Admission
Please refer to “The Graduate Admissions Process” section for general graduate admission information. For full admission to the Master of Arts Interdisciplinary degree program, applicants are expected to provide or complete the following:
- Complete and submit the Graduate Application for Admission, accompanied by a non-refundable application fee. The application can be downloaded here.
- Provide an official transcript or transcripts from a regionally accredited college, university, or other degree-granting institution, verifying completion of a bachelor’s degree. Transcripts and all application documents should be sent directly to Wilmington University Office of Graduate Admissions. With official transcripts, submit a copy of your Immunization Records.
- Although not required a part of the Admissions, Licensed Educators are asked to provide a copy of their teaching license. NOTE: selection of some of the certificate bundles may require proof of a teaching certification and/or additional credits/fieldwork hours.
- Schedule a program planning conference with the Program Chair or Graduate Program Advisor. Registration for classes is not possible until this step is completed and documented.
***In addition to general admissions requirements, admission to this program/certificate requires applicants to have a Grade Point Average (GPA) of at least 3.0 on a 4.0 scale for coursework completed during the most recent two years of the applicant’s general education, whether secondary or post-secondary, OR approval from the Program Chair.
After all of the above requirements have been completed, register for MED 6102 (E-Folio) and other appropriate course(s) in the degree program.
Program Purpose
The Master of Education: Interdisciplinary Studies in Education degree program is designed for educators who are interested in distinguishing themselves as accomplished, effective educators who have met the most robust standards in the profession. Innovation in teaching has become one of the most sought after skills in the teaching profession. This personalized degree program will undoubtedly enhance the pedagogical skills of the graduate. This degree program consists of two15 credit Areas of Distinction/Certificates* of the candidate's choice and interest, culminating with a Capstone Portfolio.
*If a candidate chooses the Reading Specialist, additional coursework will be required.
These “Areas of Distinction” serve to build in-demand skills with personalized learning experiences leading to more effective teaching practices in the field. Candidates actively engage in applying new skills and knowledge, sometimes within their own classroom settings, while earning an Area of Distinction. While completion of a certain degree, a course of study, or coursework may provide the opportunity to earn a salary supplement based aligned to the content or area in which the educator is employed, increments are based on Delaware’s Code 728. Candidates are encouraged to consult with their HR office for more details prior to enrollment.
Program Design (Choose Two 15-Credit Areas of Distinction/Certificates to make up the degree program)
- Digital Education (15 credits)
- Equitable Practices (15 credits)
- ESOL Literacy
(15 credits; requires an initial teaching license)
- National Board Certified Teacher
(15 credits; requires an initial teaching license)
- Reading Specialist (23-26 credits depending on pathway chosen; requires an initial teaching license)
- Special Education: Autism/Severe Intellectual Disabilities (15 credits; requires an initial teaching license)
- Special Education: Early Childhood Exceptional Children (15 credits; requires an initial teaching license)
- Special Education: K-12 Teachers of Students with Disabilities (15 credits; requires an initial teaching license)
- STEM Education (15 credits)
- Teacher Licensure - K6 (15 credits)
- Teacher Licensure - Secondary (15 credits)
- Teacher Licensure - Special Education (15 credits)
- Teaching in Higher Education (15 Credits)
- Trauma and Resilience (15 credits)
Program Competencies*
The program competencies adopted for the Master of Arts Interdisciplinary Studies in Education degree program are the Model Standards for Teacher Licensing, Assessment, and Development from the Interstate New Teacher Assessment and Support Consortium (INTASC) (2011) by the Council of Chief State School Officers. The degree program is designed to enable candidates to demonstrate their knowledge and skills in the following program competency standards:
Program Competency Standard 1. Learner Development The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Program Competency Standard 2. Learning Differences The teacher uses understanding of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to meet high standards.
Program Competency Standard 3. Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Program Competency Standard 4. Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to ensure mastery of the content.
Program Competency Standard 5. Applications of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Program Competency Standard 6. Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Program Competency Standard 7. Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Program Competency Standard 8. Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Program Competency Standard 9. Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, and other professionals in the community), and adapts practice to meet the needs of each learner.
