Professional and Secondary Education

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Secondary Education, M.Ed.

College of Education

Department of Professional and Secondary Education /
Stroud Hall

570-422-3363

www.esu.edu/psed

Faculty

Graduate Coordinator:

James Vagliardo, jvagliardo@esu.edu

Professors:

Patricia Smeaton, Ed.D., chair, psmeaton@esu.edu

Douglas Lare, Ed.D., dlare@esu.edu

Associate Professor:

Angelo Senese, Ed.D., asenese@esu.edu

Assistant Professors:

Barrel Gueye, Ed.D., bgueve@esu.edu

Reuben Yarmus, Ed.D., ryarmus@esu.edu

Master of Education in Secondary Education

  • Purpose of Degree

    This master's degree is designed for professional and secondary (junior, middle, senior high) school teachers who wish to further develop the knowledge, skills, and attitudes necessary for growth in teaching effectiveness, for teachers wishing to seek National Board Certification, and for teachers seeking Pennsylvania K-12 principal certification, or New Jersey principal or supervisory certificates.

    National Accreditation

    National Council for Accreditation of Teacher Education

    Special Resources of the Department

    The Department of Professional and Secondary Education is composed of faculty members who have had a wide range of experiences that enrich the program. Faculty members have served as elementary and secondary schoolteachers, supervisors, guidance counselors, elementary and secondary school principals and superintendents of schools.

    Program of Study

    All graduate students pursuing a Master of Education degree in Professional and Secondary Education are required to take 36 credits - 21 credits from core requirements; 15 credits will come from one of three tracks:

    • Track 1: Professional Education
    • Track 2: Educational Leadership (successful completion prepares candidates for Principal Certification)
    • Track 3: Advanced Pedagogy (successful completion prepares candidates for National Board Certification)

    Plan of Study

    Core Requirements

    21 credits

    PSED 516 The Learner and the Learning Process

    PSED 554 Foundations of Curriculum Construction

    PSED 515 Educational Data

    ELED 592 Elementary School Curriculum or

    PSED 584 Middle and High School Curriculum

    PSED 588 School Law

    PSED 590 Supervision of Instruction

    PSED 510 Teacher, School, and the Community

    Track 1: Professional Education (15 credits)

    Fifteen credits in one or several areas as approved by PSED advisor.

    The areas of concentration include any academic area, administration, affective education, curriculum, middle school, reading, health, special education, and other areas by arrangement. Teachers interested in securing a master's degree and/or certification as a teacher will find this program especially attractive.

    Students may acquire a General area of Concentration by planning the program with an adviser and including courses suited to the needs and interests of the candidate.

    It is also possible to arrange for the transfer of six graduate credits from an accredited institution with pre-approval from the Graduate Program Coordinator.

    Track 2: Educational Leadership (15 credits)

    PSED 595: Elementary and Secondary Educational Leadership

    3 credits

    PSED 596: School Finance

    3 credits

    PSED 573: Field Experience in Educational Leadership

    3 credits

    PSED 574: Field Experience in School Organization & Management

    3 credits

    PSED 575: Field Experience in Curriculum and Student Achievement

    3 credits

    Track 3: Advanced Pedagogy (15 credits)

    PSED 576: Teaching Strategies for Secondary Teachers

    3 credits

    PSED 579: Current Trends in Secondary Education

    3 credits

    PSED 535: Classroom Diversity: Creating a Positive Environment

    3 credits

    PSED 577 / ELED 575: Portfolio 1

    3 credits

    PSED 571 / ELED 572: Portfolio 2

    3 credits

    Note: Candidates must earn certification prior to awarding of Master's Degree.

    Admission Requirements:

    • Bachelor's degree from accredited college or university
    • Minimum GPA of 3.0 from bachelor's degree or 15 credit hours of prior graduate coursework
    • Teacher certification and all required Pennsylvania clearances

    Completion Requirements:

    • Professional portfolio
    • Oral review

Certification in Secondary Education

  • All requirements are subject to change based on changes in requirements to Teacher Certification code in respective state level Departments of Education.

    Purpose of Program

    The programs for certification in secondary education are designed for individuals who have successfully completed an undergraduate degree in an area other than education. The programs are planned and supervised by the Department of Professional and Secondary Education and by the department responsible for the academic major.

    Program of Study

    Certification areas are the following:

    • Biology
    • Chemistry
    • Earth and Space Science
    • English
    • French
    • General Science
    • Mathematics
    • Physics
    • Social Studies
    • Spanish

    Candidates are urged to meet regularly with advisers, one from Professional and Secondary Education, and another from the discipline department to ensure receiving certification in the most efficient manner.

