UR Educators 2014-15 by School of Professional & Continuing Studies

UR Educators Degree programs and professional development for current and future teachers and administrators

Ready… Set… TEACH Pursue your passion for teaching GROW Advance your career goals LEAD Move into a school leadership position

APPLY ONLINE: spcs.richmond.edu/admissions

From the Chair Welcome Prospective Candidates The University of Richmond’s Education Department offers several degree programs for aspiring and in-service educators. • Aspiring teachers can apply to the Teacher Licensure Preparation (TLP) program 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. Visit us online for our most current class and institute offerings. Our graduate education programs are offered by the University of Richmond’s School of Profes-

sional 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. Our applications for M.Ed. and TLP programs are 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 graduate level TLP graduates is the opportunity to earn the M.Ed. in Curriculum and Instruction by completing only six classes beyond those required for the graduate 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 feel free to contact us if you have additional questions. Sincerely,

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

Contact Us Dr. Catherine S. Fisher Program Chair, Teacher Licensure Program and Graduate Education Programs cfisher@richmond.edu (804) 287-6621 Dr. Thomas Shields Director, Center for Leadership in Education tshields@richmond.edu (804) 289-8524 Dr. Patricia B. Amann Coordinator, Teacher Education & Masterâ&#x20AC;&#x2122;s Program pburgess@richmond.edu (804) 484-1584 Claudia Mills Administrative Coordinator, Educational Leadership and Policy Studies cmills@richmond.edu (804) 287-1899 Mary Ewing Administrative Coordinator mewing@richmond.edu (804) 289-8428 Barb Michelson Administrative Assistant barb.michelson@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/spcs 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

Contents Programs Bachelorâ&#x20AC;&#x2122;s Degree Option Graduate Teacher Licensure Program Curriculum & Instruction

Educational Leadership & Policy Studies

Partners in the Arts

Additional Information 3 11

General Information

APPLY ONLINE: spcs.richmond.edu/admissions

Bachelor’s Degree Option Complete your Bachelors of Arts in Liberal Arts (BALA) with a concentration in Education For undergraduate students, we offer a concentration in education as part of our Bachelor of Arts in Liberal Arts. Students may complete the bachelor’s degree program at the University of Richmond. Our Teacher Licensure Program works with the BALA program to offer undergraduate coursework required by the Virginia Department of Education to become a licensed Virginia teacher. A bachelor’s degree candidate seeking a concentration will be assigned a BALA advisor as well as an advisor in the education program to ensure a smooth transition to meeting career goals. All incoming bachelor’s degree applicants must take the ACCUPLACER Reading Comprehension and Sentence Skills tests for placement. Test scores are used to place applicants into an appropriate course of study that best enables academic success.

Application Deadlines Summer 2014 May 2 Fall 2014 August 1 Spring 2015 December 5

UR Educators

The Virginia Department of Education (VDOE) requires that each teacher have a bachelor’s degree or higher. Additionally, prerequisite requirements for elementary education must be completed. Secondary education endorsements require a distribution of coursework equivalent to a major in the desired content area. The chart below outlines the VDOE general education requirements for elementary education. Content Area

Minimum Credit Hours

VDOE Requirements

English

12 credit hours

Must include Composition, Oral Communication, and Literature coursework

Mathematics

12 credit hours

None specified

Science

12 credit hours

Must include least two science disciplines, including a laboratory course

History

9 credit hours

Must include American history and world history

Social Sciences

6 credit hours

Must include geography and economics

Arts & Humanities

6 credit hours

None specified

Bachelor’s Degree Option

Transfer to the University of Richmond and Pursue your Passion for Teaching

Major Required Core (12 semester hours)

The School of Professional and Continuing Studies (SPCS) has initiated articulation agreements to establish an admission degree program with community colleges in the Richmond metro area. Students completing requirements for an associate of science or an associate of arts may continue their studies at SPCS in the Bachelors of Arts in Liberal Arts with a concentration in either elementary or secondary education. Community college coursework in associate degree programs designed for transfer may be accepted with a grade of “C” or better. Below is a sequence of courses for transfer students to earn a fouryear baccalaureate degree, plus an additional practicum semester at the graduate level. The outline includes a general course of study to be completed during the associate degree program that will fulfill licensure prerequisite requirements, professional studies and endorsement specific coursework to be completed during the BALA with a concentration in education course of study.

