Elementary Studies, K-6
Master of Education
About This Program
This program is nationally recognized by the Association for Childhood Education International (ACEI) and is accredited by CAEP (Council for the Accreditation of Educator Preparation) under NCATE Standards (National Council for Accreditation of Teacher Education).
The College of Education at Wilmington University reserves the right to change requirements to comply with any licensure/certification mandates by the Professional Standards Board and/or the Delaware State Department of Education and/or State of Delaware legislation.
As a result of a new federal mandate, HOUSSE (Highly Objective Uniform State Standards of Evaluation), and each state's requirement to comply with this legislation, expectations for both beginning and veteran teachers were developed and implemented during the 2005-2006 school year. Very briefly summarized, the law indicates that all children must be taught by "highly qualified" teachers and that each state must define what "highly qualified" means and the appropriate steps needed to achieve that status.
The State of Delaware has essentially determined the components for "highly qualified" status of NEW teachers as someone with a degree in teacher preparation from an approved program and passing scores on the appropriate PRAXIS II test. Therefore, beginning with students who started in fall 2005, the appropriate PRAXIS II test is required.
THIS IS A LICENSURE/CERTIFICATION PROGRAM WITH ADMISSION RESTRICTIONS AND EXIT REQUIREMENTS
Content and Performance Assessment Requirements
State-approved degree programs contribute to eligibility for licensure/certification as an educator in Delaware public schools. As such, all candidates must meet the content and performance assessment requirements described in DE Administrative Code, Title 14, Regulation 290, in order to be eligible for program completion and degree conferral.
The regulation states, in part:
Content Assessment (This subparagraph shall take effect January 1, 2015).
“Where a content readiness exam is applicable and available in area, subject, or category of specialization sought, the Candidate shall achieve a passing score on an examination as established by the Professional Standards Board, in consultation with the Department and with concurrence of the State Board.”
The assessments and minimum test score requirements established by the Delaware Department of Education for this degree program and for K-6 certification are:
ETS test #5001, Elementary Education Multiple Subjects (All four tests are required and can be taken separately or together in one sitting)
| Reading and Language Arts Subtest | (Score of 157) |
| Mathematics Subtest | (score of 157) |
| Social Studies Subtest | (score of 155) |
| Science Subtest | (score of 159) |
Performance Assessment (This subparagraph shall take effect July 1, 2016)
“Where a performance assessment is applicable and available in an area appropriate to the Program in which a Candidate is enrolled, the Candidate shall achieve a passing score as a requirement to Exit the Program. The performance assessment may not be scored by any employees of the Educator Preparation Program or Unit, and shall be scored by Certified Reviewers.”
The assessment selected by Wilmington University to satisfy this requirement is the Praxis Performance Assessment for Teachers (PPAT). This assessment is administered and scored by ETS. Delaware minimum score requirements have not yet been set by the Delaware Professional Standards Board.
Candidates must check with their program advisors or program chairs to obtain current and accurate information related to the assessments and minimum scores that are required. Candidates must pass all exit assessments in order to be eligible for program completion and degree conferral.
Program Changes
Master of Education degree programs in the College of Education which contribute to eligibility for initial licensure and certification as Delaware educators are approved by the Delaware Department of Education. Any changes that are mandated by the Delaware Department of Education or the Delaware General Assembly will be implemented in accordance with state regulations. Students will be notified of any changes that may affect program or degree completion/conferral requirements.
| Test | Score |
|---|---|
| ETS 5712 Reading | 156 |
| ETS 5722 Writing | 162 |
| ETS 5732 Mathematics | 150 |
Program Purpose
The Elementary Studies program prepares teachers to meet the academic and social needs of students. The program is based on the premises that teachers must be sensitive to varying social demands and expectations; must be able to diagnose and address individual learning and developmental needs of students, including emotional, physical, social, and cognitive needs; must be able to use technology in all aspects of their profession; must make important decisions about how and what to teach in the face of an overwhelming knowledge explosion; and must reach out more effectively to parents and the community.
Program Competencies
Master of Education degree programs in the College of Education are designed to prepare educators who demonstrate the following competencies:
Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.
Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Planning For Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Program Design
The Master of Education in Elementary Studies is designed to meet the standards for certification at the elementary school level (grades K-6) in the State of Delaware. Although the program is designed for teacher candidates with bachelor’s degrees in fields other than education, the courses will also be available to certified teachers. Wilmington University will accommodate teachers who are already certified by providing alternatives to the clinical semester.
Outcomes Assessment
The assessment of content knowledge, pedagogy, learning theory, and performance competencies is accomplished through satisfactory attainment of specific course objectives; satisfactory performance on tests of general and content-related knowledge, as well as performance assessments, successful completion of assignments linked to program competencies and graduation competencies; fieldwork evaluations from advisors and school-based mentors; and evaluations and post-graduation surveys.
Dual Certification
Candidates should consider completion of coursework in other certification areas as an enhancement to their initial teaching license and certification. For example, completion of specific pedagogical coursework in Special Education, passing the appropriate Praxis II exam, and completing Student Teaching/Teaching Internship in a K-6 inclusion setting would contribute to eligibility for dual certification. Contact a Program Advisor, Chair or Assistant Chair for details.
