reflective practice continues—and, in fact, defines—ones entire career.

Post-Baccalaureate Special �鶹���� PreK-12 

�鶹���� is an approved program provider for a stand-alone PreK-12 Special �鶹���� Certification. Our program effectively integrates all PDE competencies throughout, giving students ample opportunities to apply their knowledge in field experiences embedded and connected to their coursework and assignments. Furthermore, the mission of the education department is to develop professionals who become educational leaders because they think and act critically in a collaborative environment.  Our curriculum centralizes a commitment to diversity, equity and inclusion by engaging students in reflective practice and inquiry. This, along with learning and utilizing research-based teaching practices and innovative technology, ensures that our program candidates are ready to teach and embrace students in a variety of different classroom contexts. With the addition of a rigorous capstone course, students pursuing the Prek-12 Special �鶹���� Certification can also get their Master of Arts in Teaching in Special �鶹����. 

Doctor of �鶹���� (Ed.D.) in Transformational Leadership

Responding to the needs of progressive educators looking to advance local educational transformation, �鶹���� offers a Doctor of �鶹���� (Ed.D.) Degree in Transformational Leadership to prepare scholar-practitioners to thrive in current educational contexts while reimagining and redesigning for a future of equitable, human-centered systems.

The 56-credit hybrid, cohort-based program welcomes curious and committed applicants into the learning community in these areas: PK-12 school leaders, PK-12 teacher leaders, higher education leaders, and chief learning officers in non-profit and for-profit organizations. 

The program, including the action research-based Dissertation of Practice, is typically completed in 26 months. Throughout the program, learners intricately weave both scholarship and practice––learning is personalized, relevant and contextualized. The program begins with a two-week summer residency on the campus of �鶹���� in historic Bethlehem, Pennsylvania. For the remaining terms of year one, learning is conducted virtually, using both synchronous and asynchronous formats. Year two begins with another two-week residency with the remaining year two terms again conducted virtually. The program concludes with a final two-week summer residency and public exhibition with a focus on the Dissertation of Practice.

The �鶹���� Doctor of �鶹���� program is built on a strong foundation of beliefs and values:

• Learning experiences, community, products and exhibitions are a fractal of the transformed world we seek to create.
• Learning experiences are co-directed with learners.
• All learning community members are considered leaders, teachers and learners; they design and lead for what the learning community needs, practicing deep democracy.
• The learning community lives with this paradox: the more complex a context/future possibility appears, the less traditional directional leadership it needs.
• The learning community prioritizes gifts/assets over deficits/problems.
• The learning community focuses on future possibilities, not current problems. Future possibilities are restorative, not retributive.
• The various paths to future possibilities are already in the community; the learning community creates the conditions for possibilities to emerge.
• Members of the learning community are active agents of inquiry and change. Visceral experiences lead to sustainable learning and outcomes (reframing mindsets and practice). This is learning in action.
• Location is a part of the learning experience (Lehigh Valley/Bethlehem) when on campus. The home base work learning environment serves as the learning context when off campus.
• Learning is open-walled; learning in practice is acknowledged.

�鶹����al leadership programs are on the cusp of an evolution, and the Doctor of �鶹���� Program at �鶹���� is uniquely designed to lead the field into a new era.

Culminating Dissertation of Practice Definition: 

The Dissertation of Practice is a scholarly endeavor focused on a complex problem of practice with the potential to result in improved understanding, experience and outcomes in the student’s professional practice. The work begins with the student identifying an education-related problem along with its organizational and historical context. Using theory and evidence to ask the most relevant questions, students will diagnose, research potential solutions, and develop recommendations to address the problem of practice. Since the Dissertation of Practice is grounded in action research, the student will engage in numerous iterative cycles of inquiry, interventions, data gathering and analysis to best address the problem of practice.

The Dissertation of Practice will culminate in a written document, structured similarly to the traditional dissertation, that reports on the extended research journey. The document will be stored on �鶹����’s library similar to the way our M.Ed. students upload and store their master’s thesis. 

• The work includes a problem statement and framing of the approach, which establishes the rationale and significance of the work.
• The current literature is used as a foundation for the work and approach at key points: framing the problem, synthesizing what is known about the problem, and informing the solutions and implications of the work.
• The work is systematic and represents significant effort.
• The product represents a contribution to transformational leadership practice.
• The product and process serve as an opportunity for the student to demonstrate the ability to apply theory and research to solving or informing an educational problem.
• The work demonstrates the ability to present ideas and arguments and evidence in a logical, systematic, and coherent fashion in both written and oral formats.

Required Courses

• EDD 801 Becoming an Objector (4 credits)
• EDD 800 Becoming a Transformational Leader: The Building Blocks (6 credits)
• EDD 801 Becoming an Objector (4 credits)
• EDD 802 Transforming the Dissertation Process (4 credits)
• EDD 803 Reflecting on Myself as a Transformational Leader (2 credits)
• EDD 804 Becoming an Inventor (4 credits)
• EDD 805 Understanding Action Research Traditions (4 credits)
• EDD 806 Becoming a Curator (4 credits)
• EDD 807 Establishing my Dissertation of Practice Plan (4 credits)
• EDD 808 Becoming a Storyteller (4 credits)
• EDD 809 Implementing my Dissertation of Practice Plan (4 credits)
• EDD 810 Reflecting on My Transformational Journey (2 credits)
• EDD 811 Becoming a Stronger Practitioner/Researcher (4 credits)
• EDD 812 Concluding my Dissertation of Practice Plan (4 credits)
• EDD 813 Sharing our Story: Transforming Ourselves, Our Practice and Our Communities (6 credits)

Undergraduate Courses in �鶹����

Note: Students must complete all foundation (100 level) courses with a grade of C or better in order to continue taking upper level courses. All 100-level courses require an early field experience. They may not be taken in the same semester. �鶹���� 160 (all certification students) or 230 (for middle level, secondary, art, music, and world language certification students) should be taken in the spring of the first year. The other course should be taken in the fall or spring of the sophomore year. Students in early childhood or middle level certification programs should take �鶹���� 100.2 in their first term of study at the University.

In addition, all 200-level education courses have a prerequisite of a minimum overall grade point average of 2.70 for enrollment.

EDUC 100.2. Introduction to �鶹���� of English Language Learners. Students will learn basic principles, issues, and strategies for English language teaching. This course will be an introduction to the challenges of teaching English learners and offers a comprehensive overview of learning theories and teaching strategies. Attention will be given to such controversial topics as the influence of culture on schooling, the cultural practices of schooling, and the sociopolitical context of education. Students will learn clear models of strategic teaching leading to students' success. Fall.

EDUC 131. Young Adult Literature. Introduces students to reader response, socio-cultural, and New Historicist lenses for making meaning of a variety of traditional and emerging texts from the amorphous body of American literature written specifically for young adults. As participants examine classic and contemporary young adult texts, they construct blogs, wikis, and a literary analysis essay with hyper-textual links to articulate a philosophy for the inclusion of young adult literary texts in the secondary school curriculum, both individually and in tandem with canonical texts. (M2) Spring.            

EDUC 140.2. Computer Technology in the Classroom. Instructional use of word processors, spreadsheets, databases, graphics packages, games, simulations, Web authoring programs. The Internet as a teaching/learning resource. Students will design lesson plans and demonstrate proficiency with technology specific to their academic disciplines. Two 2-hour periods. 

EDUC 158.2. Early Field Experience. Designed for students who need stage 1 & 2 early field experience in the K-12 classroom before stage 3 pre-student teaching. Students will be supervised by a teacher in a local school and spend a minimum of 40 hours in the classroom. They also will meet weekly for seminar with education faculty. Minimum of one education course taken at Moravian and permission of department chair required. Clearances and other documents for fieldwork required.

EDUC 160. Culture, Community, and Diversity: Introduction to Critical Teaching. Through field experience, reading, discussion, and intensive writing, students in the course will explore the diversity affecting their teaching, both within their classroom and within the broader community from which their students come. This examination will be both contemporary and historical. They will examine many forms of diversity, but in particular will examine how teachers need to consider language, culture, multiple intelligences, and learning styles in their work with diverse learners, including English language learners and students with disabilities. The course is unified through philosophical exploration of critical pedagogy, including the work of Paulo Freire and through the ethical issues related to teaching. (M3) Two 70-minute periods. 40-hour field experience. Clearances and other documents for fieldwork required. Fall and Spring.

EDUC 210. Child Development and Cognition I: Pre-natal to Five. This course is devoted specifically to child development from pre-birth to age five. This course will begin with an overview of child study in contemporary contexts and the role teachers play in early childcare settings. Major developmental theories will be addressed as they relate to physical and motor, social and emotional, and cognitive domains. The course will also focus on the application of knowledge to teaching and working with very young children and their families. Strategies and activities will be learned to work with young children from diverse populations. The concepts will be foundational for all of the courses in early childhood education. Prerequisites: GPA of 2.70, �鶹���� 100.2 and 160. 40-hour field experience. Clearances and other documents for fieldwork required. Fall.

EDUC 211. Child Development and Cognition II: Six to Nine Years. This course is a continuation of the study of development of young children from six through nine. This course will begin with research and contemporary issues in learning and teaching. Major developmental theories as they relate to physical and motor, social and emotional, and cognitive domains will be addressed. It will also focus on the application of knowledge to teaching and working with early school-age children. Strategies and activities will be learned. The concepts will be foundational for other courses in early childhood education. Prerequisites: GPA of 2.70, �鶹���� 100.2 and 160. 40-hour field experience. Clearances and other documents for fieldwork required. Spring.

EDUC 213.2. The Arts in �鶹����. This course examines why art experiences are valuable in young children’s development and how to incorporate meaningful art activities across the preK-4 curriculum. Students in this hands-on class will make process-based artworks using a variety of art materials and learn how to adapt art instruction to ensure all children succeed, including diverse learners such as ELL’s and children with disabilities. (Note: In combination with �鶹���� 214.2, this course fulfills the Learning in Common M6 requirement.) Prerequisites: GPA of 2.70. Prerequisite or Co-requisites EDUC 100.2, EDUC 160. Fall and spring. 

EDUC 214.2 Music and Movement. This course presents the comprehensive, current professional research on music and movement while providing links between theory and practice. Students will also learn about a young child’s physical and psychological health and safety. The role of the family and diversity will also be discussed. Pennsylvania’s standards for the arts and humanities will also be addressed. (Note: In combination with �鶹���� 213.2, this course fulfills the Learning in Common M6 requirement.) Prerequisites: GPA of 2.70, �鶹���� 100.2 or 160. Fall and spring.

