Master of Education | Cedar Crest College

Mission Statement

The Cedar Crest College Graduate Program grounds itself in the premise that education provides the basis for leadership, advocacy, civic engagement, and global connectivity. The Education Department is committed to developing teachers who are steeped in instructional pedagogy, content knowledge, and current research. Our graduates will be dedicated leaders in the profession and advocates for the learning community.

Cedar Crest College is accredited by the Middle States Commission on Higher Education. The College is a member of the Pennsylvania Association of Colleges of Teacher Education. All certification programs are approved by the Pennsylvania Department of Education.

Education Department Diversity Statement

The Education Department believes that at the very heart of teaching is the acceptance of all individuals. Instructional pedagogy and curricular decisions are grounded in the values of diversity, equity, and inclusion. We honor students’ voices, encourage thoughtful discourse, and promote inclusivity.

The Education Department

Full-time faculty and staff contributing to the Master of Education Program include the following individuals:

Melissa Kamyab, Assistant Professor and Department Chair, Ed.D., Lehigh University, , ext. 4566
Jill Purdy, Professor of Education, Ed.D., Widener University, , ext. 3419
Ivonne Miranda, Assistant Professor and Supervisor of Field & Student Teaching, Ph.D., Walden University, , ext. 3616
Sarah Fields, Office Manager and Coordinator of Field & Student Teaching Experience, M.Ed., Cedar Crest College, , ext. 4610

The Education Department is located on the second floor of Curtis Hall. The Donley Education Classroom is located on the first floor of Curtis Hall in room 131 and is the home of the #WeRead360 children and young adult literature collection, an annex of the College’s Cressman Library. This library contains over 3,000 books available for checkout to all Cedar Crest College students.

The #WeTeach360 Professional Education Collection is located in Curtis Hall 227, housing a collection of professional resources which are available for checkout to all Cedar Crest College students. The Education Department Student Lounge is located in Curtis 230. Students are welcome to use these facilities. Education Department Faculty offices are located Curtis 223-230.

Degrees available in the Master of Education Program

A candidate may pursue one or more of the following degrees:

Master of Education: The Art of Teaching
Master of Education: Early Childhood Certification (PreK-4)
Master of Education: Secondary Certification in Biology*
Master of Education: Secondary Certification in Chemistry*
Master of Education: Secondary Certification in English*
Master of Education: Secondary Certification in Mathematics*
Master of Education: Secondary Certification in Social Studies*
Master of Education: Secondary Certification in Spanish*
Master of Education: Special Education PreK-12
English as a Second Language Specialist Certification**
Reading Specialist Certification**
Instructional Coach Endorsement**

* It is recommended that students pursuing a secondary certification hold a Bachelor of Science/Art or equivalent in the appropriate content area, from an accredited college or university. Candidates who do not hold a bachelor’s degree in their chosen content area will have their undergraduate transcripts evaluated to determine which content area concentration requirements have been met. Secondary certification students may be subject to taking additional undergraduate coursework in their content area if all areas have not been satisfied. Students completing a certification in Spanish may not be able to fulfill incomplete content area coursework requirements at Cedar Crest College.

** Requires a teaching certification in any area.

Graduate Program Objectives

Students completing the Master of Education Program will be able to:

Plan and implement quality learning experiences for all learners;
Investigate critical issues and policies in the field of education;
Analyze and synthesize research in the field of education;
Demonstrate collaborative skills as a leader in the educational community; and
Create a learning environment that engages and respects the diversity of all learners in the global society.

General Admissions Information

Online application information can be found at www.cedarcrest.edu.

Requests for application materials and all correspondence relating to admission should be addressed to the School of Adult and Graduate Education (SAGE) at , or by calling 610-740-3770.

Applications are reviewed and accepted on a rolling basis throughout the year. Admission to the Cedar Crest College Graduate Education Program is offered based on individual qualifications.

Admission Requirements

All application documents are completed and submitted online using the student application portal at cedarcrest.edu/apply. This includes:

A completed application form.
A baccalaureate degree from a regionally accredited college or university. Official transcripts must be sent to the School of Adult and Graduate Education (SAGE).
Two letters of recommendation from faculty at the most recently attended academic institution or place of employment, or one letter of recommendation from the current place of employment in an education setting.
A personal essay.