Program Competency Standard 10. Leadership and Collaboration The teacher seeks appropriate leaderships roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals, and community members to ensure learner growth, and to advance the profession.
*Some of the Areas of Distinction are aligned to additional program competency standards. See specific Areas of Distinction for more information.
Outcomes Assessment
Multiple assessments are used to determine candidate growth toward achievement of the knowledge and skills described in the Master of Arts Interdisciplinary Studies in Education degree program competencies and the college-wide graduation competencies. Performance-based assessments are used to evaluate learning activities. Goals, learning outcomes, external assignments, and assessment strategies are linked directly to program and graduation competencies as stated on each course syllabus. Other assessment strategies may include mentoring sessions and observations of candidate performance in authentic settings.
No matter how candidates personalize their degree when choosing two Areas of Distinction, they must complete MED 8804 Action Research, unless one of the Areas of Distinction chosen is E-Learning Design and Technology that houses its own capstone portfolio. This capstone course emphasizes the role of Teacher-as-Researcher and the value of conducting classroom and school-based action research. This will result in the creation of a personalized research portfolio, directly involving candidates in the process of educational improvement, a hallmark of the College of Education and Liberal Arts.
Core Requirements
Core Requirements
Candidates must first enroll in E-folio so that the College of Education may document mastery of program competencies. Candidates upload core program assessments into efolio and faculty determine whether a candidate has met, not met, or reached the target for the identified elements/standards. The College is held accountable for ensuring that candidates meet these standards in their education programs.
Candidates must also document teaching knowledge, performances, and dispositions through outcome assessments and the creation of a personalized capstone portfolio in MED 8806.
Candidates selecting the E-Learning Design and Technology Area of Distinction may replace MED 8806 with DTL 8000.
Course Requirements (Choose Two Areas of Distinction/ Certificates for the degree program)
Digital Education
Purpose
This Area of Distinction in Digital Education is designed for individuals who want to advance their knowledge and skills in current information and communication technologies. Candidates study research-based practices to acquire the knowledge and skills needed to design digital-based instruction and transform learning environments that promote student learning and engagement in digital-rich learning environments. The program addresses topics related to creativity and innovation, digital-age learning experiences and assessments, digital citizenship, and professional growth and leadership.
Program Competencies
The standards and program competencies adopted for the Digital Education program are the National Educational Technology Standards for Teachers (NETS•T) issued by the International Society for Technology in Education (2008).
Course Requirements
| EDT 6005 | Applications in Educational Technology | 3 |
| EDT 6010 | Instructional Applications of Technology | 3 |
| EDT 6020 | Emerging Trends in Educational Technology | 3 |
| EDT 6035 | Ethical, Legal, and Social Issues in Educational Technology | 3 |
| EDT 6045 | Special Topics in Educational Technology | 3 |
Equitable Practices
Purpose
This Area of Distinction in Equitable Practices is designed for educators seeking to advance their knowledge and skills to support open and inclusive learning environments. Factors such as age, appearance, race, ethnicity, religion, education, sexual orientation, gender identity, and political beliefs make us all different. For this reason, educators must learn to celebrate and embrace these differences. Candidates will explore different cultures, its impact on learning environments and student behavior, while practicing equity and social justice.
Course Requirements
| MAS 7601 | Education of Diverse Populations and Exceptional Children | 3 |
| MAS 7602 | School in a Multicultural Society | 3 |
| MAS 7701 | Classroom Culture and Student Behavior | 3 |
| MED 7704 | Education for Equity and Social Justice | 3 |
| MED 7820 | Engaging All Student in Virtual Learning Environments | 3 |
ESOL Literacy
Program Purpose
ESOL Literacy program is designed for educators interested in teaching students who are not native English speakers. It offers classroom teachers an opportunity to increase knowledge, skills, and techniques in all aspects of reading and writing instruction, especially relative to the needs of ESOL students. The course content is focused at the classroom level to better enable teachers to meet diverse literacy needs of school-aged children.
