UR Educators

Teacher Licensure Program

Curriculum & Instruction

Ed Leadership & Policy Studies

UR Educators Degree programs and professional development coursework for current and future educators

Make a difference.

Pursue your passion for teaching or earn your master’s degree while expanding your skillset and positively impacting the lives of young people

APPLY ONLINE: spcs.richmond.edu/admissions

From the Director Welcome Prospective Candidates The University of Richmond Education Department offers several degree programs for aspiring and in-service educators.

• Aspiring teachers can apply to the Teacher Licensure Program (TLP) to earn initial, five-year renewable licensure in Virginia.

This license is reciprocal in most other states in the U.S. • Licensed teachers can continue to strengthen their skills and knowledge by pursuing an advanced degree through our Master of Education (M.Ed.) program that offers concentrations in Curriculum and Instruction and in Educational Leadership and Policy Studies.

• In addition to our degree programs, we offer Professional Development for Educators, a variety of courses and institutes that meet license renewal requirements and/or provide skill-building and increased content knowledge. These courses and institutes provide a unique opportunity for teachers to participate in dynamic courses while earning licensure renewal points. As a special benefit to our metro area in-service educators, we offer reduced tuition to those educators enrolled in our professional development courses. We also offer coursework to support an Add-on Endorsement in Gifted Education (see page 21 for details).

Our graduate education programs are offered by the University of Richmond’s School of Professional and Continuing Studies in collaboration

with the University’s School of Arts and Sciences Department of Education. This program is approved by the Virginia Department of Education and is nationally accredited by Teacher Education Accreditation Council.

Included in this information booklet is an application for the TLP program (page 25). Our graduate application for M.Ed. programs is available online at spcs.richmond.edu/admissions.

Please carefully review the admissions requirements for each program that are also included in this booklet.

Of special note to our TLP candidates, is the opportunity to complete the M.Ed. in Curriculum and Instruction with the completion of only six classes beyond those required for completion of the TLP program. We also welcome students entering the M.Ed. who are not TLP graduates. These students will complete a traditional 10-course M.Ed. program of studies.

We are honored that you are considering the Teacher Education Programs at the University of Richmond. Please do not hesitate to contact us if you have additional questions.

Sincerely,

Catherine S. Fisher, Ed. D. Program Chair, Teacher Licensure Program & Graduate Education Programs

Contact Us Dr. Catherine S. Fisher Program Chair, Teacher Education Programs cfisher@richmond.edu (804) 287-6621

Contents

Dr. Thomas Shields Director, Center for Leadership in Education tshields@richmond.edu (804) 289-8524 Dr. Patricia B. Amann Coordinator, Teacher Education & Master’s Program pburgess@richmond.edu (804) 484-1584 Mrs. Claudia Mills Administrative Coordinator, Educational Leadership and Policy Studies cmills@richmond.edu (804) 287-1899 Mrs. Mary Ewing Administrative Coordinator mewing@richmond.edu (804) 289-8428 Barb Niedermaier Administrative Assistant bniederm@richmond.edu (804) 289-8427 Mailing Address Department of Education 28 Westhampton Way University of Richmond, Virginia 23173 Office Location University of Richmond North Court, 3rd Floor Office of Financial Aid Belinda Hill Sarah Brunet Hall University of Richmond, VA 23173 (804) 289-8438 finaid@richmond.edu financialaid.richmond.edu Student Accounts Office Frances Dickerson, Student Accounts Specialist for SPCS Sarah Brunet Hall University of Richmond, VA 23173 (804) 289-8148 fdickers@richmond.edu controller.richmond.edu/tuition/

Programs Teacher Licensure Program

Curriculum & Instruction

Educational Leadership & Policy Studies Professional Development for Educators

22 Additional Information 3

Contact Us

21

Add-on Endorsement in Gifted Education

22

General Information

APPLY ONLINE: spcs.richmond.edu/admissions

Teacher Licensure Program

Go back in school to get yourself back in school

APPLY ONLINE: spcs.richmond.edu/admissions Our Teacher Licensure Preparation program is designed for adults who have already earned a bachelor’s degree and are interested in becoming a classroom teacher.

Application Deadlines Fall August 3 Spring December 7 Summer April 27

4

UR Educators

If you are a college graduate and have always had a passion for teaching, University of Richmond has a great opportunity for you to become an educator.

Since 1972, the University of Richmond has offered teacher licensure programs approved by the Virginia Board of Education. The Teacher Licensure Program, offered jointly by the School of Professional and Continuing Studies and School of Arts and Sciences, provides the opportunity for adults who have already earned a bachelor’s degree to complete licensure requirements.

Candidates admitted to this program may enroll as either full-time or part-time students.

Students earn a Graduate Certificate in Teacher Licensure Preparation. The program’s curriculum ranges from foundations courses to

courses in classroom management, diversity, reading, curriculum development and technology, and all coursework is at the graduate level.

All students complete a student teaching experience in either an elementary, secondary or comprehensive (preK-12) environment. Student teachers are placed in schools in Richmond area school divisions. While students are completing their student teaching, they meet for a weekly seminar to discuss critical issues related to individual students’ responsibilities and competencies.

Individuals who have not yet earned a bachelor’s degree and are interested in teaching may earn a Bachelor of Arts in Liberal Arts (BALA) with a Concentration in Education. SPCS also offers an Master of Education completion option for students who earn a Graduate Certificate in Teacher Licensure Preparation. TLP graduates may apply their TLP coursework and experiences to our M.Ed. in Curriculum and Instruction. The M.Ed. completion option requires an additional 18 semester hours.

Endorsement Areas The Teacher Licensure Program is approved by the Virginia Board of Education to prepare teacher candidates to pursue a five-year renewable license in the following endorsement areas: • Elementary Education (PreK-6) • Secondary Content Areas (6-12) • English • History and Social Sciences • Mathematics • Science – Biology • Science – Chemistry • Science - Physics • Comprehensive (PreK-12) • Foreign Language – French • Foreign Language – German • Foreign Language – Latin

Teacher Licensure Program

Teaching in Virginia • • • •

Foreign Language – Spanish Theater Arts Visual Arts Special Education – General Curriculum English as a Second Language Gifted Education: Add-on

Applicants seeking admission to the Graduate Certificate in Teacher Licensure Preparation Program must demonstrate the following: • Earned bachelor’s degree from a regionally-accredited college or university • Minimum GPA of 2.7 on all college and university academic work attempted • Passing scores on Praxis I and Praxis II

scripts Request Form may be found at spcs.richmond.edu/ about/forms.html.

Once the Program Chair or designee of the Teacher Licensure Program receives and reviews all required application materials, the applicant will be contacted to attend an interview with the Chair. No interviews will be scheduled until all required materials are received by the date stipulated. Upon approval by the Chair, the applicant will be admitted to the program.

All required test scores and official transcripts should be sent to: Director – Teacher Licensure Program Department of Education 28 Westhampton Way University of Richmond, VA 23173 Fax: (804) 287-6369

Admission Documentation

Transfer Courses

To be admitted as a candidate for the Teacher Licensure Program at the University of Richmond, the following must be submitted by the appropriate deadline: • A completed online TLP application. The online application may be found at spcs.richmond.edu/ admissions.

