Graduate Bulletin
College of Education
Dr. Anna E. McEwan, Interim Dean
213 Wills Hall, Extension 6360
e-mail: McEwanAE@montevallo.edu
All inquiries regarding graduate school admission to the University of Montevallo should be directed to the Office of Graduate Studies at graduate@montevallo.edu.
The College of Education offers the Master of Education (M.Ed.) and the Educational Specialist (Ed.S.) degrees. The M.Ed. leads to the Class A Certificate and the Ed.S. to the AA. Any student desiring certification on either level should carefully read the admission and completion requirements that follow. It is the student’s responsibility to meet these requirements.
Statement of Purpose
The purpose of the graduate program in the College of Education is to promote the continuing professional development of students who have made a commitment to service and careers in teaching, counseling, or leadership. While one major graduate program serves as an initial preparation program for P–12 teachers, other graduate study focuses on the continuing and advanced development of practicing professionals. Graduate studies are designed to build upon the skills, knowledge, and experiences of the professional as growth toward wiser and more-informed decisions is encouraged. Through orchestrated interaction of and engagement with the professional literature, classroom activities, and clinical experiences, students are expected to become increasingly skilled in five major areas:
- knowledge of self;
- knowledge of diverse learners/clients and communities;
- knowledge of subject matter/curriculum or specialty area (including standards of professional practice);
- knowledge of instruction, technology, and other service-delivery systems;
and - knowledge of pedagogy and/or professional practice (an organizing aspect of the conceptual framework that serves to link the other four areas).
The use of research related to effective teaching, learning, leading, and counseling is an integral part of all professional graduate programs.
The Alabama Standards for Instructional Leaders, the CACREP standards for counselors, the Alabama Quality Teaching Standards, and the National Board for Professional Teaching Standards provide structures around which the curriculum for all graduate programs is built and assessed.
Title II Disclosure
In compliance with the requirements of Title II of the Higher Education Act, the University of Montevallo reports that the state of Alabama presently administers the Alabama Prospective Teacher Test for undergraduate students seeking initial teacher certification, and PRAXIS II , a state-mandated test to evaluate content knowledge in the chosen teaching field(s). Successful completion of both tests is required for Alabama teacher certification.
The College of Education enrolled 570 initial-certification seeking undergraduate and graduate students during the 2006-2007 academic year, with 103 students in programs of supervised student teaching/internship. The student faculty ratio for supervised student teaching was 3.68:1. Student teaching involves 16 weeks at 40 hours per week, for a total of 640 clock hours.
A copy of the University’s most-recent annual report may be obtained from the University’s website (under “Notices” in the “Administration” category) or by requesting it from the Office of the Dean of Education, Station 6360.
Master of Education/Traditional Program
The Master of Education degree is offered in the following areas: Counseling and Guidance, Elementary Education (K–6), Secondary Education (6–12), Preschool through 12th grade Education (P–12), and Instructional Leadership. A complete description of each major is found in the appropriate departmental section.
Admission requirements for traditional programs
In addition to general graduate school requirements, students must comply with the following to be admitted unconditionally.
- Students seeking Class A certification in a teaching field must have graduated from an approved basic teacher education program in the teaching field(s) in which Class A certification is sought. Students seeking Class AA certification in Instructional Leadership must have a valid Class A certificate.
- Students seeking Class A certification must present a copy of their Alabama teaching certificate.
- Students seeking admission to the Instructional Leadership and Counseling Programs have additional criteria for admission (see individual program requirements).
- Students seeking Class A certification must present evidence of a clear criminal background check.
Completion requirements for traditional programs
In addition to meeting all general graduate school requirements, students must pass a written comprehensive assessment (see individual program requirements). Students attaining initial certification in Instructional Leadership and School Counseling are required to successfully complete the appropriate Praxis II exam before the University of Montevallo will recommend certification.
Candidates must have maintained a 3.0 GPA (3.25 for Instructional Leadership).
Students meeting requirements for Class A certification must complete the proper certification application. These forms may be obtained from the Teacher Education Services Office and should be completed during the last semester of study. Applications for certification are filed three times each year (December, May, August). Adherence to posted deadlines is imperative for timely processing of applications.
Master of Education/Alternative Fifth-Year Program
The Alternative Fifth-Year program is designed for students who do not have a background in education and wish to earn a master’s degree and initial teacher certification at the same time. The University of Montevallo offers the Alternative Fifth-Year option in the following areas: Elementary Education; Secondary Education with concentrations in biology, chemistry, English/language arts, history, family and consumer sciences, mathematics, general science, and social science; P–12 Education with concentrations in art, music (choral and instrumental), and physical education.
Admission Requirements for Alternative Fifth-Year Program
Students who have been denied admission to or dismissed from undergraduate teacher preparation programs at the University of Montevallo or at any other institution are not eligible for admission to the Alternative Fifth-Year Program.