•

BALA Requirements (48 semester hours) For full course titles and detailed descriptions of listed UR coursework, visit spcs.richmond.edu/liberalarts. Common Seminar (6 semester hours) (Depending on ACCUPLACER scores) •

ADED 301U-302U: Knowledge Management: Seminar Across the Disciplines I & II

•

• • •

IDST 301U: The Realm of Ideas I: Context and Chronology IDST 302U: The Realm of Ideas II: Self, Society and Science IDST 303U: The Realm of Ideas III: Human Expression IDST 395U: The Realm of Ideas IV: Capstone Seminar for Liberal Arts Majors Two semesters of foreign language may be substituted for IDST 304U: Understanding Language and Culture I and IDST 305U: Understanding Language and Culture II

sional teacher’s assessments must be completed before enrolling in the supervised classroom experience. Options: Candidates pursuing a BALA with a concentration in education have an option of completing the supervised classroom experience at either the graduate or undergraduate level. •

Language & Cultural Studies (6 semester hours) •

IDST 304U-305U Understanding Culture and Language I and II

Elementary Education Course Requirements (24 semester hours) • • • • • • • •

EDUC 306U: Content and Pedagogy for Elementary Science and Social Studies EDUC 317U: Foundations of Education EDUC 318U: Diverse Learners EDUC 324U: Reading Foundations for Early Literacy Instruction EDUC 326U: Assessment, Intervention and Literacy Strategies for Elementary Reading EDUC 327U: Content and Pedagogy for Elementary Mathematics EDUC 338U: Instructional Technology Applications for the Classroom EDUC 358U: Classroom and Behavior Management

•

Undergraduate Option If the undergraduate level experience is selected, the candidate will be eligible for a Collegiate Professional License (CPL) after the (1) professional teacher’s assessments, (2) required coursework, and (3) supervised classroom experience have been completed successfully. Graduate Option If the graduate level classroom experience is selected, the BALA degree will be conferred after the required coursework is completed; however, the candidate will not be eligible for an initial teaching license. After the undergraduate degree is conferred, the candidate will complete the supervised classroom experience at the graduate level. The 14 graduate credit hours earned during the supervised teaching experience will allow the candidate to pursue a Master of Education in Curriculum and Instruction degree with 18 credit hours, or 6 additional courses.

Supervised Classroom Experience (student teaching) (14 semester hours) All teacher candidates must complete a minimum of 300 hours, with at least 150 hours spent in direct teaching activities, in the endorsement area(s). All required coursework and profes-

School of Professional and Continuing Studies

Graduate Teacher Licensure Program Ready… Set… TEACH

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 Summer 2014 May 2 Fall 2014 August 1 Spring 2015 December 5

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. Candidates seeking licensure through the University of Richmond’s approved teacher preparation program are required to achieve passing scores on the professional teacher’s assessments prescribed by the Board of Education, to complete specific coursework required for professional studies and the endorsement area(s), and a supervised classroom experience in the endorsement area(s) sought. 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 graduate level TLP coursework and experiences to our M.Ed. in Curriculum and Instruction. The M.Ed. completion option may require as few as 18 additional 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 • Foreign Language – Spanish • Theater Arts • Visual Arts

Graduate Teacher Licensure Program

Options for a dual endorsement include: • Special Education – General Curriculum K-12 • English as a Second Language – PreK-12 • Gifted Education Teacher candidates seeking a dual endorsement may complete the additional coursework while fulfilling requirements of the Teacher Licensure Program. The dual endorsement coursework is listed on pages 12 and 13. TLP candidates who complete the additional coursework will be required to complete a supervised classroom experience in the endorsement area(s) sought. The graduate level dual endorsement coursework may be substituted for the four core courses in the Master of Education in Curriculum and Instruction Program.