    Plan of Study

    A total of 27 credits of professional course work are required plus a semester of Student Teaching which includes Practicum support sessions and Internship (13 credits).

    Students must achieve and maintain the minimum requirements for admission to, and retention in, the certification programs as specified by the departments and the Teacher Education Council.

    Required Courses:

    PSED 510: The Teacher and the School Community

    3 credits

    PSED 516: The Learner and the Learning Process

    3 credits

    PSED 524: Teaching ELL's in the Diverse Classroom Setting

    3 credits

    REED 528: Teaching Content Area Reading to Diverse Learners

    3 credits

    SPED 550: Nature and Needs of Exceptional Individual

    3 credits

    SPED 551: Inclusionary Practices

    3 credits

    Secondary Education Methods Courses

    The appropriate secondary education methods course (below) should be taken one or two semesters before enrolling in Student Teaching. Methods courses are not offered every semester.

    Students are encouraged to take Seminar I before or concurrently with the "Teaching of ..." courses. Seminar I and II may not be taken concurrently.

    PSED 506: Teaching of English in Secondary Schools

    3 credits

    PSED 517: Teaching of Foreign Language in Secondary Schools

    3 credits

    PSED 536: Teaching of Mathematics in Secondary Schools

    3 credits

    PSED 546: Teaching of Science in Secondary Schools

    3 credits

    PSED 566: Teaching of Social Studies in Secondary Schools

    3 credits

    PSED 520: Seminar in Secondary Education I

    3 credits

    PSED 521: Seminar in Secondary Education II

    3 credits

    PSED 518: Student Teaching in Secondary Education: Middle School/Junior High School

    6 credits

    PSED 519: Student Teaching in Secondary Education: Senior High School

    6 credits

    Student Teaching

    Student teaching may be taken in graduate level – graduate level student teaching may not be used to fulfill Master's of Education degree requirements.

    The two student teaching experiences will include a support program called practicum.

    Arts and Science (Dept. Code 499): Internship in Student Teaching

    1 credit

    Final Completion Requirements

    Graduates who complete the required courses in one of the majors listed above, the professional education courses, the university requirements, and the state requirements are eligible to be recommended for certification to teach in their major in middle schools, junior high schools, and senior high schools within the Commonwealth of Pennsylvania.

    Applications for certification are obtained from the Dean of Professional Studies Office.

Certification in Secondary Education - Professional Development School

  • Periodically opportunities are available to be part of the Secondary Professional Development School Program. Check with the PSED Chair or your advisor to determine semester this is offered.

Teacher Intern Program

  • Program Purpose

    The Teacher Intern Program is an opportunity for college graduates to enter the teaching profession in the secondary schools of Pennsylvania, by allowing candidates to earn teaching credits while teaching under supervision and on full salary. This hands-on approach to earning teaching credentials has been designed as an attractive alternative for the teaching profession.

    Program Requirements

    After admission to the Teacher Certification Program at East Stroudsburg University, successfully passing the PRAXIS Examinations, meeting professional and academic requirements outlined by the Department of Professional and Secondary Education, and having a clear background records check, one may seek employment in the secondary schools of Pennsylvania.

    If offered employment by a school district, one must immediately apply at the university (Dean, School of Education) for the Intern Certificate. From the time one gains employment and receives the Intern Certificate, one has three years to complete the required education credits (course work).

    If one does not gain employment while holding the letter of candidacy, then teacher certification is available through the traditional route. After these steps are successfully completed one receives the Instructional I Certificate.

    Certifications available are the following: Biology, Chemistry, Earth and Space Science, English, Foreign Language (French, Spanish), General Science, Mathematics, Physics, and Social Studies.

Principal Certification Elementary and/or Secondary (K-12 program)

  • Variable up to 36 credits

    Program Purpose

    The program has been designed for and will accept students who:

    • Have enrolled in the Master's Degree in Professional and Secondary Education program at ESU OR
    • Need additional course work to meet certification standards in Pennsylvania or other states and meet all entrance requirements.
    • Desire enrichment, professional education requirements for other degree programs, or for other certification requirements and do not necessarily plan to seek certification as a principal.

    Graduate credits already earned will be evaluated and accepted when applicable. Each student will have an adviser who will assist in planning the program in view of the students' needs and interests.

    To receive endorsement for a Pennsylvania Certificate, students will need to complete either a Master's Degree or an add-on certificate program with a minimum of 18 hours completed at ESU.

    New Jersey's requirement that a candidate have a master's degree in administration, leadership, or management can be completed at ESU by developing a master degree plan of study based on the Pennsylvania approved principal's certification program.