• A brief explanation of why the candidate is interested in becoming a teacher (limit: two typewritten pages), uploaded with your online application.

• Current resume, uploaded with your online application.

• Official scores on the Praxis I (or SAT/ACT) and Praxis II sent directly to the University of Richmond • Two official (in a sealed envelope) transcripts from all colleges or universities attended. A Tran-

No more than two courses or seminars (6 total graduate credit hours) may be transferred into the Graduate Certificate in Teacher Licensure Preparation. A request letter along with a course description and course syllabus should be sent to the director of the program for approval of transfer credits.

• •

Admission Requirements

Curriculum Materials Center The Curriculum Materials Center (CMC) provides students access to an assortment of materials and resources for exploration, use and evaluation, as well as the latest in instructional resources. Designed for individual and small group curriculum development, study, reading and collaboration, the Curriculum Materials Center plays an innovative and integral role in the educational process of pre-service educators.

By the Numbers

4

P M

Earliest time UR evening classes begin to accommodate schedules of working adults

1 #

Increase in positions for teachers – kindergarten, elementary, secondary through 2018

Rank of Special Education as a teaching endorsement area with a critical shortage

51,894

$

Average 2011 teacher salary in Virginia

18

Additional hours required for a Master of Education in C&I after TLP completion semester hours

Average percentage of classroom teachers nearing retirement age in Virginia.

School of Professional and Continuing Studies

5

Teacher Licensure Program Professional Teacher’s Assessment Requirements Praxis Series Tests

More Information on Praxis For information regarding Praxis registration, test administration, fees, the policy for testing individuals with disabilities, etc., please refer to the website, www.ets.org, or contact the Educational Testing Service (ETS) at 1-800- 772-9476 or 609-771-7395 for THE PRAXIS SERIES Registration Bulletin or write to THE PRAXIS SERIES, ETS, P.O. Box 6051, Princeton, NJ 085416051. Hearing impaired individuals using a Telecommunications Device for the Deaf (TDD) may call 1-800-275-1391 for information.

Praxis I is the prescribed Virginia Board of Education assessment for entry into a Virginia approved teacher preparation program. Praxis II is required to demonstrate knowledge in an endorsement area or specialty area.

Successful completion of Praxis I is required of everyone prior to admission into the Teacher Licensure Program, unless substitute test criteria are met. See below for Substitute Test Criteria.

Successful completion of Praxis II is required of everyone prior to admission into the Teacher Licensure Program. Permission from the Director may be granted in special situations to delay successful completion of this assessment until NO LATER than the end of first month in the program.

When registering for the Praxis, please indicate the University of Richmond as a Designated Score Recipient by using the Code 5808.

Praxis I The Praxis I Pre-Professional Skills Tests (PPST®) measure basic skills in reading, writing and mathematics and include multiple-choice questions and an essay question on the Writing test.

The tests are designed to evaluate the academic skills needed to prepare for a career in education.

The Educational Testing Service administers the assessment, and information on the assessment can be accessed at the following Web site: www.ets.org.

Substitute Test for Praxis I The following SAT and ACT scores within the past 15 years may be accepted in lieu of Praxis I: • SAT: Total Score = 1,100. Minimum Math: 530. Minimum Verbal: 530 • ACT: Composite = 24. Minimum Math: 22.

Minimum Reading + English = 46.

6

UR Educators

Praxis I Administration The Praxis I tests are delivered in both computer and paper formats. Local computer-based or paper-based testing centers may be found at www.ets.org/praxis/about/praxisi.

Praxis I Passing Scores and Test Codes Professional Skills Test (Paper/pencil PPST) Praxis I Test Code Passing Score Mathematics 10730 178 Reading 10710 178 Writing 20720 176

PPST Composite 532

Pre-Professional Skills Test (Computerized-PPST) Praxis I Test Code Passing Score Mathematics 5730 178 Reading 5710 178 Writing 5720 176

C-PPST Composite 532

Praxis II: Specialty Area Tests Overview The Praxis II is a content knowledge test in a teaching specialty area or endorsement area.

Passing this test indicates to the Virginia Department of Education that the subject area content has been mastered for the endorsement area.

Teacher Licensure Program

Praxis II Passing Scores and Test Codes Specialty Area Test

Test Code

Passing Score

TLP Endorsement Area

Elementary Education: Content Knowledge (0014) paper/pencil

(5014) computer based

143 143

Elementary Education (PreK-6)

English Language, Literature and Composition: Content Knowledge

(0041)

172

English

Social Studies: Content Knowledge

(0081)

161

History and Social Sciences

Mathematics: Content Knowledge

(0061)

147

Mathematics

Biology: Content Knowledge

(0235)

155

Science – Biology

Chemistry: Content Knowledge

(0245)

153

Science – Chemistry

Physics: Content Knowledge

(0265)

147

Science - Physics

Art Education: Content Knowledge

(0134)

158

Art (preK-12)

French: World Language

(5174)

163

French (preK-12)

Spanish: World Language

(5195)

168

Spanish (preK-12)

German: World Language

(5183)

163

German (preK-12)

Virginia Communication and Literary Assessment (VCLA) Successful completion of this measure of the communication and literacy skills necessary for Virginia educators is required of everyone prior to admission into the Teacher Licensure Program.

Permission from the Director may be granted in special situations to delay successful completion of this assessment until NO LATER than the end of the first semester in the program.

VCLA Overview The VCLA measures the communication and literacy skills necessary to teach and communicate effectively with parents and others in the education community. The VCLA consists of two subtests—a reading subtest and a writing subtest.

•

summarizing, and ability to interpret tables and graphs.

Consists of approximately 40 multiplechoice items

Writing Subtest • Designed to measure the development of ideas in essay form on specific topics and the mastery of grammar, mechanics, and vocabulary • Consists of approximately 40 multiplechoice items, 3 short-answer items, a written summary assignment, and a written composition assignment VCLA Passing Scores Writing Sub Test: Reading Sub Test: Composite Score:

More Information on the VCLA For more information regarding VCLA registration, test administration, fees, the policy for individuals with disabilities, etc., please refer to the website, www.va.nesinc.com or contact the VCLA Office at Evaluation Systems Pearson at (866) 613-3292 or (413) 256-2888 9:00 a.m.–5:00 p.m. eastern time, Monday through Friday, excluding holidays.

(Automated Information System available 24 hours daily). You may write to VCLA Office, Evaluation Systems Pearson, P.O. Box 660, Amherst, MA 01004-9015. Hearing impaired individuals using a Telecommunications Device for the Deaf may call (413) 256-8032.