Admission Requirements 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

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 résumé, 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 Transcripts Request Form may be found at spcs.richmond.edu/ about/forms.html.

No more than two courses (six total graduate semester hours) may be transferred into the Graduate Certificate in Teacher Licensure Preparation. A request to transfer letter and course syllabus may be required by the Program Chair for approval of transfer credits.

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 but no later than the application deadlines. 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

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

Graduate Teacher Licensure Program

Professional Teacher’s Assessment The Praxis Series™ Tests

Application Deadlines Summer 2014 May 2 Fall 2014 August 1 Spring 2015 December 5

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. For information regarding Praxis registration, test administration, fees, the policy for testing individuals with disabilities, etc., please contact Educational Testing Service (ETS) online at www.ets.org, by phone at 800-772-9476 or 609-771-7395, or in writing to: THE PRAXIS SERIES, ETS P.O. Box 6051 Princeton, NJ 08541-6051 Hearing impaired individuals using a Telecommunications Device for the Deaf (TDD) may call 800-275-1391 for information. When registering for the Praxis, please indicate the University of Richmond as a Designated Score Recipient by using the Code 5808.

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. Successful completion of Praxis I is required of everyone prior to admission into the Teacher Licensure Program, unless substitute test criteria are met. ®

Substitute Test Criteria 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.

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Praxis I Passing Scores and Test Codes Pre-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

Praxis I

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.

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. 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. Current required tests and passing scores are posted at ets.org/praxis/va/requirements. More detailed information is available in the “Professional Teacher’s Assessment Requirements” document at doe.virginia.gov/teaching/licensure.

Virginia Communication and Literacy Assessment (VCLA) The VCLA measures the communication and literacy skills necessary to teach and communicate effectively with parents and others in the education community. Successful completion of this measure of the communication and literacy

Graduate Teacher Licensure Program

skills necessary for Virginia educators is required of everyone prior to admission into the TLP 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. The VCLA consists of two subtests—a reading subtest and a writing subtest. Reading Subtest • Designed to measure comprehension and analysis of reading, skills in outlining and summarizing, and ability to interpret tables and graphs • Consists of approximately 40 multiple-choice 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 multiple-choice 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:

235 235 470

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:

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VCLA Office, Evaluation Systems Pearson, P.O. Box 660, Amherst, MA 010049015. Hearing impaired individuals using a Telecommunications Device for the Deaf may call (413) 256-8032.

Professional Teacher’s Assessment: Reading for Virginia Educators (RVE) Assessment A reading assessment is required for individuals seeking initial licensure in any of the following endorsements (teaching areas) offered by the University of Richmond: Elementary Education preK-6 and Special EducationGeneral Curriculum. This assessment should be taken upon advisement of the Director of Reading and usually around midterm of EDUC 526U. RVE Overview For teachers seeking an initial license with endorsements in Elementary Education preK-6 and 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 or 5306 computer). 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 assessment is offered by Educational Testing Service (ETS). Information about the assessment, including Test at a Glance documents, test centers, test dates and registration can be found online at ets.org/ praxis/va. 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) RVE Passing Scores The passing score for the Praxis Series Reading for Virginia Educators (RVE): Elementary and Special Education Teachers Assessment is set at 157.

School of Professional and Continuing Studies

Graduate Teacher Licensure Program

TLP Graduate Certificate Curriculum All Candidates

EDUC 317U/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 318U/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 338U/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 3588/558U: Classroom and Behavior Management (3 sem. hrs.) Behavioral principles and procedures for reducing classroom problems, increasing motivation and strengthening classroom behavor.