EDUC 216. Early Childhood �鶹���� Theories, Practices, and Family Partnerships. This course presents a broad foundational overview that focuses on the concepts and issues of early childhood education. Students will develop a historical perspective as well as a contemporary view of issues and public policies. Theories of learning and development, which are applied in practice, will be explored along with new directions in cognitive development. The concepts of High Scope and Reggio Emilia programs are examples of the many being analyzed. Other topics such as family and community involvement, technology, guidance, play, assessment, diversity, special needs, ethics, and developmentally appropriate practices will be explored. Prerequisites: GPA of 2.70; �鶹���� 100.2 and 160. Spring.

EDUC 218.2. Movement, Health, and Safety �鶹���� for Young Children. This course is designed to inform future early childhood classroom teachers, as movement educators, about the discipline of physical education and the role they can play in producing physically active and healthy, safe children. Specific attention will be given to motor skill and movement concepts and strategies, techniques, and approaches that teachers can use to lay the foundation for healthy practices in children. Prerequisites: �鶹���� 100.2 or 160; GPA of 2.70; no freshmen (sophomore standing or higher). Fall/Spring.

EDUC 222. Emerging Language and Literacy, Pre-K to 4th Grade. The course begins with a brief overview of the recent key national policies and initiatives that have impacted the teaching of literacy from birth to kindergarten. Students will learn key aspects of language and literacy that will promote early reading success in preschool and childcare settings. They will be able to apply their learning into practice with a field experience. Students will expand their knowledge of the initial reading instruction practices that develop real readers. Students will also learn ways of preventing reading difficulties through developmental interventions. Assessment methods always inform programs so students know if a child is making process in reading-related skills and early reading. Students will also learn how to work with parents and policymakers who always influence early learning programs and who make decisions regarding early reading instruction. Co-requisite: �鶹���� 211. Prerequisite: �鶹���� 100.2 and 160; GPA of 2.70. Clearances and other documents for fieldwork required. Fall

EDUC 230. Student Development and Instructional Design. The purpose of this course is to introduce pre-service teachers to the most current and effective principles for teaching students from fourth grade through high school. Cognitive, social, emotional, and physical developmental issues are examined in the context of effective classroom instruction. 40-hour field experience. Clearances and other documents for fieldwork required.

EDUC 232.2. Interventions for Middle Level Learners. The purpose of this course is threefold. First, it is to prepare the pre-service teacher to develop an inclusive learning environment, which specifically addresses the needs of the middle school learner. Second, it is to design and implement research-based interventions and instructional strategies, which address the needs of the middle school learner. These strategies/interventions will be based on accurate interpretation of assessment data, content knowledge, and understanding of the students' abilities and diversity. Third, it is to prepare the pre-service teacher to evaluate the effectiveness of the instructional strategies and interventions and adjust them as needed to promote ongoing student success. Topics will include but are not limited to, strategies specific to the diverse learner, collaboration techniques, research-based strategies and interventions, Response to Intervention, the Systematic Approach for Assessing/Accessing the Learning Environment (SAALE), data collection and monitoring techniques, variables that influence student success, assistive technology, differentiated instruction and the Universal Design for Learning. Prerequisites: GPA of 2.70; �鶹���� 100.2, 230, 160, 140.2, and 244. Fall. 

EDUC 244. Including Students with Disabilities. This course is designed to familiarize students with current issues regarding special education services as they relate to students with disabilities, their families, and general education, the social model of disability, a historical perspective of special education services, special education laws and regulations at the federal and state levels, federal and state definitions, inclusionary practices, and research-based methodologies. Prerequisites: �鶹���� 160; Co-requisite �鶹���� 230 or 210; GPA of 2.70; sophomore standing or higher. Fall and spring. 

EDUC 250. Art and Child Development. This is an introduction to the artistic development of children and adolescents and ways in which children’s cognitive, social, physical, and emotional growth affects this development. Students learn how developmental theories are applied to educational contexts. This class meets requirements for the Pennsylvania Department of �鶹����, including teaching instructional strategies for making Accommodations and Adaptations for Diverse Learners in Inclusive Settings and English Language Learners. (M6) 

EDUC 312. Data Driven Analysis and Decision Making in Early Childhood �鶹����. This comprehensive course shows assessment as a process early childhood educators use to improve instruction and ensure learning. It will provide students with the most current research, best thinking and practical guidance to integrate assessment with effective teaching. Students will learn how to interpret and use many forms of assessment that will inform learning for educators, parents, learners, and accountability requirements. Assessment is a comprehensive, reliable, and valid data-driven analysis that paves the way for meaningful, relevant, and engaging learning opportunities for children. Prerequisites: GPA of 2.70, EDUC 100.2,  EDUC 160, EDUC 211 and EDUC 244. 40-hour field experience. Clearances and other documents for fieldwork required. Fall.

EDUC 321. Language Arts for Children, Pre-K to 4th Grade. An introduction to the literacy process as it relates to children in the primary grades, kindergarten to fourth grade. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active participation, and classroom experience. This course includes reviews of current theory and research in language acquisition, cognition, and literacy. Literacy incorporates reading, writing, speaking, listening, and visual representation. Responding to literature, reading comprehension, fluency, word identification strategies, phonics, and language systems along with phonemic development and assessment forms will be a significant part of this course. This course also emphasizes the incorporation of technology and information management. Comprehensive literacy programs, including basal reading materials, will be surveyed. Inherent in the scope of the course is the nature of linguistics, learners’ abilities, and cultural variations as these factors relate to literacy learning. This will include strategies that meet the needs of linguistic, cultural, academic, and cognitive diversity. One of the underpinning goals is to prepare the student to think and respond like a teacher. 75-hour field experience.Co-requisites: �鶹���� 322, 358.2. Prerequisites: GPA of 2.70; EDUC 100.2,  EDUC 160, EDUC 211 and EDUC 244; passing scores on PAPA Reading, Writing, and Mathematics. Clearances and other documents for fieldwork required. Spring.

EDUC 322. Pre-K to 4 Instructional Strategies for Math Thinking. Students will learn math as a developmental process, which engages children as they grow and develop. The new National Council of Teachers of Mathematics focal points, which use a chronological approach to thinking about what should be taught in early childhood mathematics, will be addressed. Students will learn that math is a developmental and constructive process in which the teacher acts as an instructor and facilitator. The course will view approaches for presenting math to different age groups. For pre-school and kindergarten children, math is learned through experiences with materials or projects. Grade school children learn from combining environment, materials, and traditional educational experiences. The field experience will promote concept understanding and development through authentic experience in the development of students’ teaching skills and strategies in developmentally appropriate ways. Co-requisite: �鶹���� 321, �鶹���� 358.2. Prerequisites: GPA of 2.70; EDUC 100.2,  EDUC 160, EDUC 211 and EDUC 244; Passing score on PAPA Reading, Writing, and Mathematics; Mathematics 120 with a grade of C or better. Spring

EDUC 323. Pre-K to 4 Instructional Strategies for Scientific Reasoning. The aim of this course is to inform pre-service early childhood educators in science as a discipline. Students will learn how to make learning science both valuable and enjoyable for young children. Students will begin with an understanding of child development, interrelated math, literacy and science processes. Students in the field experience will use concept exploration design. Students will gain a solid understanding of scientific topics, while they are learning how to implement activities with children using constructivist and inquiry-based methods. Co-requisites: �鶹���� 324 and 358.2. Prerequisites: GPA of 2.70; EDUC 100.2,  EDUC 160, EDUC 211 and EDUC 244; F4 science course​ with a grade of C or better​; passing scores on PAPA Reading, Writing, and Mathematics. Fall. 

EDUC 324. Pre-K to 4 Social Studies. Students learn a multitude of practical ideas, strategies, and activities that early childhood educators can use to both interest young children in social studies and integrate social studies with other sciences, art, literature, math, reading, and writing. Since play is the basic way children learn, this course offers strategies to incorporate “play” into its materials. Students will develop a full thematic unit as a major project in the course. Co-requisite: �鶹���� 323, �鶹���� 358.2. Prerequisites: GPA of 2.70; EDUC 100.2,  EDUC 160, EDUC 211 and EDUC 244; ​History 113 or 114 with a grade of C or better;​ passing score on PAPA Reading, Writing, and Mathematics. Fall. 

EDUC 330. Social Studies for Middle Level Learners. The purpose of this course is to introduce pre-service teachers through practical examples to the "methods of mind" which children need to develop to become scholars, social scientists, problem-solvers, and citizens. The goal is to have students design a series of activities and experiences that incorporate the most important of these methods. Most class sessions will involve discussion of the material, small-group problem solving, or the presentation of learning experiences for children. Co-requisite: �鶹���� 331, �鶹���� 358.2. Prerequisites: GPA of 2.70; EDUC 230 and 244; HIST 113; IDIS 110; POSC 110; passing scores on PAPA Reading, Writing, and Mathematics. Fall. 

EDUC 331. Science for Middle Level Learners.  A course designed to help prospective teachers interpret middle school students' science experiences and guide their understanding of scientific concepts.  The course involves application of science content through hands-on, inquiry-based activities. Co-requisite: �鶹���� 330, �鶹���� 358.2. Prerequisites:  GPA of 2.70; EDUC 100.2, 160, 140.2, 211, 230, and 244; and Environmental Science 112. Passing scores on PAPA Reading, Writing, and Mathematics. Fall.

EDUC 332. Mathematics for Middle Level Learners. This course is designed to prepare pre-service teachers to work with students in grades 4 through 8 to help them learn important mathematical concepts, skills, and problem-solving techniques. In the process, it is hoped that thinking will be challenged and interest in mathematics stimulated. Co-requisite: �鶹���� 332, �鶹���� 358.2. Prerequisites: GPA of 2.70; EDUC 230 and 244; MATH 107 and 120 with a grade of C or better; passing scores on PAPA Reading, writing, and Mathematics. Fall.

EDUC 333. Literacy for the Middle Level Learner. This course is designed to introduce the literacy process as it relates to children in the intermediate and middle school grades. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active participation, and classroom experience. This course includes reviews of current theory and research in language, cognition, and literacy. Literacy incorporates reading, writing, speaking, listening, and visual representation. Responding to literature, reading comprehension, fluency, word identification strategies, language systems and assessment forms will be a significant part of this course. This course also emphasizes the reading materials and reading in the content areas, will be surveyed. Inherent in the scope of the course is the nature of linguistic, learners' abilities and cultural variations as these factors relate to literacy learning. One of the underpinning goals is to prepare the student to think like a middle level teacher. Co-requisite: �鶹���� 332, �鶹���� 358.2. Prerequisites: GPA of 2.70; EDUC 230 and 244; Writing 100 or FYS; passing scores on PAPA Reading, Writing and Mathematics. Spring.

EDUC 340. Reflective Teaching in Secondary Schools. Introduction to general research-based techniques for use in secondary classrooms, from teacher-centered strategies (direction instruction) to student-centered strategies (cooperative learning, group discussion), and introduction to essential skills in instructional design for diverse learners. Through videotaped lessons presented to peers, students design instruction employing these strategies and learn how to self-critique their teaching. Prerequisites: GPA of 2.70, EDUC 160, 230, and 244; or permission of instructor. Two 70-minute periods. Forty-hour field experience. Clearances and other documents for fieldwork required. 