    An individual Plan of Study is developed for all candidates dependent upon their career path and state requirements for professional certification.

    This program has been approved by the Educational Leadership Constituent Council's Association for Supervision and Curriculum Development, the national organization for administration and leadership.

    For all degree programs described above, the candidate must select a minimum of 18 credits of courses open only to graduate students.

    Admission Requirements and Deadlines

    Standards for admission are as follows:

    Full Graduate Standing

    1. Bachelor's degree from an accredited college or university.
    2. Two completed Recommendation Forms from persons who have taught or supervised you. All recommendations must be sealed and bear the signature of the author.
    3. An overall undergraduate minimum grade point average of 3.0 (4.0 basis).
    4. A one-page professional resume.
    5. A 250-300 word essay addressing a current issue in education.

    Conditional Admission

    1. Completion of all requirements listed above
    2. If the applicant does not meet the GPA requirements listed above but has an overall undergraduate grade point average of at least 2.5, he/she may request conditional admission. Continuation of Graduate Study is dependent upon satisfactory completion of stated deficiencies and the filing of an acceptable Plan of Study prior to the completion of nine to 12 graduate credits.
    3. Successful completion of the Praxis I tests (reading, writing, mathematics) if an initial certification candidate.
    4. Deficiencies are stated at the time of application to a degree program. They may be corrected by taking:
      1. required undergraduate or graduate courses
      2. proficiency examinations
      3. auditing of specific courses
    5. The student is required to fulfill all deficiency requirements in his/her program and to have achieved a 3.0 quality point average and a "B" or better in all courses in his/her graduate work by the time he/she has completed nine to 12 graduate credits. At this time, FULL ADMISSION is achieved when the Plan of Study is submitted and approved.

    Initial Teacher Certification Admission

    Students entering a program for initial teacher certification, either with or without the master's degree option, are required to fulfill additional requirements for entry and matriculation in the teacher education program.

    1. Students must be formally admitted to the teacher education program prior to or upon completion of 12 graduate credits. Admission to the teacher education program requires:
      1. Completion of a faculty interview with portfolio demonstration
      2. Earn a minimum overall ESU QPA as identified by PA law (3.0)
      3. Have incidence-free FBI clearance, Criminal Check (Act 34), and Child Abuse clearance (Act 151)
      4. Any other specific departmental requirements or prerequisites and, being recommended by departmental faculty and approved by the Teacher Education Council.

    Students must be accepted to the Graduate College, which includes the review of all undergraduate course work.

    Graduate Assistantships

    Graduate assistantships are available through the department. These are awarded based upon merit and achievement to full-time students in the graduate program.

    Graduate assistants do not teach classes, but complete projects and tasks assigned by professors.

    The graduate assistantship is awarded for the first year of full-time study, with the possibility of extension through the first summer. Prospective students should apply for a graduate assistantship at the time of original application to the program, using the application form online.

    Graduate Assistants must maintain satisfactory academic progress and meet all requirements stipulated by the Graduate College.

Course Descriptions

  • PSED 502 Comparative Education (3)

    • This course deals with current educational systems throughout the world, and an analysis of the forces which have influenced these systems.

  • PSED 503 Comparative Education Abroad (3)

    • This overseas fieldwork permits one to gain experience in his/her professional area overseas. One is assigned to a counterpart teacher/administrator abroad for three weeks. During this time one may engage in independent teaching, team teaching, small-group work, individualized instruction and assistance with activities in the host school. Time should be available to discuss with staff in the overseas school such things as program, teaching methods and materials, organization of schools, and problems of education and curriculum.

  • PSED 504 Philosophy of Education (3)

    • This course is concerned with the philosophical consideration of the rights and duties of the child, the parent, the school, and the society. It examines the purpose of education in a democratic society from the varying views of modern schools of philosophy. Problems related to the organization, administration, and methods of teaching are explored in their philosophical context.

  • PSED 505 Classroom Management and Discipline Models (3)

    • The course will emphasize classroom management from the viewpoint of effective teaching. Specific discipline models will be analyzed and evaluated. Students will assess their philosophies in regard to classroom management practices and discipline models.

  • PSED 506 Teaching of English in the Secondary Schools (3)

    • Teaching of English deals with teaching methods and techniques and the organization and presentation of material through the various media of communication by planning units, evaluating instruction, collecting materials, and observing teaching. Prerequisites: PSED 510, 516.

  • PSED 509 History of Education (3)

    • The course will examine, evaluate, and analyze American educational history from colonial times to the present day with recognition of pioneer efforts and people who have played an important part in the development of the American education process.

