M.Ed. Elementary Education Pre-K-4 Initial Certification

Program Requirements:

• 33 credits of coursework, including 6 credit hours of clinical field experience in an elementary school setting. See the Coursework drop-down below for a detailed breakdown.
• Minimum 3.0 GPA maintained throughout the program.

Certification Requirements:

• completion of all program requirements
• PA Educator Certification Test (PECT) passed with scores on file at Kutztown University
• Apply for certification through TIMS

Program requirements must be completed within six calendar years.

• Submit the online application
• Provide official transcripts from all previous colleges or universities
• 3 letters of recommendation
• Provide clearances to Graduate Admissions after submitting application.
  • Act 34 PA Criminal History Report, Act 126 Mandated Reporter Training, Act 114 FBI Fingerprinting, Act 151 PA Child Abuse History Report, TB test

This program begins every Fall semester. Applications are due May 1st.

Required Courses (33 credits)

• Core Courses – 6 credits
  • SPEE 500 Cognitive Development of Diverse Learners in Intervention Areas
  • SPEE 514 Effective Instructional Strategies for Students w/ Disabilities in Inclusive Settings
• Professional Semester Courses – 15 credits
  • EEPK 504 Instructional Strategies of Language Arts & Social Studies
  • ELED 545 Managing and Planning in Classrooms
  • EEPK 507 Instructional Strategies of Science and Math
  • EDUC 504 Literacy Curriculum and Instruction PreK-3
  • EDUC 523 Assessment: Issues and Concerns for Teachers
• Specialization Courses – 6 credits
  • EEPK 415 Family & Community Collaboration Partnerships
  • EEPK 505 Child Development and Practice
• Clinical Experience – 6 credits
  • EEPK 596 PK-4 Clinical Experience I
  • EEPK 597 PK-4 Clinical Experience II

All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).

1. Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2. Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
4. Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
5. Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
7. Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
9. Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
10. Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.