EDUC 358.2 or 359.2. Pre-Student-Teaching Field Experience. The pre-student-teaching experience is the precursor to the final stage of the certification process, student teaching. It is an opportunity for the student to become closely involved with classroom teaching and responsibilities while still being given extensive support and direction. The focus of this course is on the student's continuing professional development as they culminate their preparation for teacher certification. It is their challenge to demonstrate that they have the knowledge, skills, desire, stamina, and attitude to become an extraordinary teacher. The broad base of knowledge and fieldwork that they bring to this experience will help the students gain the expertise and confidence that is needed to be an exceptionally effective teacher. Prerequisites: GPA of 2.70; completion of EDUC 211 or 230 and 244; clearances and other documents for fieldwork required; passing scores on Basic Skills Reading, Writing and Mathematics.

EDUC 360, 361, 362, 364, 365. Curriculum and Instruction in the Secondary Content Areas. Explores the unique nature of subjects (English, world language, mathematics, science, social studies) as they relate to the fundamentals of pedagogy and planning within those content areas in preparation for student teaching. Major course requirement to design and then implement a unit plan in the field. Also examines avenues such as professional organizations for professional growth (organizations, publications). Required for all students seeking secondary certification. Students should register for the course that corresponds with their certification area. Co-requisite: EDUC 340 (may be taken together with �鶹���� 360-365). Prerequisites: EDUC 230 and 244; GPA of 2.70; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics.
   EDUC 360. English 
   EDUC 361. World Languages 
   EDUC 362. Mathematics 
   EDUC 364. Science 
   EDUC 365. Social Studies 

EDUC 366.2 Curriculum and Instruction in Art �鶹����. This course is the first seminar for pre-student teachers seeking PA PK-12 Art �鶹���� certification. While engaging in 75 hours of pre-student teaching, students in this course will develop lesson plans based on PA and National Core Art Standards for students within the grade level spans in the field, grades PK-6. Additionally, students in this seminar will develop a series of units based on one theme and aligned to art education pedagogy, culturally responsive teaching practices, National Core and PA Arts and Humanities standards, Studio Habits and Dispositions, learner development, and Constructivist teaching and learning theories. Pre-student teachers in EDU 366.2 will reflect on and develop their teaching competencies through field experience journaling and in-class discussions based on their pre-student teaching experience. Prerequisites: �鶹���� 160 and 230; minimum 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing, and Mathematics. Supervised 75 hours of fieldwork. Writing-intensive.

EDUC 367. Teaching Music to Children. Developing capacity for thought and action; skill in applying behavioral objectives, instructional strategies, methods of assessment, choosing appropriate content, establishing rational and realistic learning goals. Orff, Kodály, and Dalcroze methods. Prerequisites: MUS 130.1, and 136.1, EDUC 160, 230 and 244; 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics. Spring. Three 70-minute periods; fieldwork.

EDUC 368. Teaching Music to Adolescents and Adults. Continuation of �鶹���� 367. Techniques of motivation and relevance, conducting middle- and high school ensembles. Prerequisites: EDUC 230, 244 and 367; 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics. Fall. Three 70-minute periods, fieldwork.

EDUC 369.2 Curriculum and Instruction in Art �鶹����. This is the second course for pre-student teachers seeking PA PK-12 Art �鶹���� certification. While engaging in 75 hours of pre-student teaching, students in this course will develop lesson plans based on PA and National Core Art Standards for students within the grade level spans in the field, grades 7-12. Additionally, students in this seminar will begin their professional teaching portfolio, refine and finalize a self-designed curriculum rooted in art education pedagogy, culturally responsive teaching practices, National Core and PA Arts and Humanities standards, Studio Habits and Dispositions, learner development, and Constructivist teaching and learning theories (started in EDUC 366.2) Pre-student teachers in EDUC 369.2 will develop educational experiences related to the artwork and themes for an alternative setting, in this case, the Payne Gallery at Moravian. Carefully designed lessons will be presented to K-12 students who visit the gallery. Students will also reflect on and develop their teaching competencies through field experience journals and in-class discussions based on their field teaching experience.Prerequisites: �鶹���� 160 and 230; minimum 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing, and Mathematics. Supervised 75 hours of fieldwork. Writing-intensive.

EDUC 370. Seminar for Early Childhood Educators: Advocacy, Ethics, Leadership, Collaboration. This course is part of the student teaching/practicum in early childhood education. Students are assuming the responsibilities for teaching young children while receiving guidance and supervision. Students will review theory as they put it into practice. This research-based course will give practical advice on topics such as developmentally appropriate practices, teacher competencies, advocacy issues and the role of a professional in early childhood education. Prerequisites: EDUC 211 and 244; GPA of 3.0; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics.                        

EDUC 371. Issues in Middle Level �鶹����. This course is designed to support the student during the semester of student teaching. The course meets weekly to discuss the issues related to the challenges of teaching and the process of certification and securing a teaching position. The student’s presence at each seminar is essential for the successful exchange of ideas, information, and coping strategies. The goal of this course is to develop the understanding, skills, and attitudes of the professional teacher – the teacher who acts with reflective consideration of principles, practices, and policies. The student will demonstrate evidence of professional knowledge and practice in the following areas: planning and preparation; classroom environment, instructional strategies, and professionalism. Prerequisites: EDUC 230 and 244, GPA of 3.0, completion of all middle level education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics. Co-requisite: �鶹���� 375, 376, and 377. Spring.                                          

EDUC 375-377. Student Teaching. Students approved by Teacher �鶹���� Committee work with qualified teachers in local Pennsylvania elementary and secondary schools for one entire academic semester. Scheduling and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and University supervisors, students have direct learning experiences in their areas. Prerequisites: EDUC 211 or 230 and 244; QPA of 3.0, completion of all required education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics. Co-requisite: �鶹���� 378. Pass/No Credit grade. 

EDUC 378. Seminar in Secondary Teaching. Scheduled concurrently with student teaching. Students meet with subject area supervisors and �鶹���� Department supervisors on alternate weeks. Provides opportunity for student teachers to analyze their experiences in the field in relation to theory learned in previous courses. Prerequisites: EDUC 230 and 244, QPA of 3.0, completion of all required education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics. Co-requisite: �鶹���� 375-377. One 2-hour period.

EDUC 379. Seminar for Art Student Teachers. Weekly seminar integrates theory with classroom experience for pre-service art teachers' professional development. Prerequisites: EDUC 230 and 244; QPA of 3.0, completion of all required education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics. Co-requisite: �鶹���� 375-377. One 2-hour period.

EDUC 190-199, 290-299, 390-399. Special Topics.
EDUC 286, 381-383. Independent Study.
EDUC 384. Independent Research.
EDUC 288, 386-388. Internship.
EDUC 400-401. Honors. Honors are normally taken fall and spring of the senior year. Because teacher certification students fulfill their full-time student-teaching requirement one semester of the senior year, they will need to complete their Honors work during the spring of the junior year and one semester of the senior year. Students interested in Honors need to plan for this early in their junior year.

Graduate �鶹���� – Post Bacc Courses

EDUC 501 Young Adult Literature (MAT)
Introduces students to reader response, socio-cultural, and New Historicist lenses for making meaning of a variety of traditional and emerging texts from the amorphous body of American literature written specifically for young adults. As participants examine classic and contemporary young adult texts, they construct blogs, wikis, and a literary analysis essay with hyper-textual links to articulate a philosophy for the inclusion of young adult literary texts in the secondary school curriculum, both individually and in tandem with canonical texts. Spring. Undergraduate cognate: EDUC 131.

EDUC 502.2 Introduction to �鶹���� English Learners (MAT)
Students will learn basic principles, issues, and strategies for English language teaching.  This course will be an introduction to challenges of teaching English learners and offers a comprehensive overview of learning theories and teaching strategies. Attention will be given to such controversial topics as the influence of culture on schooling, the cultural practices of schooling, and the sociopolitical context of education.  Students will learn clear models of strategic teaching leading to students' success.

EDUC 503 Student Development and Instructional Design (MAT)
The purpose of this course is to introduce pre-service teachers to the most current and effective principles for teaching students from fourth grade through high school. Cognitive, social, emotional, and physical developmental issues are examined in the context of effective classroom instruction. 40-hour field experience. Clearances and other documents for fieldwork required. Fall and spring. Undergraduate cognate: EDUC 230.

EDUC 507 Culture, Community and Diversity: Introduction to Critical Thinking (MAT)
Through field experience, reading, discussion, and intensive writing, students in the course will explore the diversity affecting their teaching, both within their classroom and within the broader community from which their students come. This examination will be both contemporary and historical. They will examine many forms of diversity, but in particular will examine how teachers need to consider language, culture, multiple intelligences, and learning styles in their work with diverse learners, including English language learners and students with disabilities. The course is unified through philosophical exploration of critical pedagogy, including the work of Paulo Freire and through the ethical issues related to teaching. Two 70-minute periods. 40-hour field experience. Clearances and other documents for fieldwork required. Fall and Spring. Undergraduate cognate: EDUC 160.

EDUC 510 Child Development and Cognition I: Birth to Five Years (MAT)
This course is a study of development of young children from birth through five. This course will begin with research and contemporary issues in learning and teaching. Major developmental theories as they relate to physical and motor, social and emotional, and cognitive domains will be addressed. It will also focus on the application of knowledge to teaching and working with young children. Strategies and activities will be learned. The concepts will be foundational for other courses in early childhood education. Prerequisite: GPA of 2.70, �鶹���� 507. 40-hour field experience. Clearances and other documents for fieldwork required. Undergraduate cognate: EDUC 210.

EDUC 511 Child Development and Cognition II: Six to Nine Years (MAT)
This course is a continuation of the study of development of young children from six through nine. This course will begin with research and contemporary issues in learning and teaching. Major developmental theories as they relate to physical and motor, social and emotional, and cognitive domains will be addressed. It will also focus on the application of knowledge to teaching and working with early school age children. Strategies and activities will be learned. The concepts will be foundational for other courses in early childhood education. Prerequisite: QPA of 2.70, �鶹���� 507. 40-hour field experience. Clearances and other documents for fieldwork required. Spring. Undergraduate cognate: EDUC 211.