235 235 470

Reading Subtest • Designed to measure comprehension and analysis of readings, skills in outlining and School of Professional and Continuing Studies

7

Teacher Licensure Program Reading for Virginia Educators (RVE) Assessment (if applicable) Application Deadlines Fall August 3 Spring December 7 Summer April 27

A reading assessment is required for individuals seeking initial licensure with endorsements in any of the following endorsements (teaching areas) offered by the University of Richmond: Elementary Education preK-6 and Special Education-General Curriculum. This assessment should be taken upon advisement of the Director of Reading and usually around midterm of EDUC 526U. RVE Overview The Reading for Virginia Educators (RVE): Elementary and Special Education test is intended primarily for entry-level elementary and special education teachers who have completed training in a program to prepare them to teach in either of these areas. The purpose of the test is to determine that the entry-level elementary and special education teacher will have the knowledge, skills, and abilities that are important, necessary, and needed at time of entry to the profession to teach reading.

The RVE consists of two parts, which are listed below with the approximate number of questions.

Part A: Multiple-choice questions (100) • Assessment and Diagnostic Testing (19) • Oral Language and Oral Communication (19) • Reading Development (43) • Writing and Research (19) Part B: Constructed-response questions (3) • Analysis and Application • Analysis of Assessment and Diagnostic Teaching (1) • Application of Reading Development Knowledge (1) • Analysis and Application of Writing and Research (1)

8

UR Educators

RVE Passing Scores For teacher candidates seeking an initial license with endorsements in Elementary Education preK-6 or Special Education – General Curriculum, the required reading assessment is the Praxis Series Reading for Virginia Educators (RVE): Elementary and Special Education Teachers Assessment (0306 paper/pencil or 5306 computer-based).

The passing score for this assessment is set at 157.

Teacher Licensure Program

TLP Graduate Certificate Curriculum All Candidates

EDUC 517U: Foundations of Education (3 sem. hrs.) Introduction to the American educational system.

Explores the philosophical, sociological, historical, and political roots of schools today. Attention also given to the legal status of teachers and students, including federal and state laws and regulations, school as an organization/culture, and contemporary issues in education.

EDUC 518U: Diverse Learners (3 sem. hrs.) Introduction to the wide range of diversity that exists across today’s general school population and examination of the increased professional demands that inclusion makes upon teachers. Exploration of physical, social, emotional, intellectual development, individual learning styles, and prior learning as well as language, culture, family and community values, and how they influence student learning.

EDUC 538U: Instructional Technology Applications for the Classroom (3 sem. hrs.) Theory and pedagogy of integrating common and practical instructional technologies within the teaching and learning environment and across the curriculum. Includes current practice, skill building and exploration of resources to better prepare educators to fully understand the potential, the consequences, and future uses of instructional technology to address the needs of all learners.

EDUC 558U: Classroom and Behavior Management (3 sem. hrs.) Examines classroom management as it is practiced in public schools to enhance and support daily instruction and student achievement. Examines theoretical and practical aspects of classroom management. Explores causes of disruptive behavior, discipline problems, and student non-compliance, and strategies for dealing with these issues.

Elementary Candidates Only

EDUC 506U: Content and Pedagogy for Elementary Science and Social Studies (3 sem. hrs.) In-depth examination of core elementary science and social studies concepts and subject-specific pedagogy. Course content emphasizes and integrates state and national standards, problem-solving approaches, curriculum integration strategies, content area literacy, and current research.

EDUC 524U: Reading Foundations for Early Literacy Instruction (3 sem. hrs.) In-depth examination of the teaching methods, literacy concepts and development, and materials that are used to support and scaffold children’s literacy acquisition from birth to the primary grades. A foundational understanding of the components of reading including phonemic awareness, concepts of print, phonics, fluency, comprehension, vocabulary, and writing will be addressed. Participants will examine early literacy assessment tools and will determine how to implement interventions for diverse learners. Language development, children’s literature, and classroom strategies for early literacy instruction will also be investigated.

EDUC 526U: Assessment, Intervention and Literacy Strategies for Elementary Readers (3 sem. hrs.) In-depth examination of reading comprehension, vocabulary development, critical thinking, word study, and writing instruction within elementary classrooms.

Study of the methods, materials, and assessment tools associated with elementary literacy instruction will be explored across the components of reading. Participants will examine assessment tools and learn techniques for meeting the needs of struggling readers. A supervised practical experience will be incorporated into the course. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instructional effectiveness. Participants will learn to analyze assessment data and use this information to inform instructional practices including developing reading and writing interventions. Effective literacy techniques designed to support diverse learners will be studied.

EDUC 527U: Content and Pedagogy for Elementary Mathematics (3 sem. hrs.) In-depth examination of fundamental mathematical concepts and subjectspecific pedagogy. Course content emphasizes and integrates state and national standards, problem-solving approaches, use of manipulatives and technology, current research, and learning theory.

Secondary Candidates Only

EDUC 542U: Teaching in Middle and Secondary Schools (3 sem. hrs.) Comprehensive introduction to pedagogy to include principles of learning; application of skills in discipline and grade-specific methodology; selection and use of materials; state and national curriculum standards; and evaluation of student performance.

Requires concurrent registration in EDUC 343U/543U, Seminar in Middle and Secondary Teaching.

EDUC 543U: Seminar in Middle and Secondary Teaching (1 sem. hr.) Overview of content-specific assessment strategies for middle and high school teachers. Course will include a review of standards-based testing items as well as strategies for improving teachermade tests. In addition, the seminar will utilize peer review of content-specific lesson plans and instructional strategies, and provide opportunities for microteaching using the University of Richmond lesson plan template. Requires concurrent registration in Education 342U/542U, Teaching in Middle and Secondary Schools.

EDUC 550U: Content Area Literacy (3 sem. hrs.)

Examination of reading, writing, and critical thinking in secondary content areas. Specific techniques for teaching and assessing comprehension, vocabulary knowledge, and study skills will be addressed. The effects of text organization and relationship between reading and writing are investigated. The course integrates theory with practice and is designed to help content area instructors learn how to integrate literacy principles into subject matter instruction. A strong emphasis will be placed on the elements of effective comprehension instruction. Literacy techniques designed to support the School of Professional and Continuing Studies

9

Teacher Licensure Program needs of diverse learners will be studied. Participants will learn strategies to foster motivation and appreciation of a variety of types of literature utilized for independent and collaborative reading.

Student Teaching Experiences Required for All Candidates

Application Deadlines Fall August 3 Spring December 7 Summer April 27

Teacher candidates do not become excellent teachers by being in the university classroom. All teacher candidates complete a minimum of 300 clock hours with at least 150 clock hours spent in direct teaching activities at their endorsement level or area. Student teachers are placed in schools in the Richmond area school divisions. While candidates are completing their student teaching, they meet for a weekly seminar to discuss critical issues related to individual responsibilities and competencies.

All Student Teachers

EDUC 585U: Student Teaching Seminar (2 sem. hrs.) To be taken concurrently with one of the student teaching experiences below.

Elementary ONLY

EDUC 575U: Student Teaching, Elementary (preK-6) (12 semester hours) Involves working directly with students in classroom on full-time basis for 15 weeks.

Secondary ONLY

EDUC 577U: Student Teaching, Secondary (6-12) (12 semester hours) Involves working directly with students in classroom on full-time basis for 15 weeks.

