84 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Core Course1 3 18 Spring Credits CHEM 242PR Organic Chemistry II 3 CHEM 242LPR Organic Chemistry II Lab 1 MATH 237PR Math. Methods for the Phys. Sci. 3
16 Admission to Candidacy (Complete and return “Application for Teacher Education Program sooner than the completion of 48 credits and no later than 65 credits.) Summer *** Credits Core Course1 3 Fall Credits MATH 3679 Real Analysis I OR MATH 4259 Abstract Algebra 3
16 Candidacy” to the Education Department no Spring Credits
Core Course1 3 Core Course1 3 16 andidacy” to the Education Department no Spring Credits CHEM 244PR Instrumental Analysis 3 CHEM 244LPR Instrumental Analysis Lab 2 CHEM 358PR Physical Chemistry II 3 CHEM 358LPR Physical Chemistry II Lab 2 EDUC 3053Assessment I 3 Core Course1 3 16 Spring Credits CHEM 494PR Senior Colloquium II 1
16-17 16-17 Fall Credits Spring Credits Track Course* 3-4 Track Course* 3-4 Core Course1 3 Track Course* 3-4 Core Course1 3 Core Course1 3 Core Course1 3 EDUC 3663, 4 Methods For Teaching Diverse Learners 3 EDUC 3023,4 Secondary Science Methods 3 EDUC 3503,4 Secondary Classroom Management 3 EDUC 231 and 232 2 17-18 15-17 Fall Credits
Core Course1 3 Core Course1 3 EDUC 231 and EDUC 232 Technology Module I & II 2 15 Fall Credits
EDUC 231 and EDUC 232 2 15 17 Total Credits Required for Graduation = 132 ***Summer Session is suggested in order to finish the degree in four years (including student teaching). 1Choose one course from each of the Core Requirements listed on the reverse side. 2 Course may satisfy both a Major and a Core requirement. PS 101 or ECON 111 will satisfy the Human Behavior & Social Institution Core requirement. 3 Updated Child Abuse & Criminal Record & FBI Clearances REQUIRED for EDUC 235, EDUC 240, EDUC 270, EDUC 303, EDUC 305, EDUC 350, EDUC 366, EDUC 467, and EDUC 468. 4E 5 Students should strongly consider taking MATH 101 and MATH 102 in place of MATH 120. The content of the MATH 101/MATH 102 sequence is consistent with the material found on the Basic Skills examination. Together, MATH 101 and MATH 102 satisfy the three math credits required for King’s College Core Curriculum as well as the six-credit math requirement for Education. PR Course has a prerequisite – check college catalog.
19*** 18*** Summer Credits Fall Credits Spring Credits MATH Elective* 3 EDUC 4173,4 Observation & Student Teach. 10 Core Course1 3 EDUC 4183,4 Student Teaching Seminar 2 Core Course1 3 EDUC 4404 Inclusive Education 3
16 18 PECT MOD I PECT Mod II Summer Credits Fall Credits Spring Credits EDUC 2303/505 Multicult., Ling., & Inst. Meth. 3 EDUC 4373,4 Obs. & Student Teaching 5 EDUC 4213,4 Math Methods PK-4 3 EDUC 4383,4 Student Teaching Seminar 2 EDUC 4223,4 Science Methods PK-4 3 EDUC 4404 Inclusive Education 3 EDUC 4233,4 Literacy Across the Curriculum 3 EDUC 4573,4 Obs. & Stud Teach – Spec Educ 5
Core Course1 / MATH Elective** 3 15 Summer Credits Fall Credits MATH 3679 Real Analysis I OR MATH 4259 Abstract Algebra 3 Core Course1 / MATH Elective** 3
Core Course1 3 Core Course1/MATH Elective** 3 16 Spring Credits
EDUC 4404 3
EDUC 4183,4 2
15 15 PECT Mod III Total Credits Required for Graduation = 120 NOTES: *To be considered “full-time,” a student must carry a minimum of 12 credits per semester, however, may take up to 17 credits without being charged an overload. (for more information about credit loads, please see the college catalog). 1Choose one course from each of the Core Requirements listed on the reverse side. 2 Course may satisfy both a Major and a Core requirement. For Education (PK-4) / Special Education (PK-12) majors, HIST 111 satisfies the History Core requirement, MATH 101 and MATH 102 together satisfy the Quantitative reasoning Core requirement, PHYS 100 satisfies the Scientific Endeavor Core requirement, NSCI 170-199 satisfies the Science in Context Core requirement, PSYC 101 satisfies the Human Behavior & Social Institution Core requirement. 3Updated Child Abuse & Criminal Record & FBI Clearances REQUIRED for EDUC 215, EDUC 220, EDUC 230, EDUC 260, EDUC 270, EDUC 305, EDUC 390, EDUC 420, EDUC 421, EDUC 422, EDUC 423, EDUC 437, EDUC 438. PR Course has a prerequisite – check college catalog
15 15 PECT Mod III
This course is designed for all educators at all levels and roles to focus on the foundational knowledge of instructional coaching. Throughout this course, participants will gain experience with the research and theory of coaching, key components of coaching, coaching approaches, coaching cycles, coaching instructional practices, and strategies to improve communication skills. The end goal is for participants to become empowered with the knowledge to create an environment to facilitate change, improve teacher practice, and transform school culture to increase student achievement.