EDUC 513.2 The Arts in �鶹���� (MAT)
In this course the emphasis will be on the process and not the product. Students will learn how to guide young children in creatively expressing themselves in the arts: visual, dance, movement, and drama. Students will also learn how to extend the arts into homes and families. National standards will also be addressed. Prerequisite: QPA of 2.70, �鶹���� 507. Fall and spring. Undergraduate cognate: EDUC 213.2

EDUC 514.2 Music and Movement (MAT)
This course presents the comprehensive, current professional research on music and movement while providing links between theory and practice. Students will also learn about a young child’s physical and psychological health and safety. The role of the family and diversity will also be discussed. Pennsylvania’s standards for the arts and humanities will also be addressed. Note: In combination with �鶹���� 513.2, this course fulfills the Learning in Common M6 requirement. Prerequisites: QPA of 2.70, �鶹���� 507. Fall and spring. Undergraduate cognate: EDUC 214.2

EDUC 518.2 Movement (MAT)
Health and Safety �鶹���� for Young Children
This course is designed to inform future early childhood classroom teachers, as movement educators, about the discipline of physical education and the role they can play in producing physically active and healthy, safe children. Specific attention will be given to motor skill and movement concepts and strategies, techniques, and approaches that teachers can use to lay the foundation for healthy practices in children. Prerequisite: �鶹���� 507; QPA of 2.70. Fall/Spring. Undergraduate cognate: EDUC 218.2

EDUC 521 Language Arts for Children, Pre-K to 4th Grade (MAT)
An introduction to the literacy process as it relates to children in the primary grades, kindergarten to fourth grade. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active participation, and classroom experience. This course includes reviews of current theory and research in language acquisition, cognition, and literacy. Literacy incorporates reading, writing, speaking, listening, and visual representation. Responding to literature, reading comprehension, fluency, word identification strategies, phonics, and language systems along with phonemic development and assessment forms will be a significant part of this course. This course also emphasizes the incorporation of technology and information management. Comprehensive literacy programs, including basal reading materials, will be surveyed. Inherent in the scope of the course is the nature of linguistics, learners’ abilities, and cultural variations as these factors relate to literacy learning. This will include strategies that meet the needs of linguistic, cultural, academic, and cognitive diversity. One of the underpinning goals is to prepare the student to think and respond like a teacher. 75-hour field experience. Prerequisites: QPA of 2.70; �鶹���� 503; passing score on PAPA or PPST Reading and Writing. Clearances and other documents for fieldwork required. Spring. Undergraduate cognate: EDUC 321

EDUC 522 Emerging Language and Literacy, Pre-K to 4th Grade (MAT)
The course begins with a brief overview of the recent key national policies and initiatives that have impacted the teaching of literacy from birth to kindergarten. Students will learn key aspects of language and literacy that will promote early reading success in preschool and childcare settings. They will be able to apply their learning into practice with a field experience. Students will expand their knowledge of the initial reading instruction practices that develop real readers. Students will also learn ways of preventing reading difficulties through developmental interventions. Assessment methods always inform programs so students know if a child is making process in reading-related skills and early reading. Students will also learn how to work with parents and policy makers who always influence early learning programs and who make decisions regarding early reading instruction. 40-hour field experience. Co-requisite: �鶹���� 510. Prerequisite: �鶹���� 502.2 and 507; QPA of 2.70. Clearances and other documents for fieldwork required

EDUC 525 Pre-K to 4 Instructional Strategies in Math Thinking (MAT)
Students will learn math as a developmental process, which engages children as they grow and develop. The new National Council of Teachers of Mathematics focal points, which use a chronological approach to thinking about what should be taught in early childhood mathematics, will be addressed. Students will learn that math is a developmental and constructive process in which the teacher acts as an instructor and facilitator. The course will view approaches for presenting math to different age groups. For pre-school and kindergarten children, math is learned through experiences with materials or projects. Grade school children learn from combining environment, materials and traditional educational experiences. The field experience will promote concept understanding and development through authentic experience in the development of students’ teaching skills and strategies in developmentally appropriate ways. Prerequisites: QPA of 2.70; �鶹���� 503; Passing score on PAPA or PPST Mathematics; Mathematics 120 with a grade of C or better. Spring. Undergraduate cognate: EDUC 322

EDUC 530.2 Computer Technology in the Classroom (MAT)
Instructional use of word processors, spreadsheets, databases, graphics packages, games, simulations, Web authoring programs. The Internet as a teaching/learning resource. Students will design lesson plans and demonstrate proficiency with technology specific to their academic disciplines. Prerequisites: QPA of 2.70; �鶹���� 503 and 507. Two 2-hour periods. Undergraduate cognate: EDUC 140.2

EDUC 534 Including Students with Disabilities (MAT)
This course is designed to familiarize students with current issues regarding special education services as they relate to students with disabilities, their families, and general education, the social model of disability, a historical perspective of special education services, special education laws and regulations at the federal and state levels, federal and state definitions, inclusionary practices, and research-based methodologies. Prerequisite: �鶹���� 507; Co-requisite: �鶹���� 503 or 510; QPA of 2.70. Fall and spring. Undergraduate cognate: EDUC 244

EDUC 553 Literacy for the Middle Level Learner (MAT)
This course is designed to introduce the literacy process as it relates to children in the intermediate and middle school grades. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active participation, and classroom experience. This course includes reviews of current theory and research in language, cognition, and literacy. Literacy incorporates reading, writing, speaking, listening, and visual representation. Responding to literature, reading comprehension, fluency, word identification strategies, language systems and assessment forms will be a significant part of this course. This course also emphasizes the reading materials and reading in the content areas, will be surveyed. Inherent in the scope of the course is the nature of linguistic, learners' abilities and cultural variations as these factors relate to literacy learning. One of the underpinning goals is to prepare the student to think like a middle level teacher. Prerequisites: QPA of 2.70; �鶹���� 501, 503, 507, 540.2 and 544; Writing 100 or FYS; passing scores on PPST or PAPA Reading, Writing and Mathematics. Spring. Undergraduate cognate: EDUC 333

EDUC 558 Pre-Student Teaching Field Experience (MAT)
The pre-student-teaching experience is the precursor to the final stage of the certification process, student teaching. It is an opportunity for the student to become closely involved with classroom teaching and responsibilities while still being given extensive support and direction. The focus of this course is on the student's continuing professional development as they culminate their preparation for teacher certification. It is their challenge to demonstrate that they have the knowledge, skills, desire, stamina, and attitude to become an extraordinary teacher. The broad base of knowledge and fieldwork that they bring to this experience will help the students gain the expertise and confidence that is needed to be an exceptionally effective teacher. Prerequisites: QPA of 2.70; completion of �鶹���� 502.2, 503, 507; clearances and other documents for fieldwork required.

EDUC 559.2 Pre-Student Teaching Field Experience (2nd experience) (MAT)
The pre-student-teaching experience is the precursor to the final stage of the certification process, student teaching. It is an opportunity for the student to become closely involved with classroom teaching and responsibilities while still being given extensive support and direction. The focus of this course is on the student's continuing professional development as they culminate their preparation for teacher certification. It is their challenge to demonstrate that they have the knowledge, skills, desire, stamina, and attitude to become an extraordinary teacher. The broad base of knowledge and fieldwork that they bring to this experience will help the students gain the expertise and confidence that is needed to be an exceptionally effective teacher. Prerequisites: QPA of 2.70; completion of �鶹���� 502.2, 503, 507; clearances and other documents for fieldwork required.

EDUC 567 Teaching Music to Children (MAT)
Developing capacity for thought and action; skill in applying behavioral objectives, instructional strategies, methods of assessment, choosing appropriate content, establishing rational and realistic learning goals. Orff, Kodály, and Dalcroze methods. Prerequisites: Music 230.1, 136.1, and 322.2, �鶹���� 507 or 155; 2.70 QPA. Spring. Three 70-minute periods; fieldwork. Clearances and other documents for fieldwork required.

EDUC 570 Seminar for Early Childhood Educators: Advocacy. Ethics, Leadership, Collaboration (MAT)
This course is part of the student teaching/practicum in early childhood education. Students are assuming the responsibilities for teaching young children while receiving guidance and supervision. Students will review theory as they put it into practice. This research-based course will give practical advice on topics such as developmentally appropriate practices, teacher competencies, advocacy issues and the role of a professional in early childhood education. Prerequisites: QPA of 3.0. Admission to student teaching. Passing scores on PPST or PAPA in Reading, Writing, and Mathematics. Undergraduate cognate: EDUC 370

EDUC 571 Issues in Middle Level �鶹���� (MAT)
This course is designed to support the student during the semester of student teaching. The course meets weekly to discuss the issues related to the challenges of teaching and the process of certification and securing a teaching position. The student’s presence at each seminar is essential for the successful exchange of ideas, information, and coping strategies. The goal of this course is to develop the understanding, skills, and attitudes of the professional teacher – the teacher who acts with reflective consideration of principles, practices, and policies. The student will demonstrate evidence of professional knowledge and practice in the following areas: planning and preparation; classroom environment, instructional strategies, and professionalism. Prerequisites: QPA of 3.0, completion of all middle level education courses, except student teaching, with grades of C or better. Admission to student teaching. Passing scores on PPST or PAPA in Reading, Writing, and Mathematics. Co-requisite: �鶹���� 595-597. Spring. Undergraduate cognate: EDUC 371

EDUC 575 Student Teaching (MAT)
Students approved by Teacher �鶹���� Committee work with qualified teachers in local Pennsylvania elementary and secondary schools for one entire academic semester. Scheduling and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and University supervisors, students have direct learning experiences in their areas. Prerequisite: Admission to Teacher �鶹���� Program. Pass/No Credit grade. Early childhood and middle level education candidates are encouraged to student-teach in the fall; art, music, foreign language, and secondary education candidates in the spring. Students seeking dual certification must student teach in the spring semester and will have 18 weeks of student teaching beginning January 2. Clearances and other documents for fieldwork required.  Three course units. Undergraduate cognate: EDUC 375-377.

EDUC 576 Student Teaching (MAT)
Students approved by Teacher �鶹���� Committee work with qualified teachers in local Pennsylvania elementary and secondary schools for one entire academic semester. Scheduling and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and University supervisors, students have direct learning experiences in their areas. Prerequisite: Admission to Teacher �鶹���� Program. Pass/No Credit grade. Early childhood and middle level education candidates are encouraged to student-teach in the fall; art, music, foreign language, and secondary education candidates in the spring. Students seeking dual certification must student teach in the spring semester and will have 18 weeks of student teaching beginning January 2. Clearances and other documents for fieldwork required. Three course units. Undergraduate cognate: EDUC 375-377

EDUC 577 Student Teaching (MAT)
Students approved by Teacher �鶹���� Committee work with qualified teachers in local Pennsylvania elementary and secondary schools for one entire academic semester. Scheduling and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and University supervisors, students have direct learning experiences in their areas. Prerequisite: Admission to Teacher �鶹���� Program. Pass/No Credit grade. Early childhood and middle level education candidates are encouraged to student-teach in the fall; art, music, foreign language, and secondary education candidates in the spring. Students seeking dual certification must student teach in the spring semester and will have 18 weeks of student teaching beginning January 2. Clearances and other documents for fieldwork required. Three course units. Undergraduate cognate: EDUC 375-377

EDUC 578 Seminar in Secondary Teaching (MAT)
Scheduled concurrently with student teaching. Students meet with subject area supervisors and �鶹���� Department supervisors on alternate weeks. Provides opportunity for student teachers to analyze their experiences in the field in relation to theory learned in previous courses. Prerequisite: Admission to the Teacher Certification Program. Concurrent with student teaching. One 2-hour period. (Undergraduate cognate: EDUC 378).