  • PSED 510 Teacher, School, and Community (3)

    • This course analyzes a wide spectrum of human relations within the broad area of basic education. Common professional problems are discussed. It also includes an examination of the values and beliefs of the community as related to the public school.

  • PSED 511 Educational Sociology (3)

    • This course is a study of the public school in its strategic position in society and the social changes that directly affect the educational system and process. Community social service organizations that complement the role of the schools are explored and examined.

  • PSED 512 Teaching of Writing in the Secondary and Middle Schools (3)

    • This course will briefly survey the history of the teaching of writing in American secondary and middle schools, intensively review writing proves theory and research of the past two decades, and critically consider the implications of writing process theory and research for classroom practice. Prerequisites: Completion of 90 credits; consent of instructor

  • PSED 513 Seminar in Writing Pedagogy and Instructional Practices (6)

    • This is an intensive four-week summer course for teachers of all disciplines and grade levels that focuses on three related activities: (1) teacher demonstrations of classroom practice; (2) study of current theory and research in writing, thinking, diversity, and teaching; and (3) practice in writing and responding. Prerequisite: B.A. or B.S. in any academic discipline and consent of instructor.

  • PSED 514 Educational Statistics (3)

    • This course includes an introduction to the statistical method including descriptive statistics and an introduction to statistical inference; frequency distributions in one and two variables; measures of central tendency and variability; dispersion; regression and correlation; the binominal and normal distribution; randomness; estimation of parameters; standard errors; testing hypotheses about means and differences between means, type I and type II errors; "T," chi-square, "F" distributions; and analysis of variance.

  • PSED 515 Educational Data (3)

    • This course presents an overview of quantitative and qualitative data relevant to educational leadership, student achievement, equity and school improvement. Authentic, semester-long research projects lead students to a more complete understanding of the types of educational data available for collection and analysis as well as how data can be collaboratively transformed into actionable knowledge to meet the challenges of professional decision-making, teaching and learning.

  • PSED 516 The Learner and the Learning Process (3)

    • A review of various views (humanistic, behavioral, cognitive) of the learner and learning theorists (Skinner, Rogers, Bruner, Piaget). Case studies of actual teaching learning problems are brought to the class by the participants for examination and discussion by the group. Completion of PSED 510 is considered preferable prior to enrollment in this course.

  • PSED 517 Teaching of Foreign Language in the Secondary Schools (3)

    • This course is designed for persons who wish to teach foreign languages in the schools, grades K-12. Students are provided with a theoretical foundation for teaching techniques and opportunities are provided for lesson presentations, preparation of teaching materials, planning units, evaluating instruction, and observing teaching. Prerequisites: PSED 510, 516, and six hours of 300- and 400-level courses in the target language area.

  • PSED 518 Student Teaching in Secondary Education: Middle School-Junior High School (6)

    • This course is part of a guided teaching experience in the secondary schools which typically consists of PSED 518 and 519 for a full semester. This field experience is designed to provide the opportunity to demonstrate the competencies and understandings of the teaching/learning process in the middle/junior high school. This course will not be permitted to fulfill M.Ed. requirements. Prerequisites: 1) students must meet all requirements described under the Student Teaching section, 2) students must have approval of the adviser and department chair in the major field, 3) students must have the approval of the Department of Professional and Secondary Education, and 4) students must have completed at least 24 semester hours of credit in the major field.

  • PSED 519 Student Teaching in Secondary Education: Senior High School (6)

    • This course is part of a guided teaching experience in the secondary schools which typically consists of PSED 518 and 519 for a full semester. This field experience is designed to provide the opportunity to demonstrate the competencies and understandings of the teaching/learning process in the high school. This course will not be permitted to fulfill M.Ed. requirements. Prerequisites: 1) students must meet all requirements described under the Student Teaching section, 2) students must have approval of the adviser and department chair in the major field, 3) students must have the approval of the Department of Professional and Secondary Education, and 4) students must have completed at least 24 semester hours of credit in the major field.

  • PSED 520 Seminar in Secondary Education I (3)

    • This seminar includes the study and application of lesson planning, teaching strategies and style, and questioning skills. Seminar includes a required field experience (amounting to 30 hours) in the course. Students taking this course must sign up one semester in advance. Permission of instructor required for enrollment. Prerequisites: Foundations of Education/ Educational Psychology (or graduate equivalent), permission of instructor.

  • PSED 521 Seminar in Secondary Education II (3)

    • Students will examine the knowledge, skills, attitudes and behaviors that are necessary to teach in a culturally diverse and linguistically diverse and inclusive setting. Students will learn to respond to secondary student individual needs and apply appropriate evidence-based instructional and non-academic recommendations and interventions. This course requires a 30-hour field component in an inclusive classroom and incorporates experiences with English Language Learners.