Comprehensive ONLY

EDUC 578U: Student Teaching, Comprehensive (preK-12) (12 semester hours) Involves working directly with students in classroom on full-time basis for 15 weeks.

Dual Endorsement Options

Current candidates in the SPCS Teacher Licensure Program (TLP) may seek a dual endorsement by adding additional coursework to their existing course of study in the following areas: • English as a Second Language • Gifted Education: Add-On •

10

UR Educators

Special Education: General Curriculum

English as a Second Language Candidates

EDUC 551U: Cross Cultural Communication (3 sem. hrs.) Major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for English Language Learners (ELLs).

Collaborative work with school staff and the community to improve the learning environment, to provide support, and to advocate for ELLs and their families.

EDUC 552: ST: English Linguistics for TESOL (3 sem. hrs.) Major theories and research related to the structure and acquisition of language to help English language learners’ (ELL) develop language and literacy and achieve in the content areas.

EDUC 580U: Curriculum Development and Instructional Strategies for Teaching English Learners (3 sem. hrs.) Comprehensive introduction to evidencebased practices and strategies related to planning, implementing, and managing standards-based English as a second language (ESL) and content instruction. Candidates will be knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills.

EDUC 598U: ST: Assessment for the Instruction of English Language Learners (3 sem. hrs.)

Issues and concepts of assessment and standards based procedures with English Language Learners (ELL). Introduction of different purposes of assessment (e.g., diagnostic, language proficiency, academic achievement) and the basic concepts of assessment so that they are prepared to assess English Language Learners.

Gifted Education: Add-On Candidates

Candidates may add an endorsement in gifted education by completing four of the five courses, plus a supervised practicum.

EDUC 555U: Curriculum for Gifted and Talented (3 sem. hrs.) This course is designed to focus on curriculum adjustments, methods and techniques, as well as classroom organization necessary for teaching gifted and talented students. Emphasis is placed on curriculum in gifted programs within the context of school reform and restructuring.

EDUC 561U: Perspectives in Gifted Education, Talent Development and Creativity (3 sem. hrs.) This course is designed to gain an understanding of the concepts of Gifted Education, Talent Development and Creativity (GETDC). Topics include characteristics of creative individuals, barriers to talent development and creative productivity, strategies to increase creative and critical thinking, and teaching creativity in special populations of gifted learners.

Teacher Licensure Program

EDUC 562U: Special Populations of Gifted Students (3 sem. hrs.) This course offers a critical survey of the research, issues, policy, ethics, and practices related to culturally diverse, economically disadvantaged, limited English proficient, twice exceptional, highly gifted, or very young gifted and talented students.

EDUC 570U: Talented and Gifted: Working with High Achievers (3 sem. hrs.) This introductory course will provide an understanding of the talented and gifted student, methods used in identification, and strategies for instruction of these students in an inclusive classroom. This course provides information on the history of the exceptional in relation to education, current law, and accepted methods for referral, assessment and identification of these students. Candidates with no experience teaching students who are gifted must take EDUC 570U. EDUC 575U: Social and Emotional Needs of the Gifted Student (3 sem. hrs.) This course will provide an understanding of the needs of talented and gifted students. Social, emotional, and psychological aspects of gifted and talented children and adolescents and current literature on affective growth and potential adjustment issues will be examined.

EDUC 569U: Recognizing and Teaching Students with Disabilities Accessing the General Curriculum (3 sem. hrs.) This course explores the current research on the brain and the learning process, the connection between curriculum service delivery through strategic teaching and student learning, and the critical role of active student engagement.

Specific strategies will be covered related to enhancing memory and recall, increasing student motivation and engagement, using assessment for learning, and creating active classroom presentations for students with disabilities accessing the general curriculum at the elementary, middle and high school levels.

EDUC 571U: Assessment and Evaluation in Special Education (3 sem. hrs.) This course is designed to introduce teacher candidates to the variety of assessment and evaluation techniques and their specific purposes, including eligibility for students with disabilities, instructional decision making, and program improvement. This course explores the relationship among the general curriculum, formal and informal assessment results, and instruction for students with disabilities to support instructional planning, decision-making and self-reflection.

Special Education: General Curriculum Candidates

EDUC 565U: Foundations and Legal Aspects Special Education (3 sem. hrs.) This is an introductory course that provides an overview of the nature and educational implications of serving students with disabilities and emphasizes the legal aspects of special education at national, state, and local levels. Relevant legislation associated with the identification, education and evaluation of students with disabilities will be included in this foundations course.

EDUC 568U: Successful Transitions through Consultation and Collaboration (3 sem. hrs.) This course is designed to prepare teacher candidates with the ability to prepare their students and work with families to provide successful student transitions throughout the educational experience. Additionally, teacher candidates will learn strategies for successful consultation, case management and collaboration for establishing an effective school environment, postsecondary training, employment, and independent living that address an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy, and self-determination, guardianship and legal considerations.

School of Professional and Continuing Studies

11

M.Ed. – Curriculum and Instruction

Exciting things happen when teachers become students

APPLY ONLINE: spcs.richmond.edu/admissions

This exciting graduate program is open to classroom teachers who hold a valid five-year renewable license and seek professional development.

SPCS also offers a Master of Education completion option for students who earn a Graduate Certificate in Teacher Licensure Preparation.

TLP graduates may apply their TLP coursework and experiences to our M.Ed. in Curriculum and Instruction.

12

Our Master of Education (M.Ed.) in Curriculum and Instruction is designed for educators who wish to be leaders in their field by learning to use appropriate techniques to motivate and engage learners. The program incorporates the study of curriculum development and integrates assessment and evaluation, instructional leadership, strategies for effective classroom instruction for a variety of learners and critical issues within the field of education.

Program Requirement Options The School of Professional and Continuing Studies offers a Master of Education (M.Ed.) in Curriculum and Instruction to: 1. Candidates with a baccalaureate degree and who hold a valid five-year renewable license.

These candidates are required to: • complete 30 credit hours of coursework and experiences • maintain a cumulative GPA of at least a 3.0 • complete a capstone experience during the final semester

UR Educators

2. Candidates who completed the Graduate Certificate Teacher Licensure Program (TLP) at the University of Richmond. These candidates may apply recently-completed coursework and experiences to the M.Ed. Candidates who earned a graduate certificate in TLP are required to: • complete 18 credit hours of coursework and experiences • maintain a cumulative GPA of at least a 3.0 • complete a capstone experience during the final semester Candidates may pursue the Master of Education degree with a concentration in either (1) English as a Second Language, (2) Gifted Education or (3) Special Education: General Curriculum by submitting a request, in writing, to the Program Chair, or designee. The chair or designee will provide a program of study indicating coursework for the area of concentration.

Additional coursework and practicum experiences may be required to be eligible for school personnel licensure.