EDUC 579 Seminar for Art Student Teachers (MAT)
Weekly seminar integrates theory with classroom experience for pre-service art teachers' professional development. Prerequisite: Admission to Teacher Certification Program. Concurrent with student teaching. One 2-hour period. (Undergraduate cognate: EDUC 379).

EDUC 586.2 Early Field Experience (MAT)
Designed for students who need early field experience in the K-12 classroom before student teaching. Students will be supervised by a teacher in a local school and spend a minimum of 40 hours in the classroom. They also will meet weekly for seminar with education faculty. Minimum of one education course taken at Moravian and permission of department chair required. Clearances and other documents for fieldwork required.

Graduate Courses in �鶹����

EDUC 500 The Teacher as Inquirer
The purpose of this course is to introduce teachers to current issues in inquiry-based approaches to teaching and learning, with an emphasis on developing essential questions related to their own effectiveness in the classroom.  The influence of action research on curricular and instructional change will be examined. (Three credits; Fall)

EDUC 504 Historical and Theoretical Foundations of �鶹���� 
This course will focus on the historical and contemporary forces shaping the field of education and the assets-based pedagogies that inform the roots of teacher action research and participatory action research.  The goal of this course is to enable practicing educators to better grasp the political and social influences on teaching and learning so they can take an informed position regarding contemporary debates about curriculum, pedagogy, and more. Prerequisite: None  (Three credits)

EDUC 506 The Teacher as Researcher
This course introduces participants to the methods and strategies of action research.  The course will emphasize identifying and designing appropriate methods for collecting, organizing, displaying, analyzing, interpreting, and summarizing qualitative and quantitative information.  Ethical considerations in the collection of data will be stressed.  Prerequisite: None  (Three credits; Spring)

EDUC 508 The Teacher as Evaluator
This course prepares teachers to select, administer, and interpret assessment instruments in an informed and responsible way. Topics include the role of assessment in teaching, issues of reliability and validity, grading practices, and the use and interpretation of standardized and teacher-made tests. Formative and summative assessment instruments and alternative assessment strategies, including portfolio development and performance assessment, are also explored. Pennsylvania’s Standards Aligned System (SAS) is integrated throughout the course. (Three credits; Summer)

EDUC 515 Spanish Language, Culture, and Community for Educators
This course focuses on culturally relevant and sustaining education (CR-SE) competencies for professionals as they apply to current educational systems. Students will learn about and engage with culturally and linguistically diverse students and their families who speak Spanish as their native language. A thorough understanding of theories related to cultural and linguistic aspects will be highlighted, while professionals gain a deep understanding of cultural and linguistic factors that impact student learning, behavior, and outcomes. Current research will be discussed and applied to case studies and real-world settings (schools and communities). Current research and readings will further guide discussions around the cultural implications associated with curriculum and assessment. Emphasis will be placed on the role of the professional in relation to all topics discussed as professionals will analyze the school’s approach to family and community involvement with a specific lean on L1 language use. Prerequisites: SPAN 512, SPAN 513, SPAN 514. (Three credits)

EDUC 588 Masters of Arts in Teaching Capstone Course
This course will focus on extending what you learned in your teaching experiences. By engaging with peer-reviewed and practitioner research along with your own reflections and community partners, you will refine your teaching portfolio and engage in professional learning communities. At the end of this course you will be fully prepared to continue utilizing these strategies in your teaching practice. Prerequisites: Students will have to complete all of their certification courses at the graduate level if they are in the Secondary �鶹����, Art �鶹����, or Music �鶹���� programs. If they are in the Early Childhood Program, they can take the capstone course after they fully complete their stage-3 student teaching semester or after stage-4 student teaching. (Three credits; Summer)

EDUC 566.2 Curriculum and Instruction in Art �鶹���� - PreK-6
Students in 566.2 will engage in 75 hours of pre-student teaching at the PreK-6 grade level. Students will develop lesson plans based on Pennsylvania Standards for Visual Arts and Humanities and the National Core Art Standards within the grade level spans where they are assigned.  Additionally, students in this seminar will develop a series of units aligned to art education pedagogy, culturally responsive teaching practices, state and national standards, Studio Habits and Dispositions, learner development, and Constructivist teaching and learning theories. Pre-student teachers will reflect on and develop their teaching competencies through field experience journaling and in-class discussions based on their pre-student teaching experience.  Prerequisites: Stage 1&2 Field experiences. (Two credits)

EDUC 569.2 Curriculum and Instruction in Art �鶹���� - Grades 7-12
EDUC 569.2 is the second seminar for pre-student teachers seeking Pennsylvania PK-12 Art �鶹���� certification. While engaging in 75 hours of pre-student teaching at the 7-12th grade level, students will develop lesson plans based on Pennsylvania Standards for Visual Arts and Humanities and National Core Art Standards for within the grade level spans where they are pre-student teaching for the semester.  Additionally, students in this seminar will align units previously developed in 566.2 to create an art education curriculum based on the needs of a specific school district. Students will research and report on district demographic statistics, learner development, and identities in this process. Pre-student teachers in EDU 569.2 will continue to develop their teaching competencies through field journal reflections based on their pre-student teaching experiences. Pre-student teachers will develop a professional teaching portfolio in this course. Prerequisites: Stage 1&2 Field experiences. (Two credits)

EDUC 600 Best Practices in Online Teaching
Best Practices in Online Teaching introduces the primary research-based concepts and structures necessary for effective instruction in blended and online learning environments. Through a variety of embedded projects in the field, registrants will design and deliver blended and online experiences, developing skills in the utilization of communications technologies in a variety of media to effectively communicate ideas and information.  (Three credits; Summer)

EDUC 601 Online Teacher as Instructional Designer
The Online Teacher as Instructional Designer provides opportunities for registrants to develop learning modules for both blended and online learning. Utilizing a variety of available technology tools, students will create content modules, assessments and opportunities for learners to engage synchronously and asynchronously with other learners. Registrants will demonstrate effective online instruction as appropriate through the Educator Effectiveness model of teacher supervision and evaluation (adopted by the Pennsylvania Department of �鶹����). As an online teacher, registrants will also learn the value of effective student feedback, accommodating diverse learners through the assessment process and implementing various research-based online assessment strategies, both formative and summative. (Three credits; Summer)

EDUC 602 Online Teaching for the Online Learner
Online Teaching for the Online Learner examines the conditions necessary for an effective online or blended learning environment. Registrants will explore issues of teacher and student ethics, including acceptable use, digital citizenship, legal issues with online education, confidentiality procedures/protocols, copyright, academic honesty, and strategies for communicating and collaborating with others in a global environment. The course also focuses on the ethical professional responsibilities of meeting the needs of diverse learners including students with IEP and ELL supports.  (Three credits; Fall)

EDUC 603 The Online Endorsement Capstone Practicum
This capstone course in the Online Instruction Endorsement Program sequence explores the professional role of the online teacher and includes a 60-hour practicum under the mentorship of a certified classroom instructor and University supervisor. Registrants will articulate a personal philosophy of teaching and learning in an online environment, conduct action research in the blended/online classroom and collaborate with school instructional and technology staff as they design and implement online/blended learning to meet the varied needs of diverse learners. Acting as an online instructor, registrants will demonstrate their abilities to plan, deliver, and assess instruction in a blended/online learning environment.  (Three credits; Spring)

EDUC 604 Online Curriculum Development
This course will provide educators with an opportunity to work with online resources that are available for the classroom.  Participants will also examine their existing curriculum and develop an online module that can be used in a traditional class setting. (Three credits)

EDUC 605 Media Production: The Power of Digital Publication
Using a framework for network literacies, this course will focus on digital participation and the development of persuasion, curation, discussion and self-presentation skills through media production and digital publication. A variety of publication tools related to print, web, video, audio and interactives will be used to fully explore what it means to publish on the web and engage in participatory culture. (Three credits)

EDUC 606 Reading and Writing across the Curriculum
Participants will explore a variety of process-based reading and writing strategies in the content areas, including shared and guided paths to independent reading, literature circles, and representing-to-learn activities. The specific needs of students with disabilities and English language learners will be addressed in the context of universal design of instruction and meaningful content area literacy in K-12 classrooms within a reading and writing workshop setting. (Three credits; Fall of Odd-Numbered Years)

EDUC 607 Digital Alternatives to Test Preparation
In the high-stakes testing environment of NCLB, much valuable instructional time is used for the purpose of preparing students for standardized tests. As a result, meaningful learning with technology often takes a back seat to paper-pencil test preparation exercises or technology-based drill and practice. The purpose of this course is to demonstrate how teachers can create meaningful learning experiences that also prepare students to do well on standardized measures of achievement. This course will utilize digital learning tools that focus on inquiry, process and real-world relevance. (Three credits)

EDUC 609 Teaching Grammar in the Context of Writing
How do teachers help students attend to matters of grammar, usage, and mechanics within the context of a process approach to writing?  This course is designed to answer this question by applying research in the field of language education directly to participants’ classrooms.  Teachers will plan and implement contextually based language mini lessons as part of a study of their teaching practice.  (Three credits)

EDUC 610 Differentiating Instruction
This course will emphasize strategies of organizing learning opportunities of all students in today’s classrooms.  Participants will develop real lessons and handouts that utilize various strategies of differentiation. (Three credits; Fall of Odd-Numbered Years)

EDUC 612 Literacy Seminar in New Zealand
This study-abroad seminar is designed to develop the knowledge and skills pertaining to the nature of the reading process and the teaching of reading. Inherent in the scope of the course is the nature of linguistic and cultural variations as these factors relate to literacy learning in New Zealand and in the United States. (Three credits)

EDUC 614 English �鶹���� in London, Oxford, Stratford-on-Avon, and York
Explore strategies for the effective teaching of English language and literature within the largest European capital, England’s oldest university city, and Shakespeare’s hometown in rural Warwickshire.  Participants will examine the British public and private school system and visit key sites of interest to English teachers, including the reconstructed Globe Theatre on the South Bank of the Thames, Westminster Abbey, The National Gallery, the National Theatre of Great Britain, The British Museum, Oxford University, the Royal Shakespeare Company, the Shakespeare’s birthplace, grammar school, and parish church.  Written projects include a journal, theatre critique, and English language and literature unit plan. (Three credits)

EDUC 615 High Achieving Learners in the Regular Classroom
How do classroom teachers best meet the needs of all learners, including those designated gifted and talented or those who consistently meet and exceed classroom expectations? This course will examine the research base as well as specific strategies and techniques that classroom teachers can use to promote student engagement and achievement of gifted, talented, and other high achieving learners in the regular classroom. (Three credits)