In addition, an applicant must have a cumulative undergraduate grade point average of 3.0 or higher. Applicants with a cumulative grade point average below 3.0 are welcome to apply for admission; however, provisional status may be granted. A minimum grade point average of 3.0 must be earned during the first 9 credit hours of graduate work taken at Cedar Crest College for provisionally accepted students to gain formal acceptance into their program.

Students applying through a partnership school district only need to provide a copy of their transcripts as part of the application process; all other application requirements are waived. Contact SAGE for a list of partner schools.

Admissions Decisions

The Director of the Graduate Education Program will make final admissions decisions on the basis of the following criteria: grade point average, writing sample, letters of recommendation, related experience, and background. Candidates will be considered from a holistic perspective. The Department reserves the right to ask the prospective candidate for additional information. Candidates will be advised of their application status via email within 10 days after all application materials are submitted. Admission decisions are final and not subject to appeal.

Matriculation

Matriculation is required for any student who plans to receive financial aid and/or a graduate degree. A student applies for matriculation by submitting a completed application for admission to the School of Adult and Graduate Education (SAGE). Upon acceptance and admission, the date of matriculation is the first day of classes in the term in which the student is enrolled.

Graduate programs may permit non-matriculated and visiting students to enroll in graduate courses on a case-by-case basis. In the event that a graduate course reaches its enrollment maximum, matriculated students are given preference over non-matriculated students.

Acceptance of Transfer Credits

A candidate may transfer up to nine graduate credits from an accredited graduate program at another college or university. A student must earn a grade of “C-” or higher for graduate credits to transfer to the program. Depending upon the program of study, transfer credits may or may not decrease the total number of credits required to complete the degree.

Foreign Credit Evaluation

Coursework/degrees completed outside of the United States must be evaluated through a non-profit agency, such as World Education Services (www.wes.org). Please review the teacher certification requirements for “Foreign Educated Graduate” as published by the Pennsylvania Department of Education at http://www.pde.state.pa.us for further details.

Degree Program Retention Policy

Students must maintain a grade point average of 3.0 to remain in the Master of Education Program. A student seeking a Pennsylvania Department of Education teaching certification must achieve a “C-” or better in all education courses. Accepted students are permitted to repeat a course one time to meet academic requirements. Provisional and visiting students must seek approval from the Director of the Graduate Education Program prior to repeating a course. Students who fail to maintain academic standards may be subject to dismissal.

Leave of Absence Policy

Students wishing to take an authorized leave of absence from the Master of Education and/or a certification program must do so by submitting the Withdrawal Application via MyCedarCrest. A screenshot of the completed Withdrawal Application must also be sent to the Director of the Graduate Education Program. The Registrar approves requests for leaves of absence. Withdrawals from individual courses are not considered official leaves of absence.

Maximum Period of Candidacy

Students are required to complete the program in seven academic years beginning with the semester of matriculation.

Completion of the Graduate Program and Graduation

To successfully complete the Master of Education, a student must adhere to the following:

Maintain a grade point average of 3.0 throughout the program of study.
Complete all requirements for this program.
Apply to the Registrar’s Office for graduation.
Fulfill all financial responsibilities to the College.

Graduate 2024-2025 Tuition & Fees

Education Graduate Tuition, per credit at the State Rate (as determined yearly)

Activity Fee, per semester $20
Full-Time Technology Fee, per semester $125.00
Part-Time Technology Fee, per semester $75.00
7-Week Student-Teaching Honorarium, $200.00
14-Week Student-Teaching Honorarium, $400.00
Graduate Research Project Fee (non-refundable), $175.00

Note: The College reserves the right to change the fees and charges when necessary.

Graduate Assistantships

Graduate assistantships are designed to promote the educational goals and objectives of the Master of Education Program by providing students with opportunities to actively participate in a range of instructional and research experiences that serve to promote the mastery of knowledge and practice in the field of education. To this end, graduate assistants are placed with individual faculty and may have the following responsibilities:

Develop classroom experiences for undergraduate students.
Assist in the instruction of undergraduate coursework.
Serve as an instructor in the event that assigned faculty is absent.
Provide background information in the form of literature searches for faculty projects.
Assist in collection and dissemination of research information.
Serve as an instructor in “mini-topics” within the large class content where experiences and expertise warrant.

Students wishing to apply for a graduate assistantship are asked to do so in writing to the Director of the Graduate Education Program. Assistantships are awarded on a competitive basis by the Director of the Graduate Education Program in consultation with the faculty to whom graduate assistants will be assigned. The number of assistantships available in any given semester and the stipend to be awarded to each graduate assistant is determined by the Director of the Graduate Education Program in consultation with the Provost. The decision of the Director of the Graduate Education Program in regard to award recipients is final and not subject to appeal.