Program Competencies
The program competencies are built around the five domains of TESOL Standards. These may be referenced in their entirety through this link- TESOL Standards.
Outcomes Assessment
The assessment of outcomes consists of multiple measures. Grades on assignments and for courses are the first level of assessment. The course goals, learning outcomes, and assignments are designed to address the measurement of program and graduation competencies. Candidates will take an online test of their content knowledge at the end of their program, as well as a disposition survey. A second assessment will be taking the PRAXIS II ESL Subject Test (5362) as part of their clinical coursework. A passing score of 149 is required. Praxis scores should be submitted to Wilmington University via ETS. They will also need to be posted in Taskstream. *Candidates must have a valid teaching license in order to enroll in this certificate.
Course Requirements
| MLL 7401 | Structure of English Language in ELL | 3 |
| MLL 7402 | Second Language Acquisition in ELL | 3 |
| MLL 7405 | Teaching Literacy for ELLs | 3 |
| MLL 7406 | Methods of Teaching Language Arts/English to Second Language Learners (Grades K-12) | 3 |
Clinical Course
| MLL 7403 | Assessment of Second Language Learners | 3 |
Offered in summer under special circumstances
Delaware Certification - ESOL Teacher
Current Delaware Department of Education regulations (DE Title 14, §1562) permit individuals who hold an initial continuing, advanced license, or a Limited Standard, Standard or Professional Status Certificate issued by the Department prior to December 31, 2003, and who hold a Standard Certificate in a subject (content), grade level, or area, to apply for a State of Delaware Standard Certificate as an ESOL Teacher after successfully completing five (5) Wilmington University College of Education courses:
However, certification requirements are subject to change by the Delaware Department of Education and the Professional Standards Board. The most recent information about those requirements can be accessed at the Delaware Department of Education/Professional Standards Board website.
NOTES:
Any changes in Delaware licensure and certification regulations could cause Wilmington University to make course and/or program adjustments in order to align with new or revised state requirements. Wilmington University reserves the right to change requirements to comply with any licensure/certification mandates of the Delaware Department of Education.
Foundations in Higher Education
Purpose
E-Learning Design and Technology provides you with the skills to design and develop e-learning programs in education, healthcare, and business environments.
This Area of Distinction focuses on building your knowledge and skills in instructional design through multimedia, universal design for learning, deployment of instructional online learning initiatives, and e-learning delivery methods. Candidates will explore the connections between instructional design and learning technologies in the industry sectors where e-learning careers are experiencing the most growth.
Course Requirements
| MHE 7100 | History of American Higher Education | 3 |
| MHE 7001 | Academic Research and Writing | 3 |
| MHE 7101 | Equity and Inclusion in Higher Education | 3 |
| MHE 7102 | Leadership and Ethical Decision Making in Higher Education | 3 |
| MHE 7103 | Current Issues and Financial Trends in Higher Education | 3 |
Students interested in the Foundations in Higher Education Certificate may start classes at any time.
National Board Certified Teacher
Purpose
The National Board Certified Teacher Area of Distinction is designed for educators seeking National Board Certification. National Board Certification is the most respected professional certification available in K-12 education. Different states provide incentives that include salary increases and teacher-leader roles. Many teachers who have achieved National Board Certification move into teacher-leadership roles in their respective school, district, and state. *Candidates must have a valid teaching license in order to enroll in this certificate.
Course Requirements
| MED 8000 | Foundations of National Board Certification | 3 |
| MED 8001 | Content Knowledge | 3 |
| MED 8002 | Differentiated Instruction | 3 |
| MED 8003 | Teaching Practice and Learning Environment | 3 |
| MED 8004 | Effective and Reflective Practitioner | 3 |
Reading Specialist
Purpose
The Reading Specialist Certificate (Area of Distinction) prepares teachers for certification as a Reading Specialist in grades K-12. Reading specialists must demonstrate the ability to produce high levels of student achievement in literacy. Literacy requires an understanding of reading and writing intertwined with the ability to interpret critically and apply new information to existing knowledge. Every school should have access to Reading Specialists who have specialized training related to addressing reading difficulties and who can give guidance to classroom teachers in language arts, writing, and content area reading.