      PSED 524 Teaching English Language Learners in the Diverse Classroom Setting (3)

      This course provides the understanding for and appreciation for linguistic and cultural diversity, and enhances the knowledge and skills of teachers working with culturally and linguistically diverse students in the classroom. The areas of emphasis include: a) the legal, historical and cultural implications of ELLs in the mainstream classroom and differences among home and school cultures, especially as they relate to language; b) a brief overview of first and second language acquisition theories; c) developmentally appropriate teaching strategies to enhance English language proficiency and academic success of ELLs; and d) Pennsylvania standards and the Pennsylvania ELL assessment systems. (This course is not part of ESL Specialist endorsement.) Pre-requisite(s): PSED 516; PSED 510

  • PSED 525 Classroom Behavior of the Secondary School Student (3)

    • This course explores ways to manage stress, establish realistic goals, and develop relaxation techniques so that stress is minimized in creative thinking and effective classroom management. The course will exhibit symptoms of job stress and worker burnout in the educational setting and present ways to effectively manage stress, establish realistic goals, and understand effective teaching styles. Prerequisites: PSED 161, 242.

  • PSED 530 Basic Workshop in Emotional Intelligence: Implications for the Classroom Teacher (3)

    • This course provides general human relations training as related to enabling teachers to enhance the social and emotional development of elementary and secondary students. The course will provide teachers with the knowledge, skills, and strategies for developing their students' emotional intelligence competencies, e.g., impulse control, persistence, zeal, self-motivation, and social deftness. (Workshop Course)

  • PSED 531 Advanced Workshop in Affective Education (Semester hours arranged)

    • The workshop offers participants preparation for the utilization of a humanistic, positive communication system in the classroom. Three themes, Awareness, Mastery, and Social Action, are utilized in facilitating student learning via improved communications and problem- solving techniques. (Workshop Course)

  • PSED 532 Yo Peudo, A Bilingual Peer Leadership Program (Semester hours arranged)

    • This course is specifically designed for educators who work with bilingual/bicultural Spanish students at the junior and senior high level. Experiential activities are utilized to get participants in touch with the rich, complicated, and sometimes confusing world of the bilingual/bicultural student. Participants learn to help students build and strengthen leadership skills in an environment of positiveness, acceptance, and responsibility. Prerequisite: Undergraduate or graduate sociology or anthropology course. (Workshop Course)

  • PSED 533 Designing and Implementing Programs for Professional Development (Semester hours arranged)

    • This course will emphasize the knowledge and skills needed for teachers to participate in designing and facilitating their own professional development programs. Teaching styles and activities will be explored, while participants utilize self-assessment to evaluate their needs and establish goals. Strategies for implementation will be discussed. (Workshop Course)

  • PSED 535 Classroom Diversity: Creating a Positive Environment (3)

    • This course encourages educators to identify their own values, prejudices, and goals; to examine their thoughts and/or misconceptions about culturally diverse communities. Designed to help them create school climates that celebrate diversity and meet the needs of students of different races, ethnicities, gender, and ability levels. (This course is offered both as a Workshop Course and a non-workshop graduate class.)

  • PSED 536 Teaching of Mathematics in the Secondary Schools (3)

    • This course deals with new mathematics programs and evaluations, trends, and research in the teaching of mathematics, routine procedures in the mathematics classroom, lesson plans, and teaching units, and effective techniques applied to selected topics in mathematics. Prerequisites: PSED 510, 516.

  • PSED 541 Introduction to Schools Without Failure (Semester hours arranged)

    • This program is built on involvement, relevance, and thinking. Much time is devoted to attitudinal change, communication skills, group processes, and problem solving. The focus is on meeting the needs of the individual school. Its purpose is to assist principals and teachers in developing a positive, personal philosophy of education; to present a process for developing classroom skills and procedures; to implement a success-oriented curriculum and to provide ways for building constructive communication within the school and between the school and the community. (Workshop Course)

  • PSED 542 Discipline in the Classroom (Semester hours arranged)

    • This program is designed for participants to take part in learning activities that will enable them to develop positive techniques for handling student behavior problems. This course is aimed at training teachers to use Reality Therapy as a tool in the classroom. It addresses one of the major concerns of the public school's classroom control and behavior change. (Workshop Course)

  • PSED 543 Theory and Practice of Schools Without Failure I (Excellence in Teaching) (Semester hours arranged)