This course is designed to instruct reading specialists in the foundations, instructions, assessment, professionalism and culture of the E.L.L. student. It will introduce the prospective reading specialist to the current need for reading assistance for the E.L.L. student. Participants will explore the methods, strategies, research and resources to develop and implement ESL programs to help English Language Learners acquire both the English language and academic cognitive understandings and skills. Participants will design resource and teaching materials, implement them with their students, and provide reports to the class.
The nature of literacy learning is explored from the perspective of children constructing meaning and being actively involved in their learning. The reading-writing relationship and authentic assessment procedures are stressed.
The course emphasizes strategies that enhance a student's ability to understand content-area reading. Understanding the complexity of expository texts will be reviewed, along with techniques for improving vocabulary, comprehension, and study skills.
The course will review strategies for improving reading, writing, and study skills. Intervention based on assessment results to provide effective instruction will also be discussed. This course is the first half of the Reading practicum experience, which concludes with EDUC 550.
The effectiveness of managing reading and general instructional programs will be explored and defined. The human resources, structural, economic, political, and symbolic relationships impacting instruction will be examined. Emphasis will be on communication within the process of school improvement, instructional initiatives, national professional standards, and change. The organizational framework of actual settings and leadership styles will be analyzed to prepare the literacy and instructional professional for their evolving roles and challenges as reading specialists and/or literacy/instructional coaches.
This course explores how computer technology can be effectively used to support various theories of literacy instruction and learning. The course will provide hands-on opportunities to use and critique computer programs for use in reading programs. The course emphasizes effective integration of technology into teaching.
This course is designed to familiarize K-12 classroom teachers and reading specialists with children of varied exceptionalities, including behavioral disorders, learning disabilities, mental retardation, ADD/ADHD, and physical disabilities. While a theoretical base will be presented, the course will center around gathering useful pedagogical information from various sources that develop the literacy ability of these children and enhance instruction in all subject areas.
The course examines writing as a means of facilitating language development and learning. Practical means of implementing writing and the writing process into all aspects of the curriculum are examined, along with the reading-writing connection and writer's workshop. The goal of the course is to develop an understanding of the purpose for writing in K-12 classrooms.
This course considers alternative assessments for measuring performance, including portfolios, performance assessments, checklists, anecdotal records, and miscue analysis.
This course examines the developmental nature of curriculum through elementary, middle, and secondary schools. Basic principles of curricular design are studied, as well as current curricular trends.
Students will survey the selection, evaluation, and utilization of literacy materials for children and adolescents. The course will focus upon the study of different literary genres, aesthetic and efferent responses to literature, and integrating literature into all curriculum areas.
This course examines current issues and trends in reading and literacy.
The course is a clinic to implement the assessment and instructional strategies that assist in improving an instructional coach’s abilities. The course provides for the application of strategies, theories, and methodologies of an instructional coach. Students will have the opportunity to participate in an authentic clinic setting with children in grades 2-5. Students will work with teachers in this setting, write a report outlining what was observed and recommendations for implementation in instructional planning, description of instruction, and recommended procedures for further assistance will be written.
This course examines current issues in the field of education.
