Teacher Licensure Emphasis

This program is designed for the student seeking initial Virginia teacher licensure or completing provisional Virginia licensure requirements while concurrently completing the MEd in Curriculum and Instruction.

In addition to professional studies/licensure requirements, students must meet the content course requirements for their particular endorsement prior to completion of the MEd. The 36 hours of the program are exclusive of the internship in Education and content course requirements.

You will complete a program planning sheet for degree and licensure requirements with your advisor during your first semester of enrollment in the Curriculum and Instruction program. A comprehensive exam is required to complete the program.

Information on Student Teacher Testing Requirements

Total Credit Hours: 36

Required Courses (24 Hours)

EDCI 600 — Classroom Management and Instructional Methodology (3)

Focuses on research-based, scientifically-validated strategies for teaching, managing, and motivating students in classrooms and the schools. The course assists with the conceptualization, measurement, and improvement of classroom performance and management for grades K-12, in order to effectively impact, assess, and improve instruction and student academic performance and behavior.

EDCI 605 — Assessment (3)

This course focuses on assessment in the instructional process. It includes experiences in creating, selecting and implementing valid and reliable classroom-based assessments. Skills will be developed to assist in the understanding of relationships among assessment, instruction, and monitoring student progress. Teacher candidates will gain the ability to analyze assessment data to make decisions that improve instruction and student performance. In addition, Teacher candidates will become familiar with writing student achievement goals as they relate to teacher evaluation.

EDCI 606 — Effective Instructional Strategies (3)

Focuses on research-based, scientifically-validated strategies for teaching students in the schools. The course assists with the conceptualization, measurement, and improvement of classroom performance and management for grades K-12 and features a variety of organizational patterns and practices, approaches to instruction and their impact on students’ learning, and instruments for evaluating teacher behavior in specific contexts.

EDCI 617 — Foundations and Curriculum of American Education (3)

This course will provide the opportunities for future teachers to expand their ability to inquire, explore, engage, conclude and persuade in the foundations and curriculum of American education. The course explores historical, philosophical, sociological, and legal foundations and curriculum of public education. This course is designed to assist teachers in the decision-making processes necessary to implement a standards-based curriculum and both a formative and summative assessment process of curricular initiatives. There is also a focus on contemporary curricular issues and innovations as well as school culture.

EDHD 602 — Human Development (3)

Focuses on the development of the individual from conception through intricate changes of growth and aging over the life span, including information about scientific discoveries and personal insights throughout life.

EDLS 603 — Legal and Ethical Issues (3)

Explores the responsibility of the school as a social institution for students, parents, taxpayers, and employees; examines the legal framework of constitutional, case and statute law, and ethical issues pertaining to schools and identifies the implications for educational practice.

EDLS 609 — Research Methods and Applications (3)

Examines research methodology, tools, and resources for the educational leader. Particular emphasis is placed on action research focusing on effective schools and student achievement. Emphasis is given to the appropriate use of research tools and educational technology in the analysis of data including data-driven decision-making and implementing school and/or division-based research projects or school improvement plans. Both formative and summative evaluation strategies are emphasized.

SPED 600 — Survey of Special Education (3)

Provides an overview of the special education field. Particular attention is given to federal and state rules and regulations that govern implementation of special services, basic knowledge relating to disability characteristics and causes, and current trends in special education (e.g., the issue of inclusion and accommodation of special learners in general education settings). Note: This course (or its equivalent) is prerequisite to all other courses in special education.

Courses to Meet Virginia Licensure Goals/Requirements

The courses below are licensure courses. Reading requirements are based on the desired grade level to be taught. For elementary, RDNG 625 must be taken before RDNG 640.

Based on licensure goals/requirements, up to 6 credit hours from:

RDNG 625 — Survey of Effective Reading Methods (3)

Focuses on the foundations of reading and reading development. Topics include children’s basic language development as a precursor to reading and as a medium for instruction, methods for assessing and instructing the emergent reader, the beginning reader, and the instructional reader, as well as reading disability.

RDNG 640 — Strategies for Teaching Phonics, Spelling and Vocabulary (3)

Prerequisite: RDNG 625 or permission of the instructor. Examination of theoretical and practical issues surrounding access to print. Advances basic knowledge of reading process, models multi-sensory approach to teaching reading, and develops understanding of phonics, spelling, and vocabulary acquisition.

RDNG 672 — Reading and Study Skills in the Content Area (3)

Methods, materials, and organizational patterns for reading and writing as a means to access text in content area texts and coursework. Reading strategies and study skills are improved to maximize learning for all students through effective use of course materials.

Internship

If a non-teacher secures a teaching position prior to completion, one year of successful teaching can be substituted for this internship. Any content course requirements needed for licensure are not included in the 36-hour MEd program. State testing requirements apply for licensure candidates.

EDCI 699 — Internship in Education (6)

Prerequisites: Passing scores on Praxis I, Praxis II, and VCLA. The Reading for Virginia Educators (formerly VRA) is required for elementary and middle school licensure. In addition to completion of professional studies/licensure requirements, all content requirements for a student’s particular endorsement must be completed prior to taking the class. Supervised field experience in a classroom setting and seminar sessions are required. Placement is arranged at the elementary, middle, or secondary level based on the teaching endorsement sought. All licensure coursework must be completed prior to or concurrently with the teaching internship.

Electives (Up to 9 Hours)

0-9 credit hours as needed for degree requirements

Teacher Certification by State

Teacher certification requirements by state, including Virginia, are provided at the web sites included here (PDF).