Program Competencies
Outcomes Assessment
The assessment of outcomes consists of multiple measures. Grades on assignments and for courses are the first level of assessment. The course goals, learning outcomes, and assignments are designed to address the measurement of program and graduation competencies. Candidates will take an online test of their content knowledge at the end of their program, as well as a disposition survey. PRAXIS II (5302 Reading Specialist) must be taken and passed (score of 164) prior to petitioning for the certificate. It is a requirement. Praxis scores should be submitted to Wilmington University via ETS. They will also need to be posted in Taskstream. *Candidates must have a valid teaching license in order to enroll in this certificate.
Delaware Certification - School Reading Specialist
Current Delaware Department of Education regulations (DE Title 14, §1581) stipulate that teachers who hold a valid Delaware Initial, continuing, or Advanced License; or a Professional Status Certificate issued by the Department prior to December 31, 2003, and who have met the requirements as set forth in 14 DE Admin. Code 1505 and who have met the additional requirements in the regulation may apply for a State of Delaware Standard Certificate as a Reading Specialist. This includes three years of successful classroom teaching.
However, certification requirements are subject to change by the Delaware Department of Education and the Professional Standards Board. The most recent information about those requirements can be accessed at the Delaware Department of Education/Professional Standards Board website.
NOTES:
Any changes in Delaware licensure and certification regulations could cause Wilmington University to make course and/or program adjustments in order to align with new or revised state requirements. Wilmington University reserves the right to change requirements to comply with any licensure/certification mandates of the Delaware Department of Education.
Wilmington University has not made determinations for licensure in states outside of Delaware. For state-by-state contact information for inquiring about individual state licensure requirements, please visit NC-SARA's Professional Licensure Directory.
| MLL 7402 | Second Language Acquisition in ELL | 3 |
| MRD 7802 | Process and Acquisition of Literacy | 3 |
| | OR | |
| MRD 7930 | Coaching Adult Learners (Cert Candidates, only) | 3 |
| MRD 7806 | Writing Assessment and Instruction (Cert Candidates, only) | 3 |
Clinical Courses: All clinical courses are semester courses
| MRD 7815 | Application of Strategies for Teaching Content Area Reading | 5 |
| MRD 7903 | Diagnosis and Correction of Reading Difficulties | 6 |
| MRD 7920 | Practicum in Reading | 6 |
MRD 7903: This course requires a final grade of “B” or higher
Special Education-Autism-Severe Intellectual Disabilities
Purpose
The purpose of the Teacher of Students with Autism/Severe Intellectual Disabilities coursework is to prepare master’s level educators to teach children and young adults with Autism Spectrum Disorder, intellectual disabilities, multiple disabilities, and other developmental disabilities. The goal of this Area of Distinction is to provide research/evidence based techniques and strategies to: assess students and use the results to develop goals and implement plans based on student needs and targeted outcomes. The coursework will prepare teachers to design and implement evidence based instruction aligned to alternative learning standards.
Fieldwork/clinical experiences are embedded across the coursework, enabling the teachers to demonstrate mastery of the CEC Specialist Standards through performance based tasks. *Candidates must have a valid initial Special Education teaching license in order to enroll in this certificate.
Course Requirements
If you select Autism
and Special Education: K-12 Teachers of Students with Disabilities, you will need to take
three electives from the Special Education: K-12 Teachers of Students with Disabilities in place of
MSE 7402 in this certificate.
| MSE 7501 | Introduction to Autism & Severe Disabilities | 3 |
| MSE 7402 | Applied Behavior Analysis | 3 |
| MSE 7506 | Functional Communication for Individuals with Autism and Severe Intellectual Disabilities | 3 |
| MSE 7409 | Methods of Instruction in Academic Standards and Functional Skills | 3 |
| MSE 7507 | Competency-Based Practicum in Behaviorally-Based Teaching Techniques | 3 |
Special Education-Early Childhood-Exceptional Children
Purpose
The purpose of the Early Childhood/Exceptional Children, Special Education Teacher coursework is to prepare educators to teach young children, birth to grade two, who demonstrate a range of disabilities or risk for disabilities. The goal of this Area of Distinction is to provide coursework in instructional and family-based assessment and early intervention, skills to collaborate with parents and professionals, strategies and techniques to differentiate instruction, and an understanding of culturally and linguistically diverse students.