Scholarship related to excellence in teaching will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required. Curriculum and Instruction: Concentration in Instructional Leadership
The course is a clinic to implement instruction to improve a child's literacy abilities. The course provides for the application of the assessment and strategies discussed in EDUC 516 and concludes the two-part Reading practicum experience. After working with a client, each student will write a report of the child's literacy ability, with a description of instruction, and recommend procedures for further assistance. Permission required.
Scholarship related to literacy will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required.
This course is designed to explore the developmental nature of curriculum in the elementary, middle and secondary school settings. Distinct theories will be explored as they relate to public, charter, private, and magnet schools. The interrelated nature of curriculum is stressed. In addition, the concepts of goals and objectives as they relate to the curriculum will be investigated. Current curricular trends will be studied, analyzed and evaluated using the principles of curriculum development discussed in the course.
This course will focus on an examination of contemporary issues in education and their historical perspectives. The development of school organizations and higher education; instructional programs and curricula; and the delivery systems and functions of education considering contemporary issues. The course will also offer numerous simulations, problem solving/critical thinking and best practice strategies.
This course is designed to help students understand different key learning theories and their effective use in the design of accessible learning activities. Students will focus on the identification, design and development of classroom materials and lessons that involve technology. Ways to incorporate multimedia design and appropriate software into instructional methodology for the classroom will also be explored. Students will apply learning theory principles to develop model lessons using emerging technologies.
This course will address the development, implementation, and monitoring of individualized management, instructional, curricular, and environmental strategies and adaptations for all students within a heterogeneous classroom, based upon the curriculum of the school. Pedagogical recommendations and research-based effective instruction methodology is emphasized on a needs-based model incorporating the cognitive, language, attentional, affective, physical and sensory needs of children.
Developing a Master’s Capstone Project Proposal for the demonstration of scholarship through research and the application of research with a meta-analysis, action research, or a professional contribution is the primary purpose of this course. Students will be able to locate, comprehend, and critique educational research to design and to support their inquiry focus. Curriculum and Instruction: Concentration in English as a Second Language (ESL)
Curriculum and Instruction: Concentration in School Leadership
This course focuses on the grammar and structure of the English language including the components: phonology, morphology, syntax, semantics, language function and discourse, and dialects. Theoretical perspectives of first and second language acquisition are examined with pragmatic and sociolinguistic views relating relationships among language, culture, accent, identify, and public perceptions. Through an understanding of applied linguistics, linguistic challenges for language minority students are identified and research-based instructional strategies are reviewed and applied. Professional resources will be developed to foster collaboration with colleagues and the school/community.
The course is a clinical field practicum for 15 weeks to meet the 60 hours of field experience required for the Pennsylvania ESL Program Specialist Certificate. This 60 hours of field experience (Educ 601) includes experience with a certified ESL Program specialist in a public school setting as well as community activities to meet the ESL Program Specialist competencies. Activities will be documented in a portfolio format and monitored by a King's College supervisor who holds an ESL Program Specialist certificate. The semester long field experience will underscore the coursework by providing opportunities for practical application of theory and feedback from the practicing ESL Program Specialist as well as the King's College supervisor.
This course is designed to explore the methods, strategies, research and resources that enable the student to develop and implement ESL programs to support English Language Learners' acquisition of the English language and academic cognitive understandings and skills. The students design resources and teaching materials, implement them with their field experiences and provide reports to the class. The students learn, observe, and practice standards-based language proficiency leveled expectations of content lessons and assessments. Emphasis is placed on working with colleagues in their schools to develop resources and trainings facilitating collaboration from school to community to enable ESL students to develop social and academic cognitive.
This course emphasizes techniques for multiple formative and summative assessment administration, interpretation, and management. Testing accommodations and testing aligned with instruction, data, and English Language Proficiency level expectations to achieve benchmarks as required for annual measurable achievement objectives will be developed. Strategies for sharing student progress and appropriate assessment practices with families and colleagues will be reviewed.