TEAMS

Upon enrollment into one of the education programs, all students are added to the “CCC Education Students” TEAMS group. The TEAMS group houses important documents such as student handbooks, field manuals, clearance applications, certification information, and other information pertaining to education students.

Note: Electronic communication with Education faculty should take place via email. The TEAMS chat function is not regularly monitored by department personnel.

Graduate Student Handbook

Each graduate student has access to the Education Department Graduate Student Handbook, which is always available for download on TEAMS. A copy of the handbook is also provided via email to new graduate students upon acceptance into the Master of Education or certificate program. The purpose of the handbook is to provide students with information pertaining to the curricular requirements, policies, and procedures associated with the program. Students are responsible for familiarizing themselves and understanding the information presented. Questions regarding the content of the handbook should be directed to either the student’s faculty advisor or the Director of the Graduate Education Program.

Capstone Project

Candidates for the Master of Education in the Art of Teaching complete the capstone experience as a self-directed project with an accompanying, in person seminar (EDU 599) to support the student learning process.

The capstone experience is a unique opportunity to design, investigate, and execute a theory-to-practice-project grounded in research. It calls upon a student’s knowledge, program synthesis, management of time as well as information, and communication skills. This process furthers the Education Department’s mission:

The Evidence Based Education Capstone Project, EDU 599, is the final course in a candidate’s program and may not be taken until EDU 525 Understanding and Using Research in Education has been completed.

Advising

Advising is an important element of any advanced degree program. A student accepted to the Master of Education Program will be assigned an academic advisor who will work with the student in planning the program of study.

Faculty advisors are assigned by the Director of the Graduate Education Program based upon a review of student interests and faculty availability. Students wishing to request a specific faculty advisor must submit this request in writing to the Director of the Graduate Education Program.

A student who wishes to change their advisor should schedule a meeting with the current advisor to discuss their concerns. After this meeting, the student must notify the Director of the Graduate Education Program, in writing, of their desire to change advisors. When a new advisor is identified, the student will be notified via e-mail. If a student is uncomfortable discussing concerns directly with their current advisor, the student should contact the Director of the Graduate Education Program.

Internship Certification Program

Through the Pennsylvania Department of Education, Cedar Crest College is approved to offer the internship option in Math, Spanish, English, Social Studies, and Special Education. This alternative-route certification program is reserved only for individuals who are currently employed full-time as the teacher of record in a classroom setting. This may include long-term substitute positions, however, paraprofessional, instructional assistant, assistant/associate teacher, and day-to-day substitute positions are not eligible. Please contact the Director of the Graduate Education Program if you are interested in this program.

Praxis/PECT Examinations

Students should adhere to Praxis/PECT deadlines listed in the Graduate Student Handbook.

Information may be obtained online at www.ets.org/praxis or at www.pa.nesinc.com (PECT).

Students should consult with their advisors if they have any questions regarding the Praxis/PECT examination process. Software and study guides for the Praxis II may be purchased directly from the Educational Testing Service, or at area bookstores. In addition, resources are available in the Education Department’s professional library, #WeTeach360, located in Curtis Hall, room 227. Students holding a B.S. or B.A. are not required to take Basic Skills exams.

Early Childhood/Elementary PECT:

8006, 8007, and 8008: PreK-4 modules 1, 2, and 3

Special Education (PK-12) PRAXIS:

5355 Special Education: Core Knowledge and Applications
5511/0511 Fundamental Subjects Content Knowledge – also required for individuals obtaining Special Education PK-12 as an initial PA certificate

Secondary Content Area PRAXIS: 

5236 Biology Content Knowledge
5246 Chemistry Content Knowledge
5038 English Language Arts Content Knowledge
5165 Mathematics Content Knowledge (graphing calculator needed)
5081 Social Studies Content Knowledge 5195 Spanish Content Knowledge and 5511/0511 Fundamental Subjects 

Reading Specialist

5302 (computerized)

Kappa Delta Pi International Honorary Society in Education, Omega Chi Chapter

The purpose of the Education Honor Society is to promote excellence in and recognition of outstanding contributions to education. The Cedar Crest College Omega Chi Chapter was first established in the Spring of 2000. The charter members were initiated into the society on April 30, 2000.