Elementary Candidates Only

EDUC 306U/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 324U/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 326U/526U: Assessment, Intervention and Literacy Strategies for Elementary Readers (3 sem. hrs.) In-depth examination of reading comprehension, vocabulary development, critical thinking, word study, UR Educators

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 327U/427U: 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 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.

Graduate Teacher Licensure Program

Student Teaching Experiences Required for All Candidates

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.) This weekly seminar for student teachers provides a forum for discussion and examination of critical issues related to students’ teaching responsibilities and competence. Also provides guidance in the prepartion to the Teacher Work Sample. To be taken concurrently with one of the student teaching experiences below.

Elementary ONLY

EDUC 575U: Student Teaching, Elementary (preK-6) (12 sem. hrs.) Direct contact with students in a classroom on a full-time basis for 15 weeks under the direction of a cooperating teacher and a University supervisor. Student assumes full teacher responsibility for all instructional periods and school activities. Prerequisites: Completion of all professional studies coursework.

Secondary ONLY

EDUC 577U: Student Teaching, Secondary (6-12) (12 sem. hrs.) Direct contact with students in a classroom on a full-time basis for 15 weeks under the direction of a cooperating teacher and a University supervisor. Student assumes full teacher responsibility for all instructional periods and school activities. Prerequisites: Completion of all professional studies coursework.

Comprehensive ONLY

EDUC 578U: Student Teaching, Comprehensive (preK-12) (12 sem. hrs.) Direct contact with students in a classroom on a full-time basis for 15 weeks under the direction of a cooperating teacher and a University supervisor. Student assumes full teacher responsibility for all instructional periods and school activities. Prerequisites: Completion of all professional studies coursework.

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 • 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: 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: 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.

Application Deadlines Summer 2014 May 2 Fall 2014 August 1 Spring 2015 December 5

Gifted Education: Add-On Candidates

Candidates may add an endorsement in gifted education by completing four of the six 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.

School of Professional and Continuing Studies

Graduate Teacher Licensure Program

Application Deadlines Summer 2014 May 2 Fall 2014 August 1 Spring 2015 December 5

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. 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.

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.

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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.

Curriculum and Instruction Pursue your passion… Earn your Master of Education 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. 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.

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 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 2. Educators who completed the UR Graduate Certificate TLP program may pursue a Master of Education in Curriculum and Instruction degree by meeting the following requirements: • 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 an additional endorsement.

APPLY ONLINE: spcs.richmond.edu/admissions Scope and Sequence of Coursework Undergraduate Certificate in TLP Graduates or Graduates from Other Colleges and Universities Educators who have earned an undergraduate certificate in the UR TLP program or who have completed a teacher preparation program from another college or university may pursue a Master of Education in Curriculum and Instruction degree by meeting the following four requirements: • Coursework (18 credit hours of core and additional courses) • Reflective Experience (6 credit hours) • Research Experience (6 credit hours) • Capstone Experience Graduate Certificate in TLP Graduates Educators who have earned a graduate certificate in the UR Teacher Licensure Program may pursue a Master of Education in Curriculum and Instruction degree by meeting the following three requirements: • 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

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.

School of Professional and Continuing Studies

Curriculum and Instruction

•

Reflective Experience (for those candidates who hold a contracted position in an education setting) (6 credit hours) Capstone Experience

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 excellent 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.

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Time Limitations on Degree Completion All requirements for graduate degree completion must be fulfilled within five (5) years or fewer as 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.

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.

M.Ed. in Curriculum and Instruction Coursework 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 teachermade 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.