Praxis Testing Requirements
Candidates starting their programs on or after July 1, 2014, must pass - using Delaware minimum score requirements - the ETS Praxis Series Core Academic Skills for Educators (ETS #5712, 5722, and 5732), or other approved tests of general knowledge that satisfy Delaware Department of Education regulations, prior to registration for the first clinical experience, Practicum I (MEE 7996 
) and must pass the appropriate PRAXIS II test(s) prior to registration for Student Teaching/Internship. Teacher Candidates should designate Wilmington University as a score recipient at the time the tests are taken, and also provide a paper copy of the ETS score report that includes all scores and sub-test scores. COMPLETE score reports must be received in the College of Education main office (Peoples Building, New Castle).
Program Requirements
Teacher candidates are required to register for and activate MED 6102, E-Folio as the initial course in the program as this course will allow them to document various course requirements needed to satisfy graduation and program competencies.
Teacher candidates are expected to complete all requirements associated with the Master of Education in Elementary Studies, including all course work and fieldwork/clinical experiences. All courses have one or more goals for both diversity in education and writing across the curriculum. Prerequisites include successful completion of three credit hours in science content, social studies content, and mathematics content. All courses accepted for transfer into the program must have a letter grade of B or better and be from a degree-granting, regionally-accredited institution.
The College of Education sets a required minimum grade of “C-” for all education core courses as well as for all courses needed to satisfy the content major. However, an overall GPA of 3.0 is required for program completion.
Fieldwork Requirements
All fieldwork placements are arranged by the Office of Clinical Studies in accordance with school district partnership agreements and placement protocols. However, final placement decisions are made by school district officials and are based on school and district needs and the availability of school-based mentors who are rated as highly-qualified and effective. Candidates are not permitted to seek or make arrangements for their own placements.
Practicum Courses (Practicum I, II, III)
These courses require 80 hours of commitment including at least 50 hours of field experience in an approved school/clinical placement in addition to the required 30 hours of seminar classes. The 50 hours of field experience required for each practicum will usually take place in the county where the candidate attends the seminars, although this may vary depending on availability of practicum placement classrooms.
A sealed Federal and Delaware CBC (Criminal Background Check) Report, a recent TB/PPD (less than a year old) and a completed CPR (Child Protection Registry Form) are required. For students entering the program as of Fall 2013, passing PRAXIS (core) scores are required.
For students entering the program Fall 2014 or later, passing scores on the ETS Praxis Series Core Academic Skills for Educators (ETS #5712, 5722, and 5732), or other approved tests of general knowledge that satisfy Delaware Department of Education regulations are required.
Although Practicum courses only require candidates to register and pay for one (1) credit for each course, the courses are actually structured as three (3) credit courses. The reason for this approach is to keep the total credit hours required for the degree as low as possible and still meet state certification requirements. Otherwise, candidates would have to register and pay for an additional 6 credits. This benefit represents a tuition cost savings of more than $2,000.
Capstone Clinical Experience (Student Teaching/Internship)
Prerequisites include the following: Passing ETS Praxis Series Core Academic Skills for Educators (ETS #5712, 5722, and 5732), or other approved tests of general knowledge that satisfy Delaware Department of Education regulations and the relevant PRAXIS II scores, a 3.0 grade point average, a sealed Federal and Delaware CBC (Criminal Background Check) Report, a recent TB/PPD (Less than a year old), a completed CPR (Child Protection Registry Form), completed health form, and approval from the Office of Clinical Studies.
Teacher candidates must apply to the Office of Clinical Studies for a Student Teaching/Internship placement for the Fall semester by February 1 or for the Spring semester by August 1. Student Teaching/Internship applications are to be submitted electronically in Taskstream. Applications do NOT take the place of registering for the Student Teaching/Internship course (MEE 8801). Registration and payment of all fees, including laboratory fees for Student Teaching/Teaching Internship, are still required.
The capstone clinical experience is a full-time, full-day placement of 80 school days in an approved setting and in a content area/grade level that corresponds to a candidate's program concentration. A full-time, year-long option may also be available. Check with a Program Advisor, Chair or Assistant Chair for more information.
Teacher Dispositions and Values
A significant element of programs for the preparation of teacher candidates deals with developing a teacher candidate’s proficiency in working with students who present a wide variety of needs, learning styles and exceptionalities. Teacher candidates also learn to work with students from a wide variety of backgrounds in order to ensure that each student has an opportunity to learn. Clinical experiences associated with the MEE program require teacher candidates to interact with exceptional students and students from different socio-economic, gender, racial, language, geographic and ethnic groups.
A second area of importance for teacher candidates is the realization that they work with students, families, and communities in ways that reflect the dispositions expected of teachers as delineated in professional, state, and institutional standards. MEE teacher candidates must recognize, develop, and model dispositions that are expected of professional educators.
In order to assess a teacher candidate's initial dispositions and multicultural values, the College of Education administers inventories, "Inventory of Beginning Teacher's Dispositions Survey", and the "Multicultural Inventory" during clinical courses in the program.
Because of the importance accorded to these surveys, teacher candidates are expected to participate fully and to comply with these tasks as assigned.
This information applies to students who enter this degree program during the 2018-2019 Academic Year. If you entered this degree program before the Fall 2018 semester, please refer to the academic catalog for the year you began your degree program.