EDUC 616 Drama in �鶹����
Participants will explore the use of drama to facilitate student learning in the content areas, K-12, and will construct thematically-based curricula that incorporate drama-in-education principles.  Theories of dramatic art and historical uses of drama and theatre to promote mindful learning will be examined. (Three credits; Summer of Odd-Numbered Years)

EDUC 617 Special �鶹����: Identification & Effective Intervention
This course examines the reasons for over-representation of culturally and linguistically diverse students in special education programs and examines evidence-based practices to build on students’ strengths to ensure academic engagement and achievement. Effective strategies for data collection and analysis will be employed in an action research context. (Three credits; Fall of Even-Numbered)

EDUC 618 Effective Inclusionary Practices
Major topics include a history of special services to students with disabilities, emerging trends and important legal issues related to students with special needs.  The primary focus of the course, however, is the design and application of strategies for effectively teaching these students. (Three credits; Spring of Even-Numbered)

EDUC 620 A Constructivist Approach to Teaching Mathematics
Participants will explore mathematical content and processes outlined in the NCTM Standards using a problem-solving approach.  Teachers will collect and analyze their own students’ work, read and discuss recent research findings, and design a teaching unit. (Three credits)

EDUC 622 School Law and Professional Ethics
This course focuses on the development and field-testing of a Policy Alignment Action Plan, entailing an examination of federal and state curriculum regulations and an analysis of the subsequent alignment of board curriculum policies and procedures.  Also, four position papers are required addressing ethics and professional conduct, curriculum policy alignment recommendations, school policies and student success, and the over-representation of diverse learners in special education. (Three credits; Fall of Even-Numbered Years).

EDUC 623 Special �鶹���� Processes & Procedures
Special �鶹���� Processes & Procedures will use the seminar format. The course will cover a thorough analysis of foundational aspects of special education services, legal issues, ethical and professional issues, instructional planning, inclusionary practices, collaborative practices, and current trends regarding special education services as they relate to students with disabilities, their families, general education, and the community. Emphasis will be placed on the role of the special education teacher in relationship to all topics discussed. (Three credits; Summer of Even-Numbered Years)

EDUC 624 Educating Students with Disabilities and Exceptionalities
This course addresses the six interrelated elements of the standards-based system adopted by the Pennsylvania Department of �鶹����: standards, curriculum, instruction, materials and resources for instruction, fair assessments, and appropriate interventions. Within this course, you will be expected to demonstrate your knowledge of how to effectively adapt or universally design curriculum and instruction for students with disabilities and students who are gifted. This will be accomplished by articulating the present level of performance for such students and by applying the instructional and curricular concepts from course readings and in class activities. Determining appropriate interventions and assessments will constitute important foci of this course as well. Students enrolled in EDUC 624 will be expected to enhance their practice knowledge related to effective teaching for students with disabilities by connecting that knowledge to theoretical constructs and research-based interventions. The examination of one’s current practice as a teacher, in light of the material covered in class, will be expected. (Three credits; Fall of Even-Numbered Years)

EDUC 625 Making History Live: New Approaches to History Teaching
How can we teach our students in grades 5 to 12 to think like historians and at the same time bring history to life for them?  This course will explore answers to this question by examining an exciting and continually developing research base which suggests that students of all ages can be guided to think historically.  (Three credits)

EDUC 626 Comprehensive Literacy Practices for Grades PreK-4
This course is designed to prepare teachers to utilize evidence-based literacy assessment and instructional strategies effectively in their classrooms. Teachers will investigate a variety of ways to thoroughly assess various components of a well-balanced, research-based literacy program for children from pre – K to 4th grade.  They will learn literacy assessment tools and techniques to identify students’ strengths and needs and strategies to monitor students’ progress and to plan effective interventions that will enhance literacy development, especially for ELLs and special needs learners. Empirically-based literacy teaching practices will be explored with references to the Pennsylvania Literacy Framework. (Three credits; Spring of Odd-Numbered Years)

EDUC 627 Comprehensive Literacy Practices for Grades 4-8
Teachers will actively explore current practice and investigate contemporary research on literacy development.  Participants will share literature for the intermediate grades and examine a variety of topics including comprehension, response to literature, word analysis, process writing, the Pennsylvania Literacy Framework, and classroom management. (Three credits; Fall of Even-Numbered Years)

EDUC 628 Literature Circles
What are literature circles and what does reading research suggest about their role in classroom literacy instruction?  Participants will examine a variety of models as they examine how to design, implement, and manage literature circles that support Pennsylvania academic standards for reading, writing, listening, and speaking. (Three credits)

EDUC 629 The Literacy Specialist
This course provides reading specialist candidates with an opportunity to put into practice theories of reading diagnosis and remediation, selection of materials and resources, and development of instructional plans for students. Under the supervision of the Instructor and an additional certified Reading Specialist, candidates will determine strengths and needs of individual students, including students with disabilities and English language learners, who are experiencing difficulties in reading; develop and implement intervention plans; and prepare professional case study reports.  Additionally, both in the classroom and in the clinical setting, registrants will examine the role of the literacy specialist, focusing on emergent literacy and the experiences and environments that support it, the causes and characteristics of reading and writing difficulties, and the reading specialist's role as the coordinator of the multidisciplinary process and in the early identification of special needs, including those of students with disabilities and English language learners. (Three credits; Summer of Even-Numbered Years)

EDUC 630 Managing the Constructivist Classroom
How do teachers manage the transition from being the “sage on the stage” to the “guide on the side” when helping students to construct knowledge for themselves rather than receiving it ready-made from others?  This course examines contemporary views of cognition that suggest learning is negotiated, distributed, situated, constructed, developmental, and affective.  It simultaneously explores the research base for managing transactional classrooms. (Three credits)

EDUC 633 Teaching Mathematics K-8 with a Problem Solving Approach
This course is designed to help elementary and middle level teachers discover how to teach mathematics through real problem solving activities. Participants will review current literature in mathematics education and examine the Focal Points of NCTM and the Big Ideas from the PA Standards. Activities from the NCTM Navigation Series will be explored. Teachers using the 2nd editions of Investigations and CMP will explore units from these programs and gain sufficient understanding for successful implementation in their classrooms. (Three credits)

EDUC 635 Assessment in Mathematics K-6
Teachers will analyze their current practices while exploring related research on assessment. Teachers will design assessment tools to coincide with their curriculum.  Performance assessment, rubric creation, and observation techniques will be especially stressed. (Three credits)

EDUC 637 Making Meaning in Mathematics
Many people admit freely their inability to understand mathematics while asserting their need to use it as part of their professional lives.  This course will address numeric topics, algebra, geometry, and statistics so that participants can analyze the underlying principles of these fundamental processes.  A constructivist approach will ensure that participants build a conceptually sound basis for their mathematical thinking, enabling them to use math confidently and apply its tools successfully.  This course is especially relevant for science teachers who want to strengthen the math areas that are integrated into many science topics. (Three credits)

EDUC 640 Environmental Science �鶹����
Teachers enrolled in this seminar will participate in a hands-on approach to the teaching of environmental science with an emphasis on the opportunities for environmental education that abound in and around school settings. An inquiry approach and outdoor fieldwork will be utilized to help participants develop practical experiences in environmental education for use in their respective school programs. (Three credits)

EDUC 643 Etiology Autism
This course will cover a thorough analysis of characteristics and etiology of Autism Spectrum Disorders (ASD) embedded in neurodiversity, socio-ecological and socio-cultural theories. Current research and readings will guide discussions around diagnosis, intervention, and programming as it relates to current trends, collaborative practices, and special education services for individuals with ASD and their families, general education professionals, and the community.  Emphasis will be placed on the role of the teacher in relationship to all topics discussed. Prerequisite: Instructional I or II Teacher Certification for teachers and/or graduate students. (Three credits).

EDUC 644 Assessment for Instructional Planning
This course examines methods of assessment and implementing instructional strategies for children/young adults with ASD and how to use data driven analysis to plan curriculum and instruction in inclusive settings. Current research and readings will guide discussions around assessment domains, multi-tier interventions, adaptations/accommodations, functional behavior analysis, and planning as it relates to current trends, collaborative practices, and special education services for individuals with autism and their families. Specific methods of assessment for implementing instructional strategies that have been shown to be effective in promoting the development of communication and social skills by students with ASD. Augmentative and alternative communications systems (AAC) and approaches for teaching social skills in home, school, and community environments along with coordination of services and advocating for students with ASD will be thoroughly and deeply discussed. Prerequisite: Instructional I or II Teacher Certification for teachers and/or graduate students. (Three credits).

EDUC 645 Instructional Interventions and Methods Across Settings
This course will cover a thorough analysis of instructional interventions for children/young adults in terms of strengths, limitations, and empirical-based evidence for children and young adults with ASD. Applied behavior analysis (ABA) will be explored in-depth and how it can serve some individuals with autism, with special attention given to classroom settings. Students will assess and structure the environmental supports to enable students with ASD to participate and progress in all environments and evaluate and proactively apply methods to reduce student motivation to engage in problem behavior, assess its effectiveness, and learn to teach functional equivalent positive behaviors. Prerequisite: Instructional I or II Teacher Certification for teachers and/or graduate students. (Three credits).

EDUC 646 Collaboration with Families, Agencies, and the Community 
This course will cover topics related to collaboration with families of children/students with ASD within a socio-ecological and socio-cultural lens. Candidates will identify and engage with agencies that support students with ASD and their families and learn ways to communicate and advocate for students with ASD within communities. Students will design instructional programs with detailed and intentional attentiveness to legal mandates and family considerations in a field setting where candidates will teach students with autism spectrum disorders (ASD). Discussion periods are provided for the classification of techniques, methods, and approaches. Prerequisite: Instructional I or II Teacher Certification for teachers and/or graduate students. (Three credits).

EDUC 647 Social Emotional Wellness Learning and Youth Development 
This course will cover a thorough understanding of the social, emotional, behavioral wellness for children and young adults embedded in socio-ecological and socio-cultural theories. Current research and readings will guide discussions around social emotional learning (SEL) and how it relates to resilience, including relationships between SEL and developmental outcomes, and the relevance of prevention science in education. The multi-tiered system and positive-behavior approach will be discussed as it pertains to implementation of evidenced-based SEL programs and educational practices for particular groups of students. Further, understanding of typical child, adolescent, and young adult development will be embedded in all topics. Emphasis will be placed on the role of the teacher in relation to all topics discussed. Four hours of field work are required to complete the required assignments for this class, clearances required). Prerequisites: Instructional I or II teacher certification.  (Three credits).

