Early Elementary Education (PK-4), M.S.

General Description

For the graduate student who is seeking to change careers and wants to become a licensed teacher in Pennsylvania. This certification will permit the graduate to teach Early Elementary (grades PK-4). A student teaching component is required to earn the master’s degree.  Successful completion of state tests is required for certification.  (39 credits)

Overview and Mission

Neumann University’s graduate program leading to the Master of Science in Education with Teacher Certification (Early Elementary PK-4) is consistent with, and driven by, the University’s Mission Statement. Students acquire the foundational and pedagogical skills to become a certified classroom teacher in PK-4 Early Elementary settings.  By learning about cutting-edge pedagogical theory and applying interpretations of that theory to teaching practices, graduate students become master teachers, i.e., educators who know and show others how to orchestrate assessment, diversity, technique, and technology within the context of contemporary education. The goal of this program degree is to instill the knowledge, skills, values, and attitudes of master teachers in emerging professional educators.

Program Design and Outcomes

The Master of Science in Education with Certification in Early Elementary (PK-4) is focused on the preparation of professional teachers who are aware of learning styles and unique student characteristics and how to use that knowledge, along with current methods and teaching delivery systems to impact learning and development. The program prepares the teacher to sit for the state-required standardized examinations and become certified to practice in the profession.

The following assessment measures provide evidence of the attainment of the outcomes established for the program:

1.  Students will earn a minimum grade of Satisfactory on the PDE 430 Form in Category I: Planning and Preparation - Teacher candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Teacher candidate makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context.

Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H)

Teacher candidate’s performance appropriately demonstrates:

•  Knowledge of content
•  Knowledge of pedagogy
•  Knowledge of Pennsylvania Academic Standards
•  Knowledge of students and how to use this knowledge to impart instruction
•  Use of resources, materials, or technology available through the school or district
•  Instructional goals that show a recognizable sequence with adaptations for individual student needs
•  Assessments of student learning aligned to the instructional goals and adapted as required for student needs

 Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals.

   2.  Students will earn a minimum grade of Satisfactory on the PDE 430 Form in Category II: Classroom Environment - Teacher candidate establishes and maintains a purposeful and equitable environment for   learning, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior.

Alignment: 354.33. (1)(i)(E), (B)

Teacher candidate’s performance appropriately demonstrates:

• Expectations for student achievement with value placed on the quality of student work
• Attention to equitable learning opportunities for students
• Appropriate interactions between teacher and students and among students
• Effective classroom routines and procedures resulting in little or no loss of instructional time
• Clear standards of conduct and effective management of student behavior
• Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher
• Ability to establish and maintain rapport with students

   3.  Students will earn a minimum grade of Satisfactory on the PDE 430 Form in Category III: Instructional Delivery - Teacher candidate demonstrates thorough knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies.

Alignment: 354.33. (1)(i)(D),(F),(G)

• Teacher candidate’s performance appropriately demonstrates:
• Use of knowledge of content and pedagogical theory through his/her instructional delivery
• Instructional goals reflecting Pennsylvania standards
• Communication of procedures and clear explanations of content
• Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs
• Use of questioning and discussion strategies that encourage many students to participate
• Engagement of students in learning and adequate pacing of instruction
• Feedback to students on their learning
• Use of informal and formal assessments to meet learning goals and to monitor student learning
• Flexibility and responsiveness in meeting the learning needs of students
• Integration of disciplines within the educational curriculum

   4. Students will earn a minimum grade of Satisfactory on the PDE 430 Form in Category IV: Professionalism - Teacher candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building.

Alignment: 354.33. (1)(i)(I),(J)

Teacher candidate’s performance appropriately demonstrates:

• Knowledge of school and district procedures and regulations related to attendance, punctuality and the like
• Knowledge of school or district requirements for maintaining accurate records and communicating with families
• Knowledge of school and/or district events
• Knowledge of district or college’s professional growth and development opportunities
• Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations
• Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and administrators
• Ability to cultivate professional relationships with school colleagues
• Knowledge of Commonwealth requirements for continuing professional development and licensure

   5. Students will assemble a portfolio that demonstrates how the competencies established by PDE and the 10 Interstate New Teachers Assessment and Support Consortium (INTASC) Principles have been met.

   6. Students will pass all related state-mandated tests for area of certification. 

Admission Requirements

Applicants with a baccalaureate degree from a regionally accredited, degree-granting institution who have successfully completed all prerequisite courses are eligible for entrance to the Master of Science in Education with Teacher Certification Program, subject to the approval of the Program Director.  Acceptance is on a competitive basis after submission of all credentials and an interview with the Program Director.  All applicants must submit the following:

• A completed Graduate Student Application, in print or online through www.neumann.edu/apply
• Official transcripts from each regionally accredited, degree granting institution attended.
• Letter of intent which outlines why you wish to pursue the Master of Science in Education degree.
• Name and telephone numbers of two professional references.
• Security clearances that meet current state-approved teaching requirements.

Once all admission materials have been received and processed through the Office of Admissions, the graduate Program Director will arrange for an interview following a review of all candidate credentials. 

Nine graduate credits from a regionally accredited institution of higher education may be transferred into the program with the approval of the School Dean.

Progression/Retention/Graduation Requirements

For the Master of Science in Education with Teacher Certification (Early Elementary PK-4), continued progress requires that the student maintain an overall “B” average (cumulative 3.00 GPA) in the required courses and satisfactory participation in the program. Completion of all degree requirements for the program is not to exceed five years. Exemption to this time limitation must be applied for in a written request to the School Dean. Graduation from the program is contingent upon (1) submitting a signed Application for Graduation form to the Registrar on or before the date specified in the Academic Calendar; and (2) successful completion of all course work, including field experience. The student must maintain an overall “B” average (cumulative 3.00 GPA) in all required courses, with no more than two grades of “C” level work or below.  If the student’s GPA falls below a 3.0, the student will be put on probation. The student will have one semester to bring his/her GPA up above a 3.0. If this does not occur, the student will be dismissed from the program.

A six-credit student teaching component, including the student teaching practicum and seminar, is required to earn the master’s degree.  Successful completion of specified tests is required for state certification.

Field Experience

Graduate Education majors participate in a clinical field experience sequence which is designed to help them connect theory to practice; enhance their observational, instructional, and analytical skills; and develop their professional ethos. Field experiences expose students to a variety of classroom settings with scaffolded involvement to include: observation, one-on-one interaction, instructional aide responsibilities, designing and delivering lessons in small groups, and full class instruction.

Course content and assignments within this program are linked to field experiences. Students must obtain and submit with admissions material all security clearances that meet current state-approved teaching requirements. For current security clearance requirements, contact the Field Experience Coordinator.