    • This course offers participants an opportunity to investigate the effects of school success and failure on the life of a child. Study of these concepts will be taken from the points of view of William Glasser, M.D., in his books Schools Without Failure, Identity Society, and Reality Therapy. (Workshop Course)

  • PSED 544 Theory and Practice of Schools Without Failure II (Perception Psychology) (Semester hours arranged)

    • Educators will gain experience in conducting diagnostic class meetings and in providing the educational climate necessary for self-discipline. Curriculum planning related to self-directed learning will be explored. Recent advancements in brain research, psychology, and theory will be presented. (Workshop Course)

  • PSED 545 Planning for Change (3)

    • The goals of quality education will be analyzed as a basis for curriculum change. The relationship between affective education and cognition will be reviewed and assessed through a group process. Systems for change will be developed utilizing personal influence and power. The workshop will also help participants acquire additional skill in expanding their knowledge and use of Reality Therapy in the educational environment. (Workshop Course)

  • PSED 546 Teaching of Science in the Secondary Schools (3)

    • This course examines those aspects of teaching that are peculiar to the secondary science classroom, including science safety, avenues for obtaining science education resources, science-specific standards and guidelines, the nature, context and concepts of science and pedagogical methods of supporting science in the secondary classroom. This course will require a field experience of about 10 hours in a secondary setting.

  • PSED 547 Success-Oriented Reading: Whole Language Development (Semester hours arranged)

    • This course will provide opportunities for participants to explore the reading process from a variety of current viewpoints to help the participants develop their own personal classroom teaching programs and to put these ideas into practice. Prerequisite: ELED/PSED 581 or 582. (Workshop Course)

  • PSED 548 Reality Therapy in the Classroom (3)

    • This workshop is designed to increase proficiency in the use of Reality Therapy in the classroom. (The course presumes an understanding of philosophy and basic steps.) Emphasis will be placed on acquiring the skills in the implementation of the Reality Therapy approach in the educational environment. Prerequisite: ELED/PSED 582. (Workshop Course)

  • PSED 549 Reducing Classroom Conflict (Semester hours arranged)

    • This workshop is designed to provide participants with skills in developing pathways to build strength and success in themselves and their students. It focuses on specific classroom activities that will help develop a climate for effective self-discipline and positive classroom interaction. Prerequisite: PSED 581. (Workshop Course)

  • PSED 552 Together: Mainstreaming in Schools (3)

    • The purpose of the workshop is to cause meaningful interaction of special and regular educational teachers. Their interaction enables teachers to review and to develop positive models for their particular schools that allow for exceptional and non-exceptional children to learn together and respect and know each other. A major emphasis will be to devise, through group interaction, a plan for implementation of mainstreaming in the particular schools. The course is cross-listed with ELED 552 and SPED 552. (Workshop Course)

  • PSED 553 Teaching and Motivating (3)

    • The course provides educators with the theory and skills to motivate students to learn and to accelerate their academic achievement. Brain function and dominance will be reviewed in light of how these processes result in different student learning styles. Participants will build teaching strategies to deal with learning styles. Prerequisites: ELED 232/PSED 242. Graduate Prerequisites: ELED 581, PSED 541.

  • PSED 554 Foundations of Curriculum Construction (3)

    • This course is designed for teachers, chairs, or supervisors who are interested in shaping curriculum development (K-12) and responsible for its evaluation. The theory for planning change in curriculum and evaluating the effects of curriculum will be viewed with concern being given to gathering evidence of need for change, research in change, models for initiating change, and models/theories for evaluating present and changing curriculum. Prerequisite: Graduate standing. Not for general education.

  • PSED 555 Practicum in Curriculum Development (3)

    • This is a course designed to permit individuals or groups (K-12) to work on specific problems in curriculum development and/or implementation, including curriculum planning, selection and construction, implementation of new courses, curriculum and programs, development of proposals for change, and in-service projects. Teams from schools are encouraged to enroll. (Class hours arranged)

  • PSED 556 Cooperative Learning (3)

    • The course is designed to provide skills to implement learning teams in the classroom. The course content develops a basic understanding of control theory as it applies to cooperative learning. Class experiences produce new teaching plans based on control theory and demonstrate that learning teams can provide top achievement, and provide methodology for critical thinking and problem solving. (Workshop Course)

  • PSED 557 Reducing Stress in the Classroom (3)

    • This course explores ways to manage stress, establish realistic goals, and develop relaxation techniques so that stress is minimized in creative thinking and effective classroom management. The course will exhibit symptoms of job stress and worker burnout in the educational setting and present ways to effectively manage stress, establish realistic goals and understand effective teaching styles. Prerequisites: PSED 161, 242. (Workshop Course)

  • PSED 559 Enhancing Self-Esteem (3)

    • This course will introduce educators to elements of self-esteem and how those elements can be used to establish an atmosphere where high self-esteem and motivation can flourish. This course takes theory of self-esteem and translates it into practice. It also emphasizes basic human relations and interpersonal skills necessary to create a classroom environment conducive to the teaching/learning process. (Workshop Course)

  • PSED 560 Seminar in Research in Curriculum and Instruction (3)

    • This is a graduate seminar in current research developments in the field of curriculum and instruction. The techniques and literature of research will be employed to analyze the stability and direction of developmental trends in curriculum and instruction.