For graduate-level students, invitation for membership in the Omega Chi Chapter of Kappa Delta Pi is based on the following criteria:

Have graduate standing at Cedar Crest College;
Demonstrate a cumulative grade point average of 3.25 or greater;
Have at least 6 credit hours in educational course work; and
Demonstrate leadership attributes and commitment to equity.

An email inviting graduate students who are eligible is sent each fall. Application materials are submitted online as per the email directions.

Programs of Study for the Master of Education

Please note that the program sequences for any teaching certification include all the Pennsylvania Department of Education requirements. Requirements are subject to change according to and in alignment with Pennsylvania Department of Education.

Master of Education: Art of Teaching (30 credits)

Core Courses (15 credits):

EDU 505 Law and Policy in Education (3 cr)
EDU 516 Teaching for Social Change (3 cr)
EDU 525 Understanding and Using Research in Education (3 cr)
EDU 582 Technology for Educators (3 cr)
EDU 599 Evidence Based Education Capstone Project (3 cr)

Electives (15 credits): 

ECE 501 Foundations for Early Childhood (3 cr)
ECE 505 Issues and Advocacy in Early Childhood Education (3 cr)
ECE 530 Teaching Methods for Early Childhood Education I: Content Areas (3 cr)
ECE 531 Teaching Methods for Early Childhood Education II: A Model for Integration (3 cr)
EDU 508 Integrating the Arts Across the Curriculum (3 cr)
EDU 511 Emergent and Developmental Literacy in the Primary Grades (3 cr)
EDU 514 Reading in the Content Areas (3 cr)
EDU 540 Differentiated Reading Instruction (3 cr)
EDU 550 Purpose, Pedagogy, and Practices in Education (3 cr)
EDU 559 Curriculum and Instruction for the English Language Learner (3 cr)
EDU 560 Special Topics in Education (3-12 cr)
EDU 583 Teachers as Leaders: Organizational Leadership and School Change (3 cr)
EDU 584 Teachers as Coaches: Applied Instructional Coaching (3 cr)
EDU 587 Data Driven Decision-Making: Focusing on Student Achievement and Success (3 cr)
EDU 588 #WeRead360 Surveying Children/Young Adult Literature for our Classrooms (3 cr)
EDU 589 Instructional Coaching: Supporting Teachers through Action (3 cr)
ESL 553 Assessing English Language Learners (3 cr)

ESL 556 Second-Language Acquisition and Language Development (3 cr)

ESL 558 Approaches to Educating English Language Learners (3 cr)

REA 503 Reading: Past, Present, and Future (3 cr)
REA 505 Word Study and Vocabulary Development (3 cr)
SPE 510 Intensive Reading, Writing, and Mathematics (3 cr)
SPE 515 Pervasive Developmental Disorders (3 cr)
SPE 520 Evidence-Based Approaches (3 cr)
SPE 541 The Exceptional Child: Special Education Process: PreK-Transition (3 cr)
SPE 544 Adaptations, Modifications, and Assistive Technology (3 cr)
SPE 547 Evidence-Based Approaches for Students with Emotional Disorders (3 cr)
SPE 548 Low-Incidence Disabilities (3 cr)
SPE 550 Subject Area Content Access (3 cr)

Master of Education: Art of Teaching with ESL Concentration/Certification (30 credits)

Core Courses (27 credits):

EDU 559 Curriculum and Instruction for the English Language Learner (3 cr)
ESL 558 Approaches to Educating English Language Learners (3 cr)*
EDU 516 Teaching for Social Change (3 cr)
ESL 553 Assessing English Language Learners (3 cr)*
ESL 556 Second Language Acquisition and Language Development (3 cr)*
EDU 582 Technology for Educators (3 cr)
EDU 505 Law and Policy in Education (3 cr)
EDU 525 Understanding and Using Research in Education (3 cr)
EDU 599 Evidence Based Education Capstone Project (3 cr)

*20 hours of fieldwork are embedded in ESL 558, 553, and 556 for a total of 60 hours. This component of the course is face-to-faceElectives (3 credits):

Master of Education: Art of Teaching with ESL Concentration/Certification (30 credits)

Core Courses (27 credits)