Curriculum and Instruction

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 undergraduate TLP certificate graduates or teacher preparation program completers from other colleges or universities 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 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 educators who completed the UR Graduate Certificate Teacher Licensure Program WITH a contracted school position, or educators who have earned an undergraduate certificate in the UR Teacher Licensure Program or who have completed a teacher preparation program from another college or university. 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. 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. Prequisite: EDUC 675U

Research Experience 6 semester hours for educators who completed the UR Graduate Certificate Teacher Licensure Program WITHOUT a contracted school position, or educators who have earned an undergraduate certificate in the UR Teacher Licensure Program or who have completed a teacher preparation program from another college or university. 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

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. 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. You will report to an assigned location no later than 8:30 a.m. on the exam day. The exam period will begin no later than 9 a.m. and continue until noon.

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.

School of Professional and Continuing Studies

Curriculum and Instruction

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.

Chart 1 M.Ed in Curriculum and Instruction â&#x20AC;&#x201C; List of Required Courses and Experiences

Undergraduate Certificate TLP or Other College/ University Completers

Graduate Certificate TLP WITH contracted school position

Graduate Certificate TLP WITHOUT contracted school position

EDUC 650U: Advanced Educational Psychology

EDUC 651U: Assessment and Evaluation in Education

EDUC 652U: Differentiated Instruction

EDUC 653U: Issues, Ethics and Policy in Education

Core Courses

Additional Courses EDUC 660U: Curriculum Development

EDUC 661U: Instructional Leadership

Reflective Experiences EDUC 675U: Reflective Teaching Experience

EDUC 676U: Reflective Practitioner Seminar

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

EDUC 681U: Content Specialization and Action Research II

b X

TOTAL CREDITS

Capstone Experience Comprehensive Exam (During Final Semester)

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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. If a student is not successful on the first attempt in passing his/her comprehensive exam in the Master of Education programs at the University of Richmond, the exam can be retaken with different questions and in a different format.

Educational Leadership & Policy Studies

Ready... Set... LEAD 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 the 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 incorporate an internship through combined coursework and an extended practicum experience in the field.

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 an administration and supervision 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 are completed through 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

APPLY ONLINE: spcs.richmond.edu/admissions 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 and 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.

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.

Application Deadlines Summer 2014 May 2 Fall 2014 August 1 Spring 2015 December 5

School of Professional and Continuing Studies

Educational Leadership & Policy Studies

Admission to the M.Ed. Program

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.

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/admissions. • 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 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.

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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 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 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

Educational Leadership & Policy Studies

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 thinking and problem-solving strategies. Course will utilize case studies and consider Virginia School Code. Prerequisite: EDUC 601U

EDUC 633U: School Culture and Human Resource Leadership (3 sem. hrs.) This course will explore the sociological trends impacting the modern school environment and how to lead various groups within a school. This includes conflict resolution, balancing interests and decisionmaking, 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

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

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 are completed through the Reflective Leadership Seminar courses. 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 todayâ&#x20AC;&#x2122;s schools. This includes assessing how and where strategies and ideas 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 firsthand in a school. Students will spend a minimum of 170 hours in designated education sites and regularly report on a series of online reflection prompts addressing various issues affecting educational leadership. Prerequisite: EDUC 601U.

Application Deadlines Summer 2014 May 2 Fall 2014 August 1 Spring 2015 December 5

School of Professional and Continuing Studies

Educational Leadership & Policy Studies

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 the specified exam location 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 Department 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 five randomly selected questions that will be 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.

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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.

If a student is not successful on the first attempt in passing his/her comprehensive exam in the Master of Education programs at the University of Richmond, the exam can be retaken with different questions and in a different format. Application Deadlines Summer 2014 May 2 Fall 2014 August 1 Spring 2015 December 5

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 regionally-accredited college or university, or post master’s leadership certificate • 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). • As of July 1, 2013, there are additional Virginia licensure requirements that include: Child Abuse Recognition, Intervention Training, Technology Standards for Instructional Personnel, and evidence of completion of a certificate of training for Emergency First Aid, CPR, and the use of AEDs. 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.