Scope and Sequence of Coursework Non-Graduate Certificate in TLP Graduates The M.Ed. program for candidates with a baccalaureate degree or non-graduate TLP completers requires four components: • Coursework (18 credit hours of core and additional courses) • Reflective Experience (6 credit hours) • Research Experience (6 credit hours) • Capstone Experience

Curriculum and Instruction

Graduate Certificate in TLP Graduates The M. Ed. program for candidates with a TLP Graduate Certificate requires three components: • Coursework (12 credit hours of core courses) • Experiences • Research Experience (for those candidates who do not hold a contracted position in an education setting) (6 credit hours) or • Reflective Experience (for those candidates who hold a contracted position in an education setting) (6 credit hours) • Capstone Experience

•

• •

• •

Research, Writing and Critical Thinking All M.Ed. coursework emphasizes research, writing and critical thinking, and encourages program participants to reflect deeply about the complex nature of education. Collaborative learning helps participants build collegial relationships with other professionals who share common goals and commitments.

Admission to the M.Ed. Program To be admitted as a candidate for the Master of Education Program at the University of Richmond, the following must be submitted: • A completed online graduate application and a nonrefundable $50 application fee. The online application may be found at spcs. richmond.edu/admissions.

• A baccalaureate degree from a regionally accredited college or university.

•

Official transcripts from all college or universities attended.

(A Transcript Request Form may be found at spcs.richmond.edu/ about/forms.html.)

Documentation verifying valid teacher licensure.

A grade point average of 3.3 or higher on all college or university academic work attempted.

Students who do not meet grade point average requirements may be considered on a case-by-case basis and admitted conditionally after demonstrating exemplary teaching ability and high recommendations.

Excellent recommendations from three sources.

Successful interview with the Director of the respective program.

For the Educational and Leadership Policy Studies degree, the applicant should have a minimum of three years teaching experience.

Time Limitations on Degree Completion All requirements for graduate degree completion must be fulfilled within five (5) years or fewer if indicated by specific program requirements of matriculation in the program. Students may submit a written request for an extension of this statute of limitations to the program chair, subject to approval by the SPCS Dean or appointed representative.

Degree Requirements Candidates who complete this program successfully will receive an M.Ed. in Curriculum and Instruction.

This program is designed for educators who are pursuing advanced study

in effective instructional practices through action research and reflective experiences. This program does not lead to additional endorsements unless a candidate pursues a concentration in gifted education, English as a second language or special education: general education.

Successful program completion includes: • prescribed graduate level coursework • a cumulative GPA of at least a 3.0 throughout the program • completion of a comprehensive examination during the final semester.

Academic Standing – Graduate Programs A student is expected to maintain a cumulative grade point average of at least 3.0 in the graduate program to remain in the program. Only grades of ‘A,’ ‘B,’ or ‘C’ will receive credit; there is no ‘D’ grade, and an ‘F’ receives no credit. The student may re-take a course in which an ‘F’ grade was received. However, both the former grade and the new grade will remain part of the student’s academic record. In addition, the student is advised that he or she will be responsible for incurring whatever tuition costs are necessary in order to retake the course. A student whose cumulative grade point average falls below 3.0 at any time may be dismissed from the program.

A student who has been dismissed may apply for readmission after the lapse of three academic years. Applicants for readmission must meet current admission requirements.

Readmission is not guaranteed.

School of Professional and Continuing Studies

13

M.Ed. – Curriculum and Instruction M.Ed. in Curriculum and Instruction Coursework Course Load Recommendation You, the individual candidate, determine course load per semester once you have been accepted for this program; however, in order to maintain the prescribed program of study, it is recommended to take two courses per semester.

If you are unable to maintain two courses per semester, please contact the Program Coordinator to schedule a meeting to discuss your program of study, or outline of courses per semester.

A rule of thumb is to plan 2-3 hours of outside study (researching, reading, analyzing and creating) for each in-class hour. Of course, this is only an estimate and will depend on your organization, study habits, and learning style.

Core Courses 12 semester hours for all candidates EDUC 650U: Advanced Educational Psychology (3 sem. hrs.) Advanced study of the basic principles of cognitive psychology and its position in education, to include cognitive processes, knowledge acquisition and transfer, beliefs and motivation, and the application of these ideas to classroom instruction.

EDUC 651U: Assessment and Evaluation in Education (3 sem. hrs.) Introduction to testing, measurement, and evaluation related to instruction, the construction and use of teacher-made tests, a survey of standardized tests, test interpretation, and basic statistical procedures.

EDUC 652U: Differentiated Instruction (3 sem. hrs.) Introduction to differentiated instruction and examination of why it is appropriate for all learners, how to plan for it, and how to become comfortable enough with student differences to make school comfortable for every learner in the classroom.

EDUC 653U: Issues, Ethics and Policy in Education (3 sem. hrs.) Examination and reflection on the critical issues in policy, ethics, and law that teachers need in order to make informed decisions regarding a variety of issues facing schools today.

Additional Coursework 6 semester hours for bachelor’s degree or NonGraduate TLP completers EDUC 660U: Curriculum Development (3 sem. hrs.) Identification and understanding of the underlying philosophical principles, societal expectations, and practical demands that must be reflected in the development, delivery and evaluation of school curricula.

EDUC 661U: Instructional Leadership (3 sem. hrs.) This course emphasizes techniques of improving instruction through application of research on effective schools and models of instruction. Topics covered include foundations of 14

UR Educators

leadership, leadership for curriculum instruction and assessment, leadership for supervision and professional development, leadership for communication and community partnerships, and leadership for organizational management.

Reflective Experience 6 semester hours for Graduate TLP candidates WITH contracted school position and bachelor’s degree or Non-Graduate TLP completers EDUC 675U: Reflective Teaching Experience (3 sem. hrs.) Involves full time teaching and working closely with a mentor/coach to further develop skills in curriculum planning and delivery, reflection and self-assessment. Encompasses an entire semester. (Co-requisite: EDUC 676U) EDUC 676U: Reflective Practitioner Seminar (3 sem. hrs.) This biweekly seminar for teachers provides a forum for discussion of and reflection on critical issues related to their daily responsibilities as classroom teachers.

Also provides guidance in the development and implementation of a Professional Growth Plan.

(Co-requisite: EDUC 675U)

Research Experience 6 semester hours for Graduate TLP candidates WITHOUT contracted school position and bachelor’s degree or Non-Graduate TLP completers EDUC 680U: Content Specialization and Action Research I (3 sem. hrs.) Review of basic knowledge and skills required for reading, interpreting, and evaluating, followed by the examination of step-by-step procedures for planning, implementing, and evaluating classroom research.

EDUC 681U: Content Specialization and Action Research II (3 sem. hrs.) Fieldwork and implementation of research project conceived during Content Specialization and Action Research I, to include the formal dissemination of research results. Prerequisite: EDUC 680U

Curriculum and Instruction

Capstone Experience Comprehensive Written Examination Dates, Times, and Location. The comprehensive written examination is held one morning during the last three weeks of the final semester of your M. Ed. program. The examination date will be announced via email at the beginning of your final semester. Make-up dates must be requested in writing and submitted to the Program Director to be considered for approval.

You are asked to report to North Court Building Room 105 (NC 105) no later than 8:30 a.m.