EDU 559 Curriculum and Instruction for the English Language Learner (3 cr)
ESL 558 Approaches to Educating English Language Learners (3 cr)*
EDU 516 Multicultural & Diversity Education (3 cr)
ESL 553 Assessing English Language Learners (3 cr)*
ESL 556 Second Language Acquisition and Language Development (3 cr)*
EDU 582 Technology for Educators (3 cr)
EDU 505 Law and Policy in Education (3 cr)
EDU 525 Understanding and Using Research in Education (3 cr)
EDU 599 Evidence Based Education Capstone Project (3 cr)
*20 hours of fieldwork are embedded in ESL 558, 553, and 556 for a total of 60 hours. This component of the course is face-to-face

Electives (3 credits)

REA 506 Literacy Coaching (3 cr)
REA 509 Leadership Practicum (3 cr)

Master of Education: Art of Teaching with Reading Concentration Academic Plan (30 credits)

Required Courses

REA 503 Reading: Past, Present, and Future (3 cr)
EDU 505 Law and Policy in Education (3 cr)
EDU 516 Teaching for Social Change (3 cr)
EDU 540 Differentiated Reading Instruction (3 cr)
EDU 587 Data Driven Decision-Making: Focusing on Student Achievement and Success (3 cr)
REA 505 Word Study and Vocabulary Development (3 cr)
EDU 582 Technology for Educators (3 cr)
EDU 514 Reading in the Content Areas (3 cr)
EDU 525 Understanding and Using Research in Education (3 cr)
EDU 599 Evidence Based Education Capstone Project (3 cr)

Classes post M.Ed. for completion for the Reading Specialist Certification (additional 12 credits)

EDU 584 Teachers as Coaches: Applied Instructional Coaching (3 cr)
REA 507 Reading Clinic Practicum: Early and Elementary Experience (3 cr)
REA 508 Reading Clinic Practicum: Middle and High School Experience (3 cr)
EDU 589 Instructional Coaching: Supporting Teachers through Action (3 cr)

Master of Education: Early Childhood Certification, PreK-4 (47 credits)

Required Courses

EDU 505 Law and Policy in Education (3 cr)
EDU 550 Purpose, Pedagogy, and Practices in Education (3 cr)
ECE 501 Foundations for Early Childhood Education (3 cr)
ECE 505 Issues and Advocacy in Early Childhood Education (3 cr)
ECE 530 Teaching Methods for Early Childhood Education I: Content Areas (3 cr)
ECE 531 Teaching Methods for Early Childhood Education II: A Model for Integration (Prereq. EDU 530) (3 cr)
EDU 508 Integrating the Arts across the Curriculum (3 cr)
EDU 511 Emergent and Developmental Literacy in the Primary Grades (3 cr)
EDU 520 Pre-Student Teaching Field Experience I (1 cr)
EDU 522 Pre-Student Teaching Field Experience II (1 cr)
EDU 540 Differentiated Reading Instruction (3 cr)
EDU 559 Curriculum and Instruction for the English Language Learner (3 cr)
SPE 520 Evidence-Based Approaches (3 cr)
SPE 541 The Exceptional Child: Special Education Process: PreK-Transition (3 cr)
SPE 544 Adaptations, Modifications, and Assistive Technology (3 cr)
EDU 572 Student Teaching: Early Childhood Education (3 cr) (Capstone)
EDU 574 Professional Education Seminar (3 cr) (Capstone)

Students must also complete 3 credits in child psychology or educational psychology. Advanced standing may be awarded for equivalency from a former program for this requirement. Otherwise, students should take EDU 102 Educational Psychology as part of their program.

Please Note: All courses and fieldwork must be completed prior to student teaching and professional seminar. The student may not take any other classes during the student teaching semester. After the successful completion of the student teaching semester and passing all state-required exams, the student may apply for Pennsylvania teaching certification using the Teacher Information Management System (TIMS).

Master of Education: Special Education Certification PreK-12 (41 credits)

Required Courses

SPE 541 The Exceptional Child: Special Education Process: PreK-Transition (3 cr)
SPE 510 Intensive Reading, Writing, and Mathematics (3 cr)
SPE 515 Pervasive Developmental Disorders (3 cr)
SPE 520 Evidence-Based Approaches (3 cr)
EDU 587 Data Driven Decision-Making: Focusing on Student Achievement and Success (3 cr)
SPE 544 Adaptations, Modifications, and Assistive Technology (3 cr)
SPE 547 Evidence-Based Approaches for Students with Emotional Disorders (3 cr)
SPE 548 Low-Incidence Disabilities (3 cr)
SPE 550 Subject Area Content Access (3 cr)
EDU 520 Pre-Student Teaching Field Experience I (1 cr)
EDU 522 Pre-Student Teaching Field Experience II (1 cr)
EDU 550 Purpose, Pedagogy, and Practices in Education (3 cr)
EDU 559 Curriculum and Instruction for the English Language Learner (3 cr)\
SPE 575 Student Teaching in Special Education (3 cr)
EDU 574 Professional Education Seminar (3 cr)