EDUC 648 Characteristics and Impact of Adverse Childhood Experiences, Trauma, and Mental Illness on PK-12 Students
This course is necessary as trauma and adverse childhood experiences (ACEs) represent a significant threat to public health. CDC recommends the dissemination and implementation of trauma informed approaches to prevent and treat trauma. This course will cover a thorough understanding of Adverse Childhood Experiences (ACEs), trauma, and mental illness, including how such experiences and conditions can impact growth, development, and learning of young children and adolescents. Thorough discussions of research and theory of ACEs and the relevance as an educator of understanding ACEs, Trauma, and Mental Illness, and the role of schools in reducing risk factors and increasing protective factors will be discussed and applied to case studies and field work. Current research and readings will further guide discussions around the cultural implications associated with ACEs, Trauma, and Mental Illness. Emphasis will be placed on the role of the teacher in relation to all topics discussed. Four hours of field work is required to complete required assignments for this class (required clearances). Prerequisites: Instructional I or II teacher certification.  (Three credits).

EDUC 649 Behavioral and Mental Health Literacy
This course will address the most common types of Mental Illness that PreK-12 students may experience, including internalizing and externalizing conditions.  Students will be able to explain the processes and general relationship between diagnosis via the Diagnostic and Statistical Manual V (DSM-V) and the classification system under the Individuals with Disabilities �鶹���� Act (IDEA) and identify and describe the roles of other relevant child-serving systems within communities that can be supportive to addressing matters associated with social, emotional, and behavioral wellness of PK-12 students (e.g., children’s mental health and juvenile justice). Thorough discussions of research and theory and the relevance as an educator of understanding of Trauma and Mental Illness, and the requirements for schools (e.g., Student Assistance Program and Act 71) to support a youth who appears in emotional distress will be applied to case studies and field work. Emphasis will be placed on the role of the teacher in relation to all topics discussed. Four hours of field work required (required clearances). Prerequisites: Instructional I or II teacher certification. (Three credits).

EDUC 650 Prevention and Intervention to Support Social, Emotional, and Behavioral Wellness across PK-12 �鶹����al Environments 
This course will thoroughly discuss the features of a Multi-Tiered System of Support (MTSS) framework to support social, emotional, and behavioral wellness, including evidenced based research on prevention and intervention strategies associated with the MTSS framework. Culturally responsive practices that address students’ developmental social and emotional learning needs will be highlighted within a socio-ecological and socio-cultural perspective. Through discussions of research and theory, students will gain an understanding of the planning and implementing approaches to de-escalate non- crisis and crisis situations in the instance when the safety of students or others may be in jeopardy that reflect trauma-informed principles and be able to demonstrate an understanding of how to use academic and behavioral progress monitoring data (e.g., individual, classroom, school-wide) to support educational practices. Problem-based and case study analysis, and field work at trauma informed schools will inform student learning and applications. Emphasis will be placed on the role of the teacher in relation to all topics discussed. Four hours of field work is required (required clearances, if needed). Prerequisites: Instructional I or II teacher certification. (Three credits)

EDUC 653 Transforming Classroom Instruction through Curriculum Mapping
Curriculum mapping has evolved as an invaluable communication, planning, and teaching tool.  Using this dynamic method, educators can document what is being taught, what students are learning, how well they are learning, and how closely the curriculum reflects local and national standards.  (Three credits)

EDUC 655 Standards-Based Curriculum Design
This course provides a systemic focus to the alignment of academic curriculum standards to student achievement through the development and implementation of an action research standards-based curriculum design school improvement project. The action plan for this project will integrate federal, state and district policies that address curriculum alignment, staffing, scheduling, budgeting, learning environment, and student capacity. (Three credits; Fall of Odd-Numbered Years)

EDUC 658 Building A Culture of Learning 
This course investigates processes and strategies for inclusively building a school culture of learning with multiple stakeholder groups, both inside and outside the organization.  An action research project focused on improving student achievement is required.  The action plan for this project will address effective communication, collaborative school improvement, teacher leadership, family involvement, and the professional learning community. (Three credits; Spring of Odd-Numbered Years)

EDUC 660 Literacy and Resistance in Secondary Schools
What can intermediate and secondary school teachers do when students in their classrooms can't or won't read? How do learning disabilities and language issues affect students’ reading skills and desire and motivation to read? Participants will examine specific strategies to help adolescents develop reading comprehension, vocabulary, fluency, and word recognition. Participants will also explore the research base on issues of particular interest to urban literacy educators, including social class, language use, and oppositional identity. (Three credits; Spring of Even-Numbered Years)

EDUC 667 Teacher Supervision & Evaluation 
This courses focuses on a research and standards-based instructional systems model of performance-based teacher supervision and evaluation. Registrants will develop and field test component action plans for effective instruction, differentiated supervision, action research as professional development, and student behavior interventions that promote an effective organizational and classroom climate. (Three credits; Spring of Even-Numbered Years)

EDUC 668 Data-Driven Instructional Systems
Students will design and field-test a Student Achievement and Tools Action Plan, demonstrating how to access data and compile reports, how to analyze and report on student performance data, how to use student performance data in various planning scenarios, how to align curriculum and instruction with student performance data, how to use data to support systemic planning, and how to report results to multiple audiences.  A variety of administrative tools, including those recommended by the Pennsylvania Department of �鶹����, will be utilized to access, analyze, and report on student performance and related data. (Pre-requisite: Admission to Principal Certification Program with no grade in certification program of less than a B. Three credits; Summer of Odd-Numbered Years)

EDUC 670 Language Acquisition and Development
Participants will examine the structure of the English language, including its lexical, morphological, syntactic, and phonological components.  The process of first and second language acquisition will be studied in support of the literacy development of native English speakers and of English Language Learners (ELLs) at different stages of second language acquisition.  Teachers will learn to assist ELLs in communicating verbally and nonverbally.  Registrants will also examine best practices to facilitate the acquisition of English and promote the social and academic adjustment of all learners. (Three credits; Summer)

EDUC 671 ESL Curriculum and Instruction
Learn how to meet the educational needs of your English Language Learner (ELL).  This course examines various ESL methods and teaching strategies to facilitate language acquisition.  Participants will develop standards-based ESL lessons and instructional materials and explore strategies for adapting classroom activities according to the proficiency level of the language learner.  An emphasis will be placed on current research and resources available to maximize the process of acquiring English and developing language skills.  Additional topics will include the role of classroom management, multicultural materials, and the ELL acculturation process in planning and instruction.  (Three credits; Spring)

EDUC 672 ESL Learner, Family, and Community
This course will examine behaviors, belief systems, and attitudes of multicultural and multilingual learners, their families, and school personnel in promoting a culturally sensitive learning environment and community.  Research-based best practices will be explored, and emphasis will be placed on classroom/school implementation of strategies and techniques through action research methods.  Comparison of other cultures and how they relate to the American culture in the areas of education, language, support systems, and the community will also be explored. (Three credits; Summer)

EDUC 673 ESL Assessment and Support
Participants will learn to use effective assessment tools/practices to identify levels of proficiency and create assessments in speaking, listening, reading and writing to inform classroom instruction. Participants will also learn assessment of content areas to make adaptations for language acquisition and content learning. This course will combine readings, lecture, small group cooperative activities and hands-on assessment with English language learners. (Three credits; Fall)

EDUC 674 The ESL Specialist 
This capstone course in the ESL program specialist certification sequence explores the professional role of the second language teacher and includes a 60-hour practicum under the mentorship of a certified ESL classroom teacher and a University supervisor. Registrants will articulate a personal philosophy of second language teaching and learning, conduct action research in the ESL classroom, create a professional development plan and collaborate with general and special education school staff as they design and implement instruction commensurate to the ELLs’ proficiency levels. Taking on the role of the ESL program specialist, registrants will also demonstrate their ability to advocate for English language learners, their families, and communities; develop classroom activities that involve families; and model the use of culturally and linguistically responsive pedagogies. (Three credits; Summer)

EDUC 675 World Language Curriculum and Instruction 
This course is designed to help foreign language teachers employ the ACTFL’s proficiency and performance guidelines to teach reading, writing, listening, and speaking in contextualized ways.  Methods of integrating instructional technology, managing the classroom, and assessing student performance, both oral and written, will be addressed. (Three credits)

EDUC 676 Literacy Assessment & Evaluation
This course is designed to prepare teachers to select, administer, and interpret literacy assessment instruments in an informed and responsible way. Participants will explore a variety of formative and summative tools, including norm and criterion referenced tests, formal and informal inventories, portfolio based assessments, and anecdotal records. They will also learn to align instruction with PSSA testing data and examine how to develop interventions and instructional strategies for students with literacy-related learning difficulties, including students with disabilities and English language learners. Additionally, registrants will learn about the multi-disciplinary team process and the reading specialist’s role in the early identification of students with learning difficulties that may be related to specific learning disabilities or to the unique needs of English language learners.  Finally, participants will explore strategies for communicating assessment data effectively to students, parents, and other school personnel.  Students will gain clinical experience and practice through one-on-one and small group work with participants in the summer reading clinic. (Three credits; Summer of Odd-Numbered Years)

EDUC 683: Foundations of �鶹����al Leadership 
This course, aimed at those pursuing Administrative I (Principal) certification in Pennsylvania, lays the conceptual and theoretical groundwork for understanding transformational leadership within the framework of current complex educational challenges. It delves into the historical perspective of education, transformational leadership theory, strategic foresight, empathy, inclusivity, and decision-making enhanced by emerging technologies like artificial intelligence. Throughout the course, students will hone their communication and storytelling skills, essential for effectively conveying a shared vision and driving systemic transformation in education.

EDUC 684: Organizational Leadership
This course integrates the aspects of historical context, political dynamics, community engagement, and organizational culture within K12 education. It offers a comprehensive understanding of how educational policies and practices have evolved, highlighting the critical role of community effective network building. Students will develop skills in strategic thinking, community collaboration, and cultural leadership, equipping them to effectively navigate and influence the educational landscape with insight, adaptability, and foresight.

EDUC 685: Leadership for Learning 
This course is designed to equip aspiring educational leaders with the skills and knowledge necessary to foster innovation and effect positive learning-focused change in their institutions. Participants will delve deeply into contemporary learning theories and explore how these can be applied in the context of educational leadership roles and responsibilities. The course emphasizes the development of a changemaker mindset, focusing on leading effective change for educational transformation. Additionally, learners will have the opportunity to apply their knowledge in practical, real-world scenarios, particularly in areas of professional development and supervision.

EDUC 686: Leading Diversity
This course delves into Diversity, Equity, and Inclusion (DEI), professional ethics, and Special �鶹����, equipping learners with essential skills for school leadership. It emphasizes a deep understanding of DEI, teaching learners to embed these principles across all aspects of school leadership for equitable and inclusive practices. Special focus is placed on applying inclusive practices in Special �鶹����, exploring identification of learning disabilities, inclusive teaching and culturally responsive pedagogies. Ethical leadership is a core component, encouraging students to develop strong moral decision-making and integrity in their educational roles. The course's goal is to prepare future principals to lead diverse and inclusive educational communities, creating environments conducive to the growth of all individuals, both young and adult.