Fieldwork/clinical experiences are embedded across the coursework, enabling the teachers to demonstrate mastery the CEC Specialist Standards through performance based tasks. *Candidates must have a valid teaching license in order to enroll in this certificate.
Course Requirements
| MSE 7502 | Educating Preschoolers with Special Needs | 3 |
| MSE 7603 | Assessment of Young Children | 3 |
| MSE 7605 | Differentiation of Instruction for Young Children | 3 |
| MSE 7607 | Emergent Literacy for Young Children | 3 |
| MSE 7407 | Teaming/Collaboration with Families & Communities | 3 |
Special Education-K-12 Teachers of Students with Disabilities
Purpose
The purpose of the Special Education Teacher of Students with Disabilities coursework is to prepare educators to teach students with disabilities in grades K-12. Students with disabilities must be taught by professionals who are trained in the identification, assessment, and teaching of individuals with exceptionalities. The goal of this Area of Distinction is to provide candidates with the opportunity to complete research-based coursework with assignments and performance tasks aligned to the appropriate subject area and grade level. Candidates will gain the skills and knowledge to complete formative and summative assessments, use data to differentiate and deliver instruction, develop and implement behavior intervention plans, collaborate with IEP/504 teams, parents and professionals to meet the needs of the students.
Fieldwork/clinical experiences are embedded across the coursework, enabling the teachers to demonstrate mastery of the CEC Specialist Standards through performance based tasks.
*Candidates must have a valid teaching license in order to enroll in this certificate.
Course Requirements
If selecting Autism for a second certificate (Area of Distinction), select three electives rather than two since MSE 7402 is taken in the Autism certificate. A course cannot count for two certificates.
If selecting Early Childhood Exceptional Children for a second certificate (Area of Distinction), candidates may not choose MSE 7407 as an elective.
| MSE 7403 | Diagnosis/Assessment/IEP Development for Exceptionalities | 3 |
| MSE 7405 | Curriculum in Special Education | 3 |
| MSE 7402 | Applied Behavior Analysis | 3 |
| MSE 7901 | Diagnosis/Assessment of Reading Difficulties for Non-Reading/Literacy Majors | 3 |
and one of the following:
If selecting ECE for the second certificate,
do not choose
MSE 7407 because a course cannot count for two certificates.
| MSE 8102 | Legislation and Implementation of Policy and Procedure | 3 |
| MSE 7407 | Teaming/Collaboration with Families & Communities | 3 |
| MSE 7406 | Transition Planning & IEP Implementation for Students with Disabilities | 3 |
| MSE 7404 | Assistive Technology | 3 |
*
MSE 8102 Legislation and Implementation of Policy and Procedure is recommended.
STEM Education
Purpose
This STEM Education Area of Distinction is designed for those who are interested in the in-depth study of pedagogical and technological knowledge and skills that are useful in implementing an integrated approach to teaching STEM concepts in the classroom. Candidates study research-based practices to acquire knowledge and skills needed for educating students in four specific disciplines: science, technology, engineering and mathematics in an interdisciplinary and applied approach.
Program Competencies
The program competencies adopted for the certificate program reflect the INTASC Standards and Next Generation Science Standards.
Course Requirements
Teacher Licensure - K6
Purpose
The Graduate Certificate in Teacher Licensure – Elementary Education is a certificate option to empower a graduate of Wilmington University’s Education Studies - non-licensure education degree programs to return and complete the coursework and clinical experiences required by the Delaware Department of Education to earn an initial teaching license. This certificate will consist of 15 credits of coursework: three 1 credit practicum courses (MEE 7996, 7997, 7998); 3 credits in Performance Assessment (MEE 8805); and 9 credits in Student Teaching (MEE 8801). Each practicum course requires candidates to complete 60 hours of supervised classroom experience in an approved setting which will be monitored by Wilmington University Practicum advisors and mentor teachers.The classroom experience will be supported by an additional 30 hours of practicum seminar sessions which are conducted by faculty members at Wilmington University sites. The Student Teaching experience will require 80 consecutive days of student teaching in a setting that is aligned to the candidate’s declared major.Ultimately, this certificate will provide the coursework and experience needed to be eligible to apply for an initial teaching license in the State of Delaware.