Students must have a minimum GPA of 2.5 (4.0 scale) posted on the baccalaureate transcript in order to be eligible for admission to the Alternative Fifth-Year Program.
Students wishing to enter the Alternative Fifth-Year program should have an evaluation of all academic work attempted. For information concerning this evaluation, contact the Office of Graduate Studies.
Students pursuing the Kinesiology or Music teaching fields must complete all admission requirements before taking more than 12 graduate credit hours. If a student takes more than 12 graduate credit hours before these requirements are met, the additional hours will not be counted as credit toward the degree. Students in the Secondary and P–12 Art Education programs will be admitted by phase. There is no conditional admission for the Secondary and P–12 Art Alternative Fifth-Year Programs. Students must meet criteria for unconditional admission to each phase of the program.
The general admission requirements follow:
- A passing score on the GRE or MAT (required to enter the Literacy Block of Elementary Education or Phase I of Secondary Education and P–12 Art programs).
- A minimum grade point average of 2.5 (4.0 scale) posted on the transcript of the last degree granted (required to enter the Literacy Block of Elementary Education or Phase I of Secondary Education and P–12 Art programs).
- Completion of general studies courses, including humanities, social science, science, and mathematics (required to enter the Literacy Block of Elementary Education or Phase I of Secondary Education and P–12 Art, Music, and Physical Education programs).
- Completion of ED 335/ED 527 (Educational Technology) or an approved course equivalent (required to enter the Literacy Block of Elementary Education or Phase I of Secondary Education and P–12 Art, Music, and Physical Education programs).
- Completion of a team interview (required to enter the Content Block of Elementary Education or Phase II of Secondary Education and P–12 Art, Music, and Physical Education programs). Applications are available in the Teacher Education Services Office.
- Successful completion of the APTT—Applied Math, Reading for Information, and Writing (required to enter Content Block for Elementary Education or Phase II of Secondary Education and P–12 Art, Music, and Physical Education programs).
- Completion of appropriate undergraduate coursework in one of the following teaching field options:
- Elementary Education: 12 credit hours each in mathematics, science, social sciences, and English/language arts.
- Secondary Education:
- Single teaching field: 32 semester hours in biology, 32 semester hours in chemistry, 32 semester hours in Family and Consumer Sciences, 32 semester hours in history, or 32 semester hours in mathematics. Nineteen semester hours must be at the upper level.
- Comprehensive teaching field:
- English/Language Arts: 44 semester hours of language arts courses, including literature, grammar, composition, speech, drama (theater), and journalism. Thirty-two semester hours (including 19 semester hours at the upper level) must be met in one area of language arts.
- General Science: 53 semester hours of science courses including biology, chemistry, earth and space science and physics. Thirty-two semester hours (including 19 semester hours at the upper level) must be met in one area of general science.
- Social Science: 50 semester hours of social science courses including economics, geography, history, and political science. Thirty-two semester hours (including 19 semester hours at the upper level) must be met in one area of social science.
- P–12 program:
- Art: 32 semester hours of courses appropriate to the P–12 curriculum in art. Nineteen semester hours must be at the upper level.
- Physical Education: 32 semester hours of courses appropriate to the P–12 curriculum in physical education. Nineteen semester hours must be at the upper level.
-
Music: 32 (choral or instrumental) semester hours of courses appropriate to the P–12 curriculum in music. Nineteen semester hours must be at the upper level.
- Evidence of a clear criminal background check.
Completion Requirements for Alternative Fifth-Year Programs
In addition to meeting all general graduate school requirements, students must pass a written comprehensive examination and/or professional portfolio. Successful completion of the requirements of the Alabama Prospective Teacher Testing Program (APTTP) is required for initial certification for individuals completing the Alternative Fifth-Year program. This includes a passing score on the appropriate Praxis II exam for admission to the internship in both Secondary/P–12 and Elementary Education before the University of Montevallo will recommend certification. Other departmental requirements may exist, as well.
Educational Specialist (Ed.S.) and AA Certificate
The Ed.S. degree and the AA certification are earned simultaneously and are offered in Instructional Leadership and Teacher Leadership. A complete description of each major is found in the appropriate departmental section. For additional requirements, refer to the description of each major.
The following are the basic admission and completion requirements for the AA/Ed.S. programs.
Admission Requirements for AA/Ed.S.
- The applicant shall hold initial certification in an Alabama A-level program in administration for the Ed.S. program in Instructional Leadership. Alabama Class A certification in any teaching field or grade level designation is acceptable for the Teacher Leadership program. Candidates who have applied for Class A certification must submit proof of certification before the end of the second semester of coursework. Students may not take additional coursework without a copy of certification on file in the Office of Graduate Studies.
- Applicants for the Teacher Leadership and Instructional Leadership programs shall have completed a requisite number of years of successful classroom teaching experience and shall submit a State Department of Education EXP Form (before the completion of 12 hours in the program for Instructional Leadership and as part of application for Teacher Leader).