EDUC 687: �鶹����al Leadership Capstone 
This is the culminating course in the Principal Certification program. In this capstone course, learners will undertake a comprehensive action research cycle/project, demonstrating their mastery of transformational leadership principles and techniques. This project will require the integration of diverse skills ranging from strategic planning and community engagement to ethical decision-making and inclusive educational practices, reflecting the depth and breadth of learning from the entire program. Through this experiential learning approach, the course aims to solidify learners' abilities to enact meaningful change and innovation in educational settings, preparing them for successful careers as transformative educational leaders.
EDUC 690-699 Special Topics in �鶹����

EDUC 700 Curriculum Development and Action Research
This course explores the relationships of learning theory and action research to curriculum design.  Various models of curriculum development are explored, and strategies for curriculum design are studied, leading to the development of a research question for the M.Ed. thesis. Prerequisite: M.Ed. Degree Candidacy with completion of 500-series and 600-series requirements with QPA of 3.0 or higher. (Three credits; Spring)

EDUC 701 Writing a Review of �鶹����al Research 
Central to practitioner research cycles of observation, action, and reflection is an examination of a research base to provide focus for subsequent observations, suggestions for new classroom action, and theories through which to examine reflective practice.  This hands-on workshop will help participants to locate salient electronic and traditional secondary source research material, synthesize findings from multiple research studies, and draft a review of the literature on a specific educational research topic identified by each participant.  (Three credits)

EDUC 702 Reflective Practice Seminar
This is a capstone course through which students will carefully examine the philosophical and empirical bases for reflective teaching and learning.  Data for the action research thesis will be collected, coded, analyzed, and interpreted. (Three credits; Fall)

EDUC 704-705 Action Research Thesis
Candidates will work independently, under the guidance of a thesis advisor, to place action research data within the context of published studies and to report research findings in a final thesis.  An oral defense of the thesis will be required. (Three credits each; Spring)

EDUC 710 Writing �鶹����al Research for Publication and Presentation
Teacher research has the potential to improve teaching and learning beyond the individual teacher researcher’s classroom only when it is disseminated to and critiqued by a wider audience of professional educators. This course is designed to help master teachers prepare their research for publication in a professional peer-reviewed journal and for presentation at a local, state, national, or international conference. Using their master’s degree thesis data and analytic framework, registrants will design a conference poster, prepare a multi-media presentation, and draft a manuscript for submission to a professional journal. (Three credits. Pre-Requisite: Successful Completion of EDUC 704-05 or equivalent.)

EDUC 713 Facilitating School Improvement
Supervisory certification candidates enrolled in this course will develop a School Improvement Case Study; analyze context and student performance data; construct a consensual vision with stakeholder participants; conduct school improvement research appropriate to the specific school improvement initiative; align challenges, vision, program and school improvement strategy; and both implement and critique an action plan for the project.  (Pre-requisites: Admission to Supervisory Certification Program; no grade in certification program of less than a B; an up-to-date coursework portfolio approved by the Administrative Certification Officer.  Three credits; Summer)

EDUC 714 Supervisory Practicum I
This course provides the student with the opportunity to demonstrate his or her knowledge of and competence in the fundamental concepts of supervising an instructional program.  Topics include identifying staff development needs and resources, planning activities to address the needs of the educational program, integrating curriculum across multiple disciplines, and budgetary planning for curriculum and personnel development. Please note: A signed statement of approval from the Administrative Certifications Officer indicating your portfolio of work satisfactorily addresses the supervisory coursework standards is a requirement needed prior to registration for EDUC 714. Any standards not addressed in the portfolio must have action plans developed for implementation in the practicum. (Co-Requisite: Supervisory Certification Candidacy and final fall 600-series course with no grade lower than B. Three credits; Fall)

EDUC 715 Supervisory Practicum II
This course provides the student with the opportunity to demonstrate his or her knowledge of and competence in the fundamental concepts of supervising an instructional program.  Topics include designing curriculum scope and sequence, evaluating instructional methodologies and strategies, monitoring and developing alternative forms of student assessment, and assessing instructional service delivery. (Co-Requisite: Supervisory Certification Candidacy and final spring 600-series course with no grade lower than B.  Three credits; Spring)

EDUC 723 Organizational Leadership 
Students enrolled in this course will develop a School Improvement Case Study, including a stakeholder analysis and invitation to participate; school context and student performance data analysis; construction of a consensual vision with stakeholder participants; school improvement research appropriate to the specific school improvement initiative; alignment of challenges, vision, program and school improvement strategy; and the implementation and critique of an action plan for the project.  Please note: A signed statement of approval from the Administrative Certifications Officer indicating your portfolio of work satisfactorily addresses the PiL standards is a requirement needed prior to registration for EDUC 723. Any standards not addressed in the portfolio must have action plans developed for implementation in the practicum. (Pre-requisite: Admission to Principal Certification Program with no grade in certification program of less than a B. Three credits; Summer)

EDUC 724 Principal Certification Practicum I 
This course provides the student with the opportunity to demonstrate his or her competence in meeting Pennsylvania Leadership Standards within a series of ongoing performance based projects designed to measure and document the knowledge, skills, and dispositions required by school leaders.  Projects include a school district case study focusing on student achievement, a multiple measures of data project linked to school reform, and an instructional tools project linked to classroom practice. (Pre-requisite: Admission to Principal Certification Program and completion of required 600-series courses with no grade of less than a B. Three credits; Fall)

EDUC 725 Principal Certification Practicum II 
This course provides the student with the opportunity to demonstrate his or her competence in meeting Pennsylvania Leadership Standards within a series of ongoing performance based projects designed to measure and document the knowledge, skills, and dispositions required by school leaders.  Projects focus on improving student achievement and include an action-based research project and the development and implementation of a curriculum project including scheduling and budgeting that integrates federal, state, and district requirements and policies. (Pre-requisite: Admission to Principal Certification Program and completion of EDUC 724 with B or higher. Three credits; Spring)

Doctoral Graduate Courses in �鶹����

EDD 800 Becoming a Transformational Leader: The Building Blocks
This course serves as the foundation for the Doctor of �鶹���� program. The primary goal of the term is to build a broad foundation of knowledge blocks in education and leadership––histories, theories, principles––to be accessed as learners build their journey of systemic transformation in subsequent terms. Prerequisite: None. (6 credits)

EDD 801 Becoming an Objector
The primary goal of the term will be to deepen the foundation of knowledge blocks in education and leadership––histories, theories, principles––presented in Becoming a Transformational Leader: The Building Blocks, while applying an array of knowledge blocks to a contemporary issue of practice in the home learning community. Issues of practice that will be derived through becoming an objector will be driven by each learner's home base contexts and may include areas such as Diversity, Equity, and Inclusion (DEI), educational technology, trauma, conflict, communications, law/ethics, finance, policy, social emotional learning, and other relevant and emerging areas.  Prerequisite: None. (4 credits)

EDD 802 Transforming the Dissertation Process
This course is designed to begin the process of the dissertation of practice, a scholarly endeavor of structured inquiry that impacts a complex problem of practice. Learners will be introduced to the dissertation traditions as found in Doctor of �鶹���� programs, will critique the traditional dissertation through the lens of practice and will follow a collaborative process to co-design a relevant and contextualized action research dissertation. Prerequisite: None. (4 credits)

EDD 803 Reflecting on Myself as a Transformational Leader
This course is designed to provide the opportunity to deeply reflect on oneself as a leader at this point in the program. In addition, learners will look forward, scanning their horizon and determining who they wish to be as a leader. Prerequisite: None. (2 credits)

EDD 804 Becoming an Inventor
This course will continue to help the learner expand on their position in the larger context of education through continued study of the past, present and future. Learners will continue implementing an action research cycle with a deepened focus on the design elements associated with an inventor's mindset (designing solutions that bring about change). Prerequisite: None. (4 credits)

EDD 805 Understanding Action Research Traditions
This course is designed to provide learners with an overview of the dissertation of practice through the lens of action research. Action research traditions as applied to various challenges in the home learning environment will be examined. The goal of this course is for each learner to identify an extended inquiry that will become the dissertation of practice. Prerequisite: None. (4 credits)

EDD 806 Becoming a Curator
This course will continue to help the learner expand on their position in the larger context of education through continued study of the past, present and future. The goal of the term will be to refine and deepen their  foundation of knowledge blocks in education and leadership––histories, theories, principles––as applied to systemic transformation in the home learning environment. Learners will continue implementing an action research cycle with a deepened focus on the design elements associated with a curator’s mindset. Prerequisite: None. (4 credits)

EDD 807 Establishing my Dissertation of Practice Plan
This course is designed to begin to bring the dissertation of practice to life by merging theory with practice. Learners will work with a dissertation coach and support network through consultation to finalize research implementation plans. Learners will complete processes required for the Institutional Review Board (IRB) and receive writing support as necessary. Learners will be prepared to initiate the formal action research process by the conclusion of this term. Prerequisite: None. (4 credits)

EDD 808 Becoming a Storyteller
This course will continue to help the learner expand on their position in the larger context of education through continued study of the past, present and future. The goal of the term will be to refine and deepen their  foundation of knowledge blocks in education and leadership––histories, theories, principles––while implementing systemic transformation in the home learning environment through the dissertation of the practice research process. A deeper focus on being a storyteller (reflecting on what you learned and sharing it with an audience) and the mindshifts associated with them will also occur. Prerequisite: None. (4 credits)

EDD 809 Implementing my Dissertation of Practice Plan
This course is designed to support the completion of multiple components of the dissertation of practice. Learners will work with a coach and support network through consultation to iterate implementation plans.  Prerequisite: None. (4 credits)

EDD 810 Reflecting on My Transformational Journey
This course is designed to provide the opportunity to deeply reflect on oneself as a leader at this point in the program. In addition, learners will look forward, scanning their horizon and determining who they wish to be as a leader. Prerequisite: None. (2 credits)

EDD 811 Becoming a Stronger Practitioner/Researcher
This course will continue to help the learner expand on their position in the larger context of education through continued study of the past, present and future. The goal of the term will be to complete the dissertation of practice and prepare for public exhibition with a focus on storytelling. Prerequisite: None. (4 credits)

EDD 812 Concluding my Dissertation of Practice Plan
This course is designed to support the completion of the dissertation of practice. Learners will work with a coach and support network through consultation to iterate implementation plans. Presentations representing research will be made to multiple audiences. Prerequisite: None. (4 credits)

EDD 813 Sharing our Story: Transforming Ourselves, Our Practice, and Our Communities
This course is designed to support the dissemination of research and designing plans for future growth beyond the Doctor of �鶹���� program. Activities will leverage the location of the two-week residency (Bethlehem/Lehigh Valley) for community building and deepening the learning experience. Prerequisite: None. (6 credits)