The exam period will begin at 9 a.m. and last until noon. Room NC 105 and the Curriculum Materials Center (CMC) will be used for testing.

Before the Exam. As a M.Ed. candidate, you will receive a list of all possible questions at the beginning of your final M. Ed. semester. There will be two comprehensive questions from each M.Ed. course and you are expected to prepare answers to all questions.

Although there are no study groups organized by the UR Department of Education, it is highly recommended that you summarize important topics and class discussions after completing each course in the M. Ed. program to use as your comprehensive examination study guide.

During the Exam. The exam will consist of five randomly selected questions from the list you received to be answered in the 3-hour exam period.

All candidates will be given five questions that will be randomly chosen by the director the week before the exam.

During the exam, you must use the provided computers to word-process answers. You will be given a set of directions outlining the procedures for typing, saving, and submitting your answers.

After the Exam. Each instructor submitting the selected question will grade your answers using a rubric for answer content/quality. Instructors will submit grades as a. Pass with Distinction, b. Pass, or c. Fail.

You will be informed of your performance via email after each instructor has submitted grades.

Candidates completing the examination by demonstrating superior performance will receive Pass with Distinction in a separate letter and will be recognized at the SPCS awards ceremony before graduation.

Performance on the comprehensive exam is a one-time only occurrence.

Application Deadlines Fall August 3 Spring December 7 Summer April 27

Chart 1 M.Ed in Curriculum and Instruction – List of Required Courses and Experiences

Bachelor Degree or Non-Graduate TLP Completers

Graduate TLP Completers WITH contracted school position

Graduate TLP Completers WITHOUT contracted school position

EDUC 650U: Advanced Educational Psychology

X

X

X

EDUC 651U: Assessment and Evaluation in Education

X

X

X

EDUC 652U: Differentiated Instruction

X

X

X

EDUC 653U: Issues, Ethics and Policy in Education

X

X

X

Core Courses

Additional Courses EDUC 660U: Curriculum Development

X

EDUC 661U: Instructional Leadership

X

Reflective Experiences EDUC 675U: Reflective Teaching Experience

X

X

EDUC 676U: Reflective Practitioner Seminar

X

X

Research Experiences EDUC 680U: Content Specialization and Action Research I

X

X

EDUC 681U: Content Specialization and Action Research II

b X

TOTAL CREDITS

30

18

18

X

X

X

Capstone Experience Comprehensive Exam (During Final Semester)

School of Professional and Continuing Studies

15

Educational Leadership & Policy Studies

Prepare for a school leadership position coursework with a practicum component and an extended reflective leadership field experience.

APPLY ONLINE: spcs.richmond.edu/admissions

Application Deadlines Fall August 3 Spring December 7 Summer April 27

16

Recent research from several national studies has shown the influence of leadership on student learning. These studies have concluded that leadership is second only to teaching among the school-related factors impacting student learning, especially in schools where learning needs of students are greatest.

In school environments where greater accountability and higher demands are placed on teachers, educational leaders face challenges as never before. In fact, the educational leaders of tomorrow will require more innovative and nontraditional graduate programs to help them succeed. To meet this demand, we’ve developed two graduate programs in Educational Leadership and Policy Studies, a Graduate Certificate and a Master of Education. Both combine

UR Educators

Reflective Leadership and Practicum Developing effective school leaders requires combining teaching of leadership theory with practical application through real world experiences. All of our core classes are complimented by a relevant practicum. This allows candidates the opportunity to apply theoretical and fieldbased experiences in a school setting.

All candidates in both the graduate certificate and master’s degree must complete 320 hours of practicum outside of the classroom to qualify for the endorsement. Each of the five core courses has a requirement of 30 hours of practicum for a total of 150 hours. The additional 170 hours is done in a residency-like program titled Reflective Leadership. Master’s degree candidates will perform an additional 50 hours of practicum experience in professional courses.

In Reflective Leadership, students integrate professional experience with purposeful reflection. Students will apply knowledge gained from coursework to modern education settings and reflect on where and how the lessons and theory are relevant to working and leading in today’s schools. This includes assessing how and where strategies and ideas explored in previous coursework can be infused into school leadership. Students will work with the program director to find or develop a practicum experience that best meets their professional goals.

Program Options We offer a Graduate Certificate for those seeking an administration/supervision endorsement for leading a public school in Virginia and have already earned a master’s degree. For those who have not earned a master’s degree, we offer the Master of Education option.

Educational Leadership & Policy Studies

Program Scope and Sequence The program has three components: required professional courses, field experience and a capstone experience. The M.Ed. requires a total of 37 graduate credit hours, including a required 370 hours of practicum outside of the classroom to qualify for the endorsement. The Certificate requires a total of 22 graduate credit hours, including a required 320 hours of practicum outside of the classroom to qualify for the endorsement.

Admission to the M.Ed. Program To be admitted as a candidate for the Master of Education program at the University of Richmond, the following must be submitted by the appropriate deadline: • A completed online graduate application and a nonrefundable $50 application fee.

Apply online at spcs.richmond.edu/apply.

• A baccalaureate degree from a regionally accredited college or university.

• Official transcripts from all college or universities attended. Transcript Request Forms may be found at spcs.richmond.edu/about/ forms.html.

• Documentation verifying valid teacher licensure.

• A grade point average of 3.3 or higher on all college or university academic work attempted. Students who do not meet grade point average requirements may be considered on a case-by-case basis and admitted conditionally after demonstrating exemplary teaching ability and high recommendations.

• Excellent recommendations from three sources.

• Successful interview with the Director of the respective program.

• For the M.Ed., the applicant should have a minimum of three years teaching experience.

Time Limitations on Degree Completion All requirements for graduate degree comple-

tion must be fulfilled within five (5) years or fewer if indicated by specific program requirements of matriculation in the program. Students may submit a written request for an extension of this statute of limitations to the program chair, subject to approval by the SPCS dean or appointed representative.

Academic Standing – Graduate Programs A student is expected to maintain a cumulative grade point average of at least 3.0 in the graduate program to remain in the program. Only grades of ‘A,’ ‘B,’ or ‘C’ will receive credit; there is no ‘D’ grade, and an ‘F’ receives no credit.

The student may re-take a course in which an ‘F’ grade was received. However, both the former grade and the new grade will remain part of the student’s academic record. In addition, the student is advised that he or she will be responsible for incurring whatever tuition costs are necessary in order to retake the course. A student whose cumulative grade point average falls below 3.0 at any time may be dismissed from the program.

A student who has been dismissed may apply for readmission after the lapse of three academic years. Applicants for readmission must meet current admission requirements. Readmission is not guaranteed.

Educational Leadership and Policy Studies Curriculum

Course Load Recommendation Individual candidates determine course load per semester once you have been accepted for this program; however, in order to maintain the prescribed program of study, two courses per semester are recommended. If you are unable to maintain two courses per semester, please contact the Educational Leadership and Policy Studies office to schedule a meeting to discuss your program of study, or outline of courses per semester.

A rule of thumb is to plan two to three hours of outside study (researching, reading, analyzing and creating) for each in-class hour. Of course, this is only an estimate and will depend on your organization, study habits, and learning style.