In this course, cultural and linguistic dimensions of culture are addressed within the mosaic of groups immigrating to the United States. The analyses focus on the view of culture as a dynamic and multilayered system of symbolic resources impacting individuals’ identity, values, and behaviors in varying degrees. Participants will develop an awareness of their own cultural identity and its impact on cultural and educational expectations. Participants will develop strategies to collaborate with colleagues and culturally and linguistically diverse families to better understand the deep and invisible dimensions of culture in the classroom and the target language community. EDUC 620 - ESL Master’s C apstone Project (3 credits; prerequisite: EDUC 590) Scholarship related to English as a Second Language will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required. Curriculum and Instruction: Concentration in Excellence in Teaching
EDU C 672 - STEM Design (3 credits) By examining the conceptual development of STEM programs and courses, the goal of this course will be to design learning organizations and environments that support collaborative practice for multidisciplinary integration, interdisciplinary, and transdisciplinary experiences and real-world problem-solving. Global perspectives will be discussed along with a focus on Next Generation Science Standards, PA Core Mathematics Standards, PA Science and Technology Standards. Emphasis will also be placed on the development of teacher and student leadership in a STEM meta-discipline.
By examining the conceptual development of STEM programs and courses, the goal of this course will be to design learning organizations and environments that support collaborative practice for multidisciplinary integration, interdisciplinary, and transdisciplinary experiences and real-world problem-solving. Global perspectives will be discussed along with a focus on Next Generation Science Standards, PA Core Mathematics Standards, PA Science and Technology Standards. Emphasis will also be placed on the development of teacher and student leadership in a STEM meta-discipline.
This course will explore the implementation of differentiated methods/pedagogies for implementation in courses integrating STEM. Participants will experience model STEM lessons, participate in Problem Based Learning Scenarios, Research components for STEM integration, investigate community resources to advance STEM Education, and create a portfolio of resources, lessons and project-based activities. Emphasis will be on the designing and facilitating lessons implementing a learning cycle model for student-centered inquiry learning for collaborative multidisciplinary, interdisciplinary, and transdisciplinary environments.
This course will review the design of formative and summative assessment in regards to the implementation of differentiated instructional methods utilized in effective STEM instruction. Participants will review competency expectations and testing requirements for PA Common Core and Next Generation Science Standards. Emphasis will be on the development of authentic assessment for individual, group, project-based, and self-assessment in multi- disciplinary, interdisciplinary, and transdisciplinary learning environments.
An experiential real-life problem-solving laboratory experience utilizing STEM materials. This course will be a hands-on experience with students learning how to use current technology to create solutions to engineering tasks. Integral to this course will be developing the mindset of an engineer, problem-solving, working collaboratively in a group, and effective communication of work done in the laboratory. This course should provide students with experiences that can be used as inspiration for creating opportunities for their students to experience STEM and STEM projects in the K-12 classroom. Master of Education - Reading
This course is an introduction and overview of characteristics and learning traits of autism spectrum disorders (ASD). The course is an examination of the common manifestations of ASD including the psychological, physiological, behavioral, social, communication, and educational characteristics of individuals who have been identified on the spectrum as having Autism, Pervasive Developmental disorder, Rhett's disorder, Asperger's syndrome, and Childhood Disintegrative Disorder. The classification system, assessment strategies / issues, approaches, and interventions related to individuals with ASD will be explored. Focus will be on causes, diagnosis, and intervention. The theoretical, prevalence, and scientific hypothesis related to the etiology of ASD will be researche
This course is designed to focus upon the various methodologies and intervention strategies that are currently being used to instruct students with ASD. The positive features and the limitations of each research-based method will be examined for integrity and validity. In addition to methodology, classroom management, intervention strategies, accommodations, and adaptations that are successful in the general education setting will be introduced. These accommodations are used to ensure to provide for least restrictive environments in education and the community settings along with the use of augmentative and alternative communication.
This course will create a framework for understanding and implementing effective interventions for children and adolescents with ASD in consideration of their cultural values and beliefs. The role of the families and collaborative, interdisciplinary models of service delivery will be examined. Effective research-based assessment and interventions will be reviewed utilizing current research regarding neuro-developmental issues in autism. This course requires a 20-hour practicum consisting of a field experience in a school and community-based agency setting providing direct clinical, instructional, and social interaction with individuals with ASD. These experiences will take place in regular and specialized settings to ensure the student an opportunity to observe and p
This course is designed to promote the collaboration process between, schools, family, and community. Schools can no longer rely on just the educational system to deliver the services needed to the diverse student populations in our schools. Advocacy reaches out not only to the educational community but also to officials involved with law enforcement, health care (including first responders) and individual groups that connect with the family needs. The course will also emphasis the importance of the transition process in the schools in identifying instructional programs to meet the unique individual needs of each student for school to work partnerships. Legal mandates and requirements will be examined.