  • PSED 565 Curriculum Development in the Middle School (3-6)

    • Designed to meet the needs of teachers who are developing programs and materials for the middle school, emphasis is placed upon the process of curriculum planning; objectives of education, diagnosis of curriculum development, selection of curriculum experiences, organization, and evaluation of curriculum content.

  • PSED 566 Teaching of Social Studies in the Second Schools (3)

    • This course deals with the analysis and evaluation of current trends in curriculum, teaching methods, techniques, resources, and materials in teaching social studies in the secondary schools. Stress is placed on new developments in the field and on experience in applying concepts and methods learned. Prerequisites: PSED 510, 516.

  • PSED 570 Field Assessment of Mastery in Education (3)

    • This course is a performance-based assessment of proficiency in education in which observations are made of specified professional skills in actual classroom situations. It includes interaction analysis, videotaping, and conferences. Prerequisite: Completion of 15 graduate credits. (Class hours arranged)

  • PSED 571 Independent Research Problem (Semester hours arranged)

    • This course is designed to assist students in the selection of an important problem in secondary education. Using recent methods in research techniques, the student will complete a faculty-approved research project. Prerequisite: ELED 570.

  • PSED 572 Seminar in Secondary Education III (1)

    • This course is designed to provide teacher education certification candidates with the opportunity to design and conduct an action research project or an appropriate alternative research activity to enhance the required field experience with PSED 521 – Seminar in Secondary Education II. This experience will provide students with the opportunity to select an appropriate research model and design a research project that will enhance pedagogical practice. Students enrolled in PSED 572 will implement the plan and evaluate results for application in the classroom. Prerequisite: Concurrent enrollment in PSED 521 and successful completion of PSED 520.

  • PSED 573 Field Experience in Educational Leadership (3)

    • The professional field experience in educational leadership is designed to provide administration certification candidates with advanced level theory seminars and 120 hours of practical experience in a school setting during which the candidate will develop administrative leadership competencies based on the standards recommended by the Interstate School Leaders License Consortium and the NJ/PA Department of Education. The candidate will be supervised by an ESU faculty person and a field-based administrator. A portfolio is required at the completion of the course. Pre-requisites: PSED 516; PSED 554; PSED 515; PSED 584 or ELED 592; PSED 588; PSED 590; PSED 510; PSED 595; PSED 596

  • PSED 574 Field Experience in School Organization and Management (3)

    • The professional field experience in the educational leadership is designed to provide administration certification candidates with advanced level theory seminars and 120 hours of practical experience in a school setting during which the candidate will develop administrative competencies in school organization and management based on the standards recommended by the Interstate School Leaders License Consortium and the NJ/PA Departments of Education. The candidate will be supervised by an ESU faculty person and a field-based administrator. A portfolio is required at the completion of the course. Pre-requisite: PSED 573

  • PSED 575 Field Experience in Curriculum and Student Achievement (3)

    • The professional field experience in educational leadership is designed to provide administration certification candidates with advanced level theory seminars and 120 hours of practical experience in a school setting during which the candidate will develop administrative competencies in curriculum development and relation of curriculum to student achievement based on the standards recommended by the Interstate School Leaders License Consortium and NJ/PA Departments of Education. The candidate will be supervised by an ESU faculty person and a field-based administrator. A portfolio is required at the completion of the course. Pre-requisite(s): PSED 573, PSED 574

  • PSED 576 Teaching Strategies for Secondary Teachers (3)

    • Endeavors to redesign instruction in order to make maximum learning more accessible to every pupil. Methods for developing a personal instructional system which fits the subject and the pupils will be outlined.

  • PSED 577 Independent Study (Semester hours arranged)

    • Under the auspices of a qualified member of the faculty of the Graduate School, the student pursues a pattern of readings, study, and research related to professional knowledge and understanding in Professional or Secondary Education. Topics should be established prior to enrollment. Prerequisite: Approval of the department chair.