Partner In The Arts

Engaging Creative Thinkers Integrating the arts across PreK-12 education Partners in the Arts was founded in 1994 to train educators to integrate the arts into their PreK-12 curriculum and provide support to implement school-based projects created in our courses, workshops annual three-credit arts integration institute. PIA also provides awards to schools to carry out arts integration projects. The program helps teachers create a transformative learning environment that engages all students, regardless of the subject area, gives teachers the skills to use a range of art forms to teach all subjects in the classroom. Partners in the Arts includes public schools in the City of Richmond and in Chesterfield, Goochland, Hanover, Henrico, and Powhatan counties, in addition to a number of private schools. The program is overseen by the associate dean of the School of Professional and Continuing Studies and with guidance from a board of advisors. Partners in the Arts is the premier arts integration program in the Richmond region, for twenty years training teachers in arts integration across the curriculum and funding arts integration projects in area schools.

The Joan Oates Institute for Partners in the Arts The Joan Oates Institute (JOI) for Partners in the Arts prepares PreK-12 teachers of all subject areas to develop lesson and unit plans for integrating the arts into their classrooms. It is a three-credit Education course that can be taken for undergraduate or graduate credit. The Institute takes place on the campus of the University of Richmond for 5 days in June. Each day lasts from 8:30 a.m.–5 p.m., with breakfast and lunch provided. Registration for the full course opens in March. Teams of two or more teachers from the same school, including at least one arts (visual, music, drama, dance, literary) teacher, are encouraged. Media, technology, and special needs instructors are also welcome. Multiple teams from one school may attend and the course varies enough each year to be relevant to previous participants. Participants will: • Have a unique learning experience and time to work with your colleagues 21

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Director: Dr. Elizabeth A. Sheehan Adjunct Assistant Professor, Liberal Arts Program Manager: Robert S. McAdams Jr., MFA Adjunct Assistant Professor, Liberal Arts • •

Produce an educational plan for integrating the arts into the curriculum Earn three university semester hours, undergraduate or graduate, which satisfy 90 recertification points with the VA DOE

PIA Engaging Creative Thinkers Awards PIA Engaging Creative Thinkers Awards support arts integration projects that serve as models of partnership among schools, school systems, artists, and arts organizations. The projects engage teachers and students while developing creativity and critical thinking skills that support true learning in the classroom. The award includes advanced training for teachers in arts integration, consulting as you further develop the project, visiting artist residencies, and assessment tools that are specific to your school and your project.

Resources Resources Workshops Partners in the Arts offers curricular-based workshops for teachers that are tied to regional art exhibitions and performances. The workshops connect a range of content areas, such as science, social studies, and math, to themes found in these exhibitions and performances. PIA also creates professional development workshops that are specific to your school’s curriculum needs and student body. School of Professional and Continuing Studies

General Information Tuition for 2014-15

New Student Orientation

TLP and M. Ed. course tuition is $545 per graduate semester 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 Accounts Office. Professional Development course tuition is $288 per graduate semester hour. Financial assistance is not available for professional development courses.

New TLP and M.Ed. Orientations are held each semester. Dates may be found at our Welcome New SPCS Students webpage at spcs.richmond. edu/new-student. Please note that all 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/spcs) and the SPCS Finances page (spcs.richmond.edu/ degrees/prospective-students/ 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 â&#x20AC;&#x153;L shapedâ&#x20AC;? building at the top of the hill. Parking may be available in the pull-in spots on the right or on the street.

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

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Teacher Licensure Program

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

Thank you for your interest in the University of Richmondâ&#x20AC;&#x2122;s education programs.

Offered throughout the year, Information Sessions are designed to help prospective students learn 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 Join us for a guided walking tour of campus. Discover the many resources available to SPCS students. Immerse yourself in the Universityâ&#x20AC;&#x2122;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

School of Professional and Continuing Studies

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 masterâ&#x20AC;&#x2122;s degree, add a gifted endorsement, take a professional development course or attend a summer institute for educators.

spcs.richmond.edu/education