This course will give teachers the information necessary to remain in compliance with federal and state law affecting special educators in regular education, gifted education, and special education. Topics will include Individual Disabilities in Education Act/State Regulations and the relation to Individual Education Plan, constitutional rights, curriculum law, social media, student records, disciplinary policies, and policy making. Inclusionary practices, the IEP process, teacher participation in the IEP process, and educational liability will also be discussed. This course will use a case-study and case law approach to explore, debate, and apply content to everyday workplace settings.
This course will enhance the students' knowledge of Early Intervention supports and services designed to meet the developmental needs of children with a disability as well as the needs of the family related to enhancing the child's development in one or more of the following areas, physical development, including vision and hearing, Cognitive development, Communication development, Social or emotional development and adaptive development.
This course provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but flexible approaches that can be customized and adjusted for individual needs. This course is designed with the objective to assist the graduate student in connecting core standards to acceptable accommodations, adaptations, and viable modifications to adjust the curriculum of the teaching/learning process for individualized learning.
Techniques in the teaching, management, and intervention of students with behavior disorders, school wide behavior support encompassing universal design, applied behavior analyses, cognitive behavior modification, and social skills training will be the focus of the course work.
This course is has a two-fold objective that will concentrate on strategies and techniques used to assist IEPs of children in Early Intervention who are within one year of transition to a school age program, to include goals and objectives which address the transition process and strategies used in and out of the classroom transitioning students with disabilities and their families think about their life after high school and identify long-range goals designing the high school experience to ensure that students gain the skills and connections they need to achieve these goals the provision of funds and services to local school districts to assist in the transition process.
Scholarship related to special education will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required. Master of Education - Special Education
Curriculum and Instruction: Concentration in STEM
Initial Course 1 will consist of Lecture hours to develop an understanding of dyslexia and the MSLE remediation approach. Participants will learn the research, history, definition, and characteristics of dyslexia, as well as effective remediation techniques using a systematic multisensory approach. A simultaneous Supervised Practicum composed of two teaching situations with students will be required. Completion of this course lecture with practicum may lead to Initial Course 2: EDUC 801
Initial Course 2 will consist of Lecture hours to address a continuation of the structure of the English language with emphasis on morphology, orthography and multi-syllabic words and upper-level principles of instruction with students. Continuation of the simultaneous Supervised Practicum with two students, using the techniques taught during the lectures, will be required. Completion of course lecture hours and practicum experience (Practicum 1 and 2 combined) may lead to Teacher Level Certification in an IMSLEC Accredited MSLE program.
Prerequisite Courses: Candidates must be certified in an IMSLEC accredited Teacher Level Training MSLE course (EDUC 800 and EDUC 801). Advanced Course 1 will consist of Lecture hours with an emphasis on a deeper understanding of the upper levels 3, 4, and 5 of MSLE . Course topics will include morphology, capital cursive, grammar, paragraph writing skills, reading fluency and comprehension. A simultaneous Supervised Practicum, composed of two teaching situations with students, will be required. At least one of the teaching situations must be in the upper levels of OG. Completion of this course lecture with practicum may lead to Advanced Course 2. EDUC 803 - EDUC 803: Multisensory Structured Language Education (MSLE) Advanced Course 2 and Advanced Practicum 2 Advanced Course 2 will consist of Lecture hours with a continued emphasis on a deeper understanding of the upper levels of MSLE and of basic written English language, phonology, morphology and orthography. Continuation of the simultaneous Supervised Practicum with two teaching situations (1-1 or small group) using the techniques taught during the lectures, will be required. Completion of course lecture hours and practicum experience (Practicum 1 and 2 combined) may lead to Advanced Level Certification in an IMSLEC Accredited MSLE Program. Master of Education in Special Education, Partnership with the LIU18
Advanced Course 2 will consist of Lecture hours with a continued emphasis on a deeper understanding of the upper levels of MSLE and of basic written English language, phonology, morphology and orthography. Continuation of the simultaneous Supervised Practicum with two teaching situations (1-1 or small group) using the techniques taught during the lectures, will be required. Completion of course lecture hours and practicum experience (Practicum 1 and 2 combined) may lead to Advanced Level Certification in an IMSLEC Accredited MSLE Program