  • PSED 579 Current Trends in Secondary Education (3)

    • This course serves as a basic and comprehensive source on current trends and innovative practices in the secondary schools. New opportunities and responsibilities for students, modifications of the traditional organization, alternative high schools, and places for learning beyond the schoolhouse are but a few areas that are discussed.

  • PSED 580 Professional Assessment in Secondary Education (3)

    • Professional Assessment is designed to cause and to facilitate self-assessment coupled with assessment from the field (where the educator is employed) and assessment by the university. The student will become thoroughly involved in the procedure of self-assessment and will in fact be introduced to degree program competencies (master teacher competencies). The self and external professional assessment will lead to individualized professional development, competency mastery, and to degree obtainment. Prerequisite: Undergraduate degree; admission to graduate school. (Class hours arranged)

  • PSED 584 Middle and High School Curriculum (3)

    • This course deals with the overriding educational philosophy which governs curriculum formation. The decision-making process in curriculum improvement will be evaluated; processes for curriculum improvement will be reviewed and/or developed; and evaluative techniques will be identified. Pre-requisite: PSED 554

  • PSED 585 Educational Administration (3)

    • An introduction and overview of the public school system and its management. The course provides for the orientation of prospective and current educational administrators for their roles of leadership. The course also requires field experiences in administration. Prerequisite: Graduate standing.

  • PSED 586 Teaching of Communications in the Secondary Schools (3)

    • Teaching of Communications addresses the presentation of methods and materials in the planning, teaching, and evaluating of learning activities in the cognitive, affective, and psychomotor realms of communication behavior, and observation of teaching in the secondary schools. Prerequisites: PSED 510, 516.

  • PSED 587 School Community Relations (3)

    • This course presents public relations as a comprehensive concept of interpretation for the public schools. Tenets, means, agents, and agencies to produce increased social understanding and appreciation of the educational function among school personnel and the general public are discussed.

  • PSED 588 School Law (3)

    • This course is an analysis of the legal rights, responsibilities, and liabilities of student, parent, teacher, administrator, and school board. Consideration is given to the statutes, school code, and court decisions which affect education and all persons related to the education process.

  • PSED 589 The Supervision of Student Teachers (3)

    • Attention is focused on an analysis of the various functions of the cooperating teacher while working with elementary or secondary student teachers. Emphasis is placed upon new techniques for working with student teachers, systems for recording, analyzing and reporting classroom teaching behavior, understanding the needs of student teachers, and individualizing student teaching experiences. Prerequisite: Bachelor's degree and a teaching certificate.

  • PSED 590 Supervision of Instruction (3)

    • This course is an introduction to the theory and function of supervision in the modern public school system, K-12. Application of emerging concepts and principles of modern school supervision to practical situations in which administrators, supervisors, coordinators, and teachers are working are presented.

  • PSED 592 The Middle School (3)

    • This course deals with administrative problems and practices related to the organization, operation, and program of the middle school and the junior high school.

  • PSED 593 Teaching Techniques in the Middle School (3)

    • This course is designed to meet the needs of faculties, which are making a transition to the middle school program. Emphasis is placed upon developing programs and materials for a middle school. Topics include open-concept teaching; individualizing and personalizing instruction; team approaches; a review of IPI, PLAN, CPL and CAI models; preparing learning centers and developing learning activity packets and evaluating student progress.

  • PSED 595 Elementary and Secondary Education Leadership (3)

    • An overview of the elementary and secondary school principalship. This course addresses the philosophical, social, and educational context in which the school and the principal function. The role of the principal, position responsibilities, professional trends, and opportunities for professional growth are examined. Pre-requisites: PSED 516; PSED 554; PSED 515; PSED 584 or ELED 592; PSED 588; PSED 590; PSED 510;

  • PSED 596 School Finance (3)

    • This is an introduction to the principles and structure of financing public education. The theory and practice of educational finance are examined from the point of view of problems of the local budget, the state's responsibility, taxation, and the effect of financial support upon the quality of the educational program. New concepts and emerging trends of public school finance are studied.

  • PSED 597 School Plant (3)

    • This course involves a study of problems involved in the planning construction, operation, and maintenance of the school plant.

  • PSED 598 Trends in Secondary Math Education (3)

    • This course will examine current and proposed secondary mathematics curricula and models of teaching and learning mathematics. Major foci will be mathematical problem-solving and integrating technology into the mathematics curriculum.

  • PSED 599 Teaching Mathematics Using Technology (3)

    • Designed for in-service secondary mathematics teachers. Participants will learn how to use graphing calculators and computer algebra and geometry systems, how to incorporate them into their classrooms and how the mathematics that they teach will change as a result of the availability of technology.