Program Competencies
InTASC Standards
- Standard 1 – Learner development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Standard 2 – Learning Differences - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Standard 3 – Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Standard 4 – Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- Standard 5 – Application of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Standard 6 – Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Standard 7 – Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Standard 8 – Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Standard 9 – Professional Learning and Ethical Practice - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Standard 10 – Leadership and Collaboration - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Outcomes Assessment
Evaluation of the proposed certificate uses the data collection framework within Watermark which is used when candidates in our licensure programs take these same courses. Key assessments are measured in these courses aligned to state and national standards. Additionally, candidates will be required to pass each course in the certificate with a C or better and take and meet the qualifying score on ETS 7811 – Elementary Education: Content Knowledge for Teaching.
This system has four broad themes:
1. Data collection to support assessment of competence for certification of candidates.
2. Data collection to assess the quality and effectiveness of programs.
3. Data collection to assess the effectiveness of the Educator Preparation Program including field experiences, clinical preparation, and partnerships.
4. Data collection to track the performance of graduates in their field of specialization.
Content Specific Courses (15 Credits)
Teacher Licensure - Secondary Education
Purpose
The Graduate Certificate in Teacher Licensure is a certificate option to empower a graduate of Wilmington University’s Education Studies - non-licensure education degree programs to return and complete the coursework and clinical experiences required by the Delaware Department of Education to earn an initial teaching license. This certificate will consist of 15 credits of coursework: three 1 credit practicum courses (MAS 7996, 7997, 7998); 3 credits in Performance Assessment (MAS 8805); and 9 credits in Student Teaching (MAS 8801). Each practicum course requires candidates to complete 60 hours of supervised classroom experience in an approved setting which will be monitored by Wilmington University Practicum advisors and mentor teachers.The classroom experience will be supported by an additional 30 hours of practicum seminar sessions which are conducted by faculty members at Wilmington University sites. The Student Teaching experience will require 80 consecutive days of student teaching in a setting that is aligned to the candidate’s declared major.Ultimately, this certificate will provide the coursework and experience needed to be eligible to apply for an initial teaching license in the State of Delaware.
Program Competencies
InTASC Standards
- Standard 1 – Learner development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Standard 2 – Learning Differences - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Standard 3 – Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Standard 4 – Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- Standard 5 – Application of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Standard 6 – Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Standard 7 – Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Standard 8 – Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Standard 9 – Professional Learning and Ethical Practice - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Standard 10 – Leadership and Collaboration - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Outcomes Assessment
Evaluation of the proposed concentration will be based on data collected within Watermark. Key assessments are measured in these courses aligned to state and national standards. Additionally, candidates will be required to pass each course in the certificate with a C or better and take and meet the qualifying score in the appropriate Secondary Education Praxis exam as required by the Delaware Department of Education for licensure and certification.
This system has four broad themes:
1. Data collection to support assessment of competence for certification of candidates.
2. Data collection to assess the quality and effectiveness of programs.
3. Data collection to assess the effectiveness of the Educator Preparation Program including field experiences, clinical preparation, and partnerships.