This course is designed to present an overview of the principal’s role in relation to leadership, supervision, organizational management, and community interaction. In addition, it will highlight the role of the school principal as the instructional leader, with an emphasis on key components that focus on leadership skills and management abilities necessary to create a school atmosphere conducive to learning. Candidates will view the principal’s responsibilities, job functions and priorities that evolve on a daily basis. Evidenced based strategic planning that further expands the responsibility for leading school reform with the objective of raising student achievement will be established. Culture, climate, and resources for improving internal and external home-schoo
This course will study the ways in which principals can incorporate instructional leadership into their organizational behavior and work with teachers to create instructional practices that raise the level of teaching and learning in the classroom. Students will learn how to use aspects of effective teaching strategies when working with teachers during the observation/walk-through process. Students will apply new concepts and tools to the supervisory process and practice coaching and feedback strategies. This course addresses the components of effective school and teaching theories that lead to school improvement. Participants will develop professional development plans for individuals and schools. Various supervisory styles studied will include clinical supervision,
The School Improvement course focuses on the principal as Instructional Leader. Students will evaluate data from a variety of sources such as the Pennsylvania System of School Assessment (PSSA’s), Keystone Exams, PVAAS, DIBELS, PA Future Ready Index, as well as other standards based / common core data to create a school improvement plan using the school improvement template available through the Pennsylvania Department of Education. They will develop strategies to lead a school as a building principal through the school improvement process. Prior to writing a school improvement plan, students will learn various strategies for improving student achievement such as the implementation of Professional Learning Communities, teacher collaboration approaches, coaching strat
Focus is on developing an ability to make educationally sound decisions within the legal framework as related to school instruction, management, and finance Federal state and local authority as each pertains to educational policy; students’ rights, teachers’ rights, liability, and the implications of social media/networking in an ever-changing world.
This course explores administrative functions related to the management of school finance, facilities, and human resources in contemporary schools. Topics studied include developing a school budget, resource (human, capital, technology, fiscal, facilities) management, strategic budget development and implementation, and human resource management. Principals confront the reality of managing budgets, whereby resource allocation must be distributed to meet state and federal mandates, as well as the diverse needs of the school population. Successful principals must formulate a framework to govern decisions ensuring fiscal solvency and remain in compliance with local practices and state and federal regulations.
The Administrative practicum is designed to give students practical experience in school administration. A minimum of 260 hours clock hours must be spent on administrative tasks based on the Pennsylvania Core and Corollary Standards for Educational Leadership. The 260 hours must be divided evenly between administrative work in both K to 6 and 7 to 12 settings. Work must be completed under the supervision of a certificated school administrator in each setting. Administrative mentors must have held administrative positions for a minimum of three years. Note: 100 hours should have previously been completed in the prerequisite courses
The Administrative practicum is designed to give students practical experience in school administration. A minimum of 260 hours clock hours must be spent on administrative tasks based on the Pennsylvania Core and Corollary Standards for Educational Leadership. The 260 hours must be divided evenly between administrative work in both K to 6 and 7 to 12 settings. Work must be completed under the supervision of a certificated school administrator in each setting. Administrative mentors must have held administrative positions for a minimum of three years. Note: 100 hours should have previously been completed in the prerequisite courses
The Administrative practicum is designed to give students practical experience in school administration. A minimum of 260 hours clock hours must be spent on administrative tasks based on the Pennsylvania Core and Corollary Standards for Educational Leadership. The 260 hours must be divided evenly between administrative work in both K to 6 and 7 to 12 settings. Work must be completed under the supervision of a certificated school administrator in each setting. Administrative mentors must have held administrative positions for a minimum of three years. Note: 100 hours should have previously been completed in the prerequisite courses
Scholarship related to school leadership will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required. Curriculum and Instruction: Concentration in Specialized Education
Source: King's College's catalog, linked per course · table learning_unit · CourseShelf publish 59