For further information on the field experience please see the Practicum Handbook.

Professional Studies Core 15 semester hours for all candidates EDUC 601U: Foundations of Educational Leadership Studies (3 sem. hrs.) A survey of the fundamental leadership theories and models as they apply to leadership. Includes historical and contemporary conceptions, collaborative case study work on current educational leadership approaches, personal reflection and leadership development, and bridging theory and practice in twenty-first century schools.

EDUC 602U: Data for Decision-Making (3 sem. hrs.) A survey of tools and techniques used School of Professional and Continuing Studies

17

Educational Leadership & Policy Studies in conducting and utilizing assessment data. Includes current research approaches, project design, and data collection. Also included are methods for using data to identify school needs, evaluate personnel, track student performance, and develop strategies for increasing performance as necessary. Prerequisite: EDUC 601U EDUC 603U: Leading and Supervising Instruction (3 sem. hrs.) This course will prepare students to effectively oversee instructional practices in their school. These include aligning curriculum and instruction with assessment to achieve high academic success, innovative instructional techniques, strategies for monitoring instruction and providing feedback, and encouraging academic freedom and innovation while respecting benchmarks and standards. Prerequisite: EDUC 601U EDUC 604U: Communicating and Leading (3 sem. hrs.) A broad review of communication as a critical skill in effective school leadership.

This includes understanding how students communicate with each other and their instructors, helping students develop basic communication techniques and strategies, communicating effectively with teachers and administrators, and understanding the impact of the new communications age as well as how to effectively use it to improve communication within schools. Prerequisite: EDUC 601U EDUC 605U: School Law and Ethics (3 sem. hrs.) This course will examine the legal and moral aspects of educational leadership. Includes evolution of school law, major ethical spheres of thought, current trends and school law, and critical think18

UR Educators

ing and problem-solving strategies.

Course will utilize case studies and consider Virginia School Code. Prerequisite: EDUC 601U Professional Studies Addition 15 semester hours for M.Ed. candidates EDUC 630U: School Technology (3 sem. hrs.) This course is designed to advance technological literacy for school leaders. This includes running software, using programs to generate and manipulate data, compiling data in order to present it, troubleshooting basic computer challenges, using technology to communicate and collaborate with others, and using technology to support instruction.

Prerequisite: EDUC 601U EDUC 631U: Fiscal Leadership (3 sem. hrs.) This course will introduce students to the principles of human resource and financial management.

This includes recruiting and developing quality personnel, the budgeting process, and fiscal decision-making.

Prerequisite: EDUC 601U EDUC 632U: Leading Change in Educational Settings (3 sem. hrs.)

This course will focus on identifying new trends in schools and education policy as well as preparing for and successfully embracing change.

This includes demographic shifts, the impact of globalization and the computer age, the evolving relationship between schools and their greater communities, implementing new policy, and ensuring successful transitions to changes involving policy, personnel, and student body.

Prerequisite: EDUC 601U EDUC 633U: School Culture and Human Resource Leadership (3 sem. hrs.) This course will explore the soci-

ological trends impacting the modern school environment and how to lead various groups within a school. This includes conflict resolution, balancing interests and decision-making, promoting a learning environment that maximizes student performance, and managing relationships among groups operating within a school as well as the larger community. Prerequisite: EDUC 601U EDUC 634U: Context of Educational Public Policy and Politics (3 sem. hrs.) A survey of contemporary issues and legislation affecting education policy. Includes review of current and emerging issues, strategies for influencing policy, and techniques for adopting new policy into current school culture and process. Prerequisite: EDUC 601U Field Experience Description All candidates must complete a minimum of 320 hours of practicum outside the classroom to qualify for the endorsement. Each Core course requires 30 hours of embedded practicum for a total of 150 hours; the remaining 170 hours is completed through the Reflective Leadership Seminar residency program. M.Ed. candidates will complete an additional 10 hours of practicum experience in each of the five professional courses for a total of 370 hours of practicum experiences.

EDUC 610U: Reflective Leadership Seminar I (1 sem. hr.) Students will apply their coursework to modern education settings and reflect on where and how the lessons and theory from those courses are relevant to working and leading in today’s schools. This includes assessing how and where strategies and ideas

Educational Leadership & Policy Studies

explored in previous coursework can be infused into school leadership.

Prerequisite: EDUC 601U EDUC 611U: Reflective Leadership Seminar II (6 sem. hrs.) The second of two required seminars to complete the practicum. Students will continue the reflective process by studying leadership first-hand in a school. Students will spend a minimum of 170 hours in a designated school and regularly report on a series of online reflection prompts addressing various issues affecting educational leadership. Prerequisite: EDUC 601U.

Capstone Experience Comprehensive Written Examination Dates, Times, and Location. The comprehensive written examination is held during the last three weeks of the final semester of the program.

The examination date will be announced via email at the beginning of your final semester. Make-up dates must be requested in writing and submitted to the Program Director to be considered for approval.

You are asked to report to North Court Building no later than 8:30 a.m.

The exam period will begin at 9 a.m. and last until noon.

Before the Exam. As a candidate for graduation, you will receive a list of all possible questions at the beginning of your final semester. There will be two comprehensive questions from each graduate course and you are expected to prepare answers to all questions.

Although there are no study groups organized by the UR Depart-

ment of Education, it is highly recommended that you summarize important topics and class discussions after completing each course in the program to use as your comprehensive examination study guide.

During the Exam. The exam will consist of five randomly selected questions from the list you received to be answered in the 3-hour exam period. All candidates will be given the same five questions that will be randomly chosen by the director the week before the exam.

During the exam, you must use the provided computers to word-process answers. You will be given a set of directions outlining the procedures for typing, saving, and submitting your answers.

After the Exam. Each instructor submitting the selected question will grade your answers using a rubric for answer content/quality. Instructors will submit grades as: a. Pass with Distinction, b. Pass, or c. Fail You will be informed of your performance via email after each instructor has submitted grades. Candidates completing the examination by demonstrating superior performance will receive Pass with Distinction in a separate letter and will be recognized at the SPCS awards ceremony before graduation.

Performance on the comprehensive exam is a one-time only occurrence.

State Endorsement in Administration and Supervision To receive an endorsement in administration and supervision in the state of Virginia requires the following items: • A master’s degree from a regionallyaccredited college or university; • Three years of successful, full-time experience in a public school or accredited nonpublic school in an instructional personnel position that requires licensure in Virginia • Satisfied requirements for the School Leaders Licensure Assessment exam prescribed by the Board of Education. Individuals seeking an initial administration and supervision endorsement who are interested in serving as central office instructional personnel are not required to take and pass the school leaders assessment prescribed by the Board of Education. (from Advancing Virginia’s Leadership Agenda Guidance Document: Standards and Indicators for School Leaders and Documentation for the Principal of Distinction (Level II) Administration and Supervision Endorsement) Staff from the Educational Leadership and Policy Studies office will forward materials to the Virginia Department of Education for each student who wishes to receive an endorsement in administration and supervision.