4. Data collection to track the performance of graduates in their field of specialization.
Content-Specific Courses (15 Credits)
Teacher Licensure - Special Education
Purpose
The Graduate Certificate in Teacher Licensure is a certificate option to empower a graduate of Wilmington University’s Education Studies - non-licensure education degree programs to return and complete the coursework and clinical experiences required by the Delaware Department of Education to earn an initial teaching license. This certificate will consist of 15 credits of coursework: three 1 credit practicum courses (MSE 7991, 7992, 7993); 3 credits in Performance Assessment (MSE 8805); and 9 credits in Student Teaching (MSE 8802). Each practicum course requires candidates to complete 60 hours of supervised classroom experience in an approved setting which will be monitored by Wilmington University Practicum advisors and mentor teachers. The classroom experience will be supported by an additional 30 hours of practicum seminar sessions which are conducted by faculty members at Wilmington University sites. The Student Teaching experience will require 80 consecutive days of student teaching in a setting that is aligned to the candidate’s declared major. Ultimately, this certificate will provide the coursework and experience needed to be eligible to apply for an initial teaching license and special education certification in the State of Delaware.
Program Competencies
InTASC Standards
- Standard 1 – Learner development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Standard 2 – Learning Differences - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Standard 3 – Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Standard 4 – Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- Standard 5 – Application of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Standard 6 – Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Standard 7 – Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Standard 8 – Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Standard 9 – Professional Learning and Ethical Practice - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Standard 10 – Leadership and Collaboration - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
CEC Initial Preparation Standards
Outcomes Assessment
Evaluation of the proposed concentration will be based on data collected within Watermark. Key assessments are measured in these courses aligned to state and national standards. Additionally, candidates will be required to pass each course in the certificate with a C or better and take and meet the qualifying score on all praxis exams related to the area of initial certification in addition to ETS 5354 Special Education: Core Knowledge and Applications.
This system has four broad themes:
1. Data collection to support assessment of competence for certification of candidates.
2. Data collection to assess the quality and effectiveness of programs.
3. Data collection to assess the effectiveness of the Educator Preparation Program including field experiences, clinical preparation, and partnerships.
4. Data collection to track the performance of graduates in their field of specialization.
Content-Specific Courses (15 Credits)
| MSE 7991 | Practicum I in Special Education | 1 |
| MSE 7992 | Practicum II in Special Education | 1 |
| MSE 7993 | Practicum III in Special Education | 1 |
| MSE 8802 | Student Teaching in Special Education | 9 |
| MSE 8805 | Performance Assessment | 3 |
Teaching in Higher Education
Course Requirements
| MHE 7400 | Teaching and Learning Theories in Higher Education | 3 |
| MHE 7401 | Teaching Strategies and the Adult Learner | 3 |
| MHE 7402 | Assessment and Evaluation | 3 |
| MHE 7403 | Curriculum Development | 3 |
| MHE 7500 | Field Experience | 3 |
Purpose
The Teaching in Higher Education certificate is designed for the educator in Higher Education who holds a Master’s degree in their field of expertise and is interested in developing a better understanding of the foundation and theory of education. Candidates study research-based best practices and will develop the knowledge and skills to create a positive learning environment for student success. This certificate program offers best practices related to pedagogy and andragogy, teaching strategies and the adult learner, curriculum development, assessments, and evaluations. A 120 hour field experience is included in this certificate. Courses are available fully online.
Outcomes Assessment
Multiple assessments are used to determine candidate growth toward achievement of the knowledge and skills described in the Graduate Certificate and the university-wide graduation competencies. Performance-based assessments are used to evaluate projects, assignments, and research papers. Goals, learning outcomes and activities, external assignments, and assessment strategies are linked directly to program and graduation competencies as stated on each course syllabus.
Program Design
Candidates are expected to satisfactorily complete all requirements associated with the Graduate Certificate. The certificate includes 15-credits of content-specific courses related to content knowledge and skills in an interdisciplinary, applied approach.
Trauma and Resilience
Purpose
Creating and sustaining trauma-informed systems requires a knowledgeable workforce made up of skilled professionals who understand the prevalence and significant impact of trauma, are able to apply evidence-based trauma-informed approaches to their work, and emphasize interdisciplinary collaboration across communities. This Area of Distinction provides candidates expertise in trauma-informed approaches so they can achieve better physical and mental health outcomes for people of all ages and in a variety of settings.
Course Requirements
Education Elective Courses (Choose 1 Course)
To qualify for the Master of Education Interdisciplinary Studies degree, a candidate must successfully complete a minimum of 33 credit hours with a GPA of at least 3.0. The program must be completed within five years.