Course description
The early childhood education program with student teaching (student internship) leads to Maryland certification to teach nursery school, prekindergarten, kindergarten and grades one, two and three. Student teaching consists of field work and assignment to placements in a professional development school (PDS) in kindergarten and primary classes.
The Early Childhood Education Certification Program includes a total of 12 courses and a culminating semester of student teaching and related seminar. The student internship is composed of two experiences within the Professional Development Schools (PDS), one in kindergarten and one in a primary grade. During the first student teaching semester, four courses are also offered that complement the student teaching experience. The early childhood education certification program is approved by the Maryland State Department of Education using nationally recognized professional standards.
Upon completion of the program and achievement of acceptable scores on the PRAXIS I and II assessments (numbers 10022 and 10521), the student is eligible for a Maryland professional certificate in early childhood education for nursery school, prekindergarten, kindergarten and grades one, two and three.
Professional education course work in education is designed to meet the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards as articulated by the Maryland State Department of Education. At the completion of the program, teacher education students will provide evidence of their understanding and application of the INTASC Standards.
Certification Reciprocity
Graduates of Maryland-approved teacher education programs are not only eligible for a Maryland teaching certificate, but are also eligible for initial teaching certificates in many other states, providing the states offer the same certificates as Maryland (i.e., early childhood education, nursery school, pre kindergarten, kindergarten, grades one, two and three). Click here for more information.
Prerequisite Program:
Field experiences relate to EDUC 204 and EDUC 223. Teacher candidates spend the equivalent of one day per week in a classroom at one of Hood’s professional development schools, observing and/or assisting the teacher. Students must also pass the Praxis I test.
EDUC 204 Foundations for Effective Teaching 3 credits
EDUC 223 Child Development 3 credits
EDUC 224 Processes and Acquisition of Reading 3 credits
EDUC 236 Exceptional Children and Youth 3 credits
Phase I
Along, with these courses, early childhood education students must complete a morning of field experiences in the Onica Prall Child Development Laboratory. The goal is also to include a half day in a professional development school placement. During Phase I, ECE students submit an Entry Portfolio for admission into Phase II as well as maintain a 2.75 cumulative grade point average and grades of C or higher in Education courses.
EDUC 316 Reading Instruction 3 credits
EDUC 320 Science Curriculum, Methods and Materials 2 credits
EDUC 324 Processes and Acquisition of Reading 4 credits
EDUC 330 Early Childhood Social Studies 2 credits
Phase II
Along with the following courses, ECE students must complete and additional three days/week of classroom assignments in professional development schools. Listed courses are also taught in a PDS. ECE students begin assembling elements of their Exit Portfolio and may start taking/passing the two Praxis II examination. A successful mentor teacher recommendation is necessary for advancing to Phase III along with a 2.75 cumulative G.P.A. and grades of C or higher in education courses.
EDUC 317 Materials for Teaching Reading 3 credits
EDUC 321 ECE Mathematics Concepts, Curriculum, Methods, and Materials. 3 credits
EDUC 340 Assessment for Reading Instruction 3 credits
EDUC 347 Classroom Organization and Management 3 credits
EDUC 349 PDS Teaching Internship I 2 credits
EDUC 360 Introduction to the Teaching Internship 1 credit
Phase III
Along with EDUC 459 and EDUC 460, the ECE student will spend five days/week engaged in full-time student teaching (internship) in designated Professional Development Schools (PDSs). Toward the end of Phase III, the ECE student submits the Exit Portfolio. Assessment of this portfolio is part of the recommendation for teacher certification. Before the ECE student applies for certification, she or he must meet the minimum scores for the two Praxis II tests. A satisfactory mentor teacher/college supervisor recommendation is also necessary.
EDUC 459 PDS Teaching Internship II 12 credits
EDUC 460 Professional Development Seminar 3 credits
Portfolio Requirements:
Students must submit a portfolio twice while in the teacher education program. Students begin preparing an Entry Portfolio during EDUC 204. In addition, demonstration of professionalism and precision in oral and written expression will be necessary to continue in the program, as well as evidence of successful field experiences. The Entry Portfolio is presented to the education faculty as a condition to admission to Phase II, prior to the Professional Development School experience. The second portfolio, the Exit portfolio, is submitted during the students' last semester in the teacher preparation program and serves as one of the criteria for recommendation to the Maryland State Department of Education for certification.