School Leaders Licensure Assessment (SLLA) To register for the School Leaders Licensure Assessment, students should go online to: www.ets.org/sls/register.

The program will provide review sessions prior to the exam, however, students should also purchase review materials from the Educational Testing Service at this link: www.ets.org/sls/prepare/ materials/slla_prep.

School of Professional and Continuing Studies

19

Professional Development

20

UR Educators

Professional Development for Educators

Take a class or attend an institute The School of Professional and Continuing Studies supports beginning and career teachers and administrators by providing high quality professional education courses to: • Address initial licensure requirements • Satisfy licensure renewal regulations • Add an endorsement to your license

Professional Development Tuition Rate for Educators SPCS is honored to have educators consider our Professional Development Coursework for license renewal opportunities. To show our appreciation for the work accomplished by school personnel, current educators are eligible for our Teacher Professional Development Graduate Tuition Rate, which is just $266 per semester hour for the 2012-13 academic year.

Application & Registration New Students • Download and complete the “New Student Registration Form” found at spcs.richmond.edu/teachers. Submit the completed form to SPCS. It will take approximately three business days to process your application and to make your student record active.

• Once your student record is active and you receive your University of Richmond ID (UR ID), visit BannerWeb (bannerweb.richmond.edu) to register online.

Returning/Former Students • If you have previously attended, please call (804) 2898133 to be reactivated. If you’ve been away from the University for more than one year, you must reapply following the instructions for New Students, above.

• Once your record is active, you will receive your UR ID in the mail. Use your UR ID to Register online using BannerWeb (bannerweb.richmond.edu).

Special Summer Opportunities SPCS offers several Teacher Education Institutes during the summer. These institutes provide teachers with valuable teaching tools and experiences, and participants are generally able to apply the professional development experience toward license renewal. Many institutes also offer optional graduate credit.

Some of our summer institutes are offered as partner-

ship programs with a variety of organizations in Richmond including: • Virginia Holocaust Museum • Museum of the Confederacy • Historical Society of Virginia • Virginia Indian Heritage Program We also offer a few select special institutes like the Sustainability and Nature Institute, perfect for teachers, administrators and division personal interested in outdoor classrooms. And each summer, we’re proud to offer the Joan Oates Institute for Partners in the Arts, the region’s premier arts integration program.

Add-on Endorsement in Gifted Education Licensed teachers may add a gifted education endorsement by completing four of the following courses plus a supervised practicum.

Coursework Required for Gifted Education: Add On Endorsement • EDUC 555U: Curriculum for Gifted & Talented Education • EDUC 561U: Perspectives in Gifted Education, Talent Dev & Creativity • EDUC 562U: Special Populations of Gifted Students • EDUC 563U: Social & Emotional Needs of Talented & Gifted Students • EDUC 570U: Talented & Gifted: Working with High Achievers (Teachers with no experience teaching gifted students must take EDUC 570U.) Practicum Requirements • One year of successful full-time experience teaching gifted students may be accepted in lieu of the practicum.

• Teachers without such experience in a public or accredited nonpublic school must successfully complete a supervised practicum arranged by the Director of Field Placements.

School of Professional and Continuing Studies

21

General Information Tuition for 2012-13

New Student Orientation

TLP and M. Ed. course tuition is $502 per graduate credit hour. Financial assistance may be available through the Office of Financial Aid for those candidates enrolled in a degree program and registered for at least six credit hours. Additionally, payment options may be available through the Student Account’s Office.

Professional Development course tuition is $266 per graduate credit hour. Financial assistance is not available for professional development courses.

New TLP Orientation is held each semester. Dates may be found at our Welcome New SPCS Students webpage at spcs.richmond.edu/ new-student. Please note that all New TLP Orientation sessions begin at 5 p.m.

During this session, candidates will obtain the student identification card (UR ID), set up network and email accounts, and register vehicle(s) with UR Parking Services. A photo identification document and vehicle license plate number are required.

If candidates are unable to attend, visit our Welcome New SPCS Students! webpage at spcs.richmond. edu/new-student for a checklist of processes that need to be completed before attending classes.

Financial Aid The University of Richmond is committed to helping adult students with their investment in higher education.

Financial assistance, in the form of scholarships, grants, and loans, is available to School of Professional and Continuing Studies students who need help with their educational expenses.

Degree-seeking students may be eligible for financial aid. Be sure to visit both the University Office of Financial Aid page (financialaid. richmond.edu/scs) and the SPCS Finances page (spcs.richmond.edu/ degrees/resources/financial-aid. html) for scholarship information and details.

Make the first right onto UR Drive.

Continue for approximately one mile, going past the Special Programs Building. At the stop sign, turn left on Westhampton Way, going past the Deanery on the right and Lora Robins Court on the left. Go over the speed table (brick inlay and large flower pots). North Court Building is the large “L shaped” building at the top of the hill.

Parking may be available in the pull-in spots on the right or on the street. Walk through the brick entrance and bear left. Go in the door that is located at the far end of the building. Our office is on the third floor in Room 300.

Directions to Our Office Our offices are located in North Court, #40 on the interactive map found at www.richmond.edu/visit.

From I-95. Take exit 79. Stay to the left to merge onto I-195 S, the Downtown Expressway. Continue on I-195 S for approximately two miles. Take the Cary St./VA-147 Exit. Bear right on the ramp and turn right onto Cary Street. Continue straight on Cary for approximately two miles and pass through the intersection at Three Chopt Road. At the bottom of the hill, bear right on River Road (at River Road Shopping Center).

APPLY ONLINE: spcs.richmond.edu/admissions

22

UR Educators

Learn More We offer a variety of ways to learn more about our education programs, the University of Richmond and the School of Professional and Continuing Studies.

Information Sessions Offered throughout the year, Information Sessions are designed to help prospective students lean more about SPCS including admissions requirements, transfer credits and financial aid. Have your questions answered, meet the faculty, and even schedule a pre-admissions advising appointment.

Visit us online for a current schedule and to RSVP: spcs.richmond.edu/returntoschool

Campus Tours

Thank you for your interest in the University of Richmond’s education programs.

Join us for a guided walking tour of campus. Discover the many resources available to SPCS students. Immerse yourself in the University’s Collegiate Gothic style architecture. Learn about the history of the campus.

Visit us online for a current schedule and to RSVP: spcs.richmond.edu/returntoschool

Online Visit our website for detailed curriculum information, catalogs and schedules, financial aid, tuition and fees and additional information important to prospective and new students as well as current educators pursuing professional development.

Helpful links include: spcs.richmond.edu spcs.richmond.edu/admissions financialaid.richmond.edu spcs.richmond.edu/education spcs.richmond.edu/teachers spcs.richmond.edu/prospective spcs.richmond.edu/new-student

28 Westhampton Way Richmond, VA 23173

Great things happen when teachers go back to school.

Expand your skill set and career options through a variety of professional development opportunities.

Pursue your master’s degree, add a gifted endorsement, take a professional development course or attend a summer institute for educators.

spcs.richmond.edu/teachers