Master of Education: Secondary Certification (41 credits)

Required Courses

EDU 505 Law and Policy in Education (3 cr)
EDU 514 Reading in the Content Areas (3 cr)
EDU 516 Teaching for Social Change (3 cr)
EDU 520 Pre-Student Teaching Field Experience I (1 cr)
EDU 522 Pre-Student Teaching Field Experience II (1 cr)
EDU 550 Purpose, Pedagogy, and Practices in Education (3 cr)
EDU 559 Curriculum and Instruction for the English Language Learner (3 cr)
EDU 582 Technology for Educators (3 cr)
EDU 546 Mathematics & Science, EDU 547 Social Studies, EDU 548 English, or EDU 549 World Language: Curriculum, Assessment, and Learning Experiences for Secondary Students (3 cr)
SPE 520 Evidence-Based Approaches (3 cr)
SPE 541 The Exceptional Child: Special Education Process: PreK-Transition (3 cr)
SPE 544 Adaptations, Modifications, and Assistive Technology (3 cr)
EDU 573 Student Teaching: Secondary Schools (3 cr) (Capstone)
EDU 574 Professional Education Seminar (3 cr) (Capstone)

Students must also complete 3 credits in Child Psychology or Educational Psychology. Advanced standing may be awarded for equivalency from a former program for this requirement. Otherwise, students should take EDU 102 Educational Psychology as part of their program.

Content Area Requirements:

To be certified in secondary education a student must possess an academic major or the equivalent of an academic major in at least one of the content areas: Biology, Chemistry, English, History, Mathematics, Social Studies, or Spanish. Students should consult with their advisor for specific information about the coursework required in each content area. Spanish courses are not offered at Cedar Crest College; any content-area coursework required for Spanish certification may be completed via cross-registration with other LVAIC institutions.

English as a Second Language Certification (PreK-12) (12 credits)

Required Courses

ESL 553 Assessing English Language Learners (3 cr)*
ESL 556 Second-Language Acquisition and Language Development (3 cr)*
ESL 558 Approaches to Educating English Language Learners (3 cr)*
EDU 559 Curriculum and Instruction for the English Language Learner (3 cr)
* 20 hours of fieldwork are embedded in ESL 553, 556, and 558 for a total of 60 hours. This component of the course is face-to-face.

Reading Specialist Certification (K-12) (29 minimum credits)

Required Courses

REA 503 Reading: Past, Present, and Future (3 cr)
EDU 514 Reading in the Content Areas (3 cr)
EDU 540 Differentiated Reading Instruction (3 cr)
EDU 584 Teachers as Coaches: Applied Instructional Coaching (3 cr)
EDU 587 Data Driven Decision-Making: Focusing on Student Achievement and Success (3 cr) 
REA 505 Word Study and Vocabulary Development (3 cr)
REA 507 Reading Clinic Practicum: Early and Elementary Experience (3 cr/50 hours)

Students must complete 1 of the following 50-hour practicum courses (in addition to the required practicum REA 507 for a total of 100 practicum hours):
REA 508 Reading Clinic Practicum: Middle and High School Experience (3 cr/50 hours) or
EDU 589 Instructional Coaching: Supporting Teachers through Action (3 cr/10 hours)

Advanced standing may be awarded for equivalency from a former program for the following classes (9 credits). Otherwise, these courses should be scheduled as requirements within the student’s program:

SPE 241/SPE 541: The Exceptional Child: Special Education Process: PreK-Transition (3 cr) or equivalent
SPE 220/520: Evidence-Based Approaches (3 cr) or equivalent
EDU 359/559: Curriculum and Instruction for the English Language Learner (3 cr) or equivalent

For certification, the student must pass the Reading Specialist Praxis (Computer Test: 5301)

Instructional Coach Endorsement (12 credits)

Required Courses:

EDU 583 Teachers as Leaders: Organizational Leadership and School Change (3 cr)

EDU 584 Teachers as Coaches: Applied Instructional Coaching (3 cr)

EDU 587 Data Driven Decision-Making: Focusing on Student Achievement and Success (3 cr)
EDU 589 Instructional Coaching: Supporting Teachers through Action (3 cr)