- Applicants for the Teacher Leadership program shall submit a recommendation from their building principal verifying their exceptional performance as teachers, their potential for success as Teacher Leaders, and the importance of their participation to school improvement.
- Applicants for the Teacher Leadership program shall submit a letter of application addressing how participation in the program would enhance their own performance as well as contribute to the effectiveness of their school.
- Applicants will submit evidence of a clear criminal background check.
Completion Requirements for AA/Ed.S.
- The candidate shall maintain a minimum 3.25 grade point average on a 4.0 scale on all work attempted.
- The candidate shall make a satisfactory score on a comprehensive exit examination covering the content of the program (written, oral, project, etc.).
- The candidate shall demonstrate a satisfactory level of performance as a teacher or support person.
- The candidate shall satisfy program-specific requirements, as well.
Counseling, Leadership, and Foundations
Dr. Lee Doebler, Department Chair
104 Wills Hall, Extension 6363
e-mail: doebler@montevallo.edu
Counseling and Guidance
The Counseling program consists of three different tracks, or emphases.
Community Counseling
The Community Counseling track is designed to prepare counselors to work in such settings as mental health centers, substance abuse treatment programs, hospitals, and agencies. Students desiring a higher-education counseling setting should also pursue this track. This track is accredited by CACREP.
Marriage and Family Counseling
The Marriage and Family Counseling track is designed to prepare counselors to work systemically with couples and families in a variety of settings.
School Counseling
The School Counseling track is designed to prepare school counselors at the elementary and secondary levels. This program track has been approved by the State Board of Education for the Alabama Class A Certificate in School Counseling. This track is accredited by CACREP.
Program Admission
The Counseling program limits its enrollment to 20 new students each fall and 20 new students each spring. Screening begins March 1 for admission in the Fall semester and September 15 for admission in the Spring and continues until the cohort is filled. Applicants must have attempted either the MAT or the GRE in order to be considered and must have submitted an acceptable score [MAT (388) or GRE (850—verbal + quantitative)] within the first 12 hours of coursework in order to obtain unconditional admission.
In addition to the general admission requirements for graduate study, students applying for the Counseling program must submit an essay with their application. This essay should consist of a brief statement of long-range professional goals in counseling. The essay should be typed and approximately two pages long. Name, program track and anticipated date of enrollment should be typed at the top of the first page. This essay will be used by the department Admissions Committee in selecting applicants for the program. No application will be reviewed without the essay. In addition, a personal interview with the counseling faculty will be required. Applicants will be contacted regarding the scheduling of this interview after all other application materials have been received. Candidates for School Counseling must present evidence of a clear criminal background check.
Completion requirements
Although the following curriculum outline is similar for the community and school counseling tracks, the track selected will determine the track-specific courses, as well as the practicum and internship placement. Students in the School Counseling track must have two years satisfactory educational experience documented on an EXP form and complete their internship in a school setting in order to qualify for the Class A Certificate in School Counseling. School Counseling track students must also make a passing score on the Praxis II in order to qualify for certification. In addition, students must make a satisfactory score on a written comprehensive examination covering the eight content areas required by CACREP. The exam may be taken three times. Students who do not pass the comprehensive exam in three attempts will not receive the degree. The passing score is 80. All students will be required to enroll in EDC 501 and EDC 515 during their first semester in the program, and in EDC 502 during the second semester. Students must earn a minimum grade of B in EDC 541 in order to enroll in the internship. Students must also earn a minimum grade of B in the internship to successfully complete and graduate from the program.
Curriculum Outline for Community and School Counseling tracks (48 credit hours required)
A. Core courses required of both tracks (30 credit hours)
EDC 501 Principles and Practices of Counseling
EDC 502 Theories and Techniques of Counseling
EDC 515 Prepracticum in Interpersonal Skills
EDC 530 Professional, Ethical, and Legal Issues in Counseling
EDC 550 Group Procedures in Counseling
EDC 570 Career and Lifestyle Development
EDF 503 Foundations of Test Administration and Interpretation
EDF 580 Advanced Human Growth and Development
EDF 600 Applied Research in Education and Behavioral Sciences
EDF 620 Social and Multicultural Foundations
B. Track Definition Courses (15 credit hours)
Community:
EDC 541 Counseling Practicum
EDC 556 Psychopathology
EDC 581 Counseling Internship (6 credit hours)
EDC 596 Community and Agency Counseling
School:
EDC 541 Counseling Practicum
EDC 552 Collaborative Systemic Interventions for Children
EDC 581 Counseling Internship (6 credit hours)
EDC 592 School Counseling
C. Approved Elective (3 credit hours)
Curriculum Outline for Marriage and Family track (60 credit hours required)
A. Core courses (21 credit hours)
EDC 501 Principles and Practices of Counseling
EDC 515 Prepracticum in Interpersonal Skills
EDC 530 Professional, Ethical, and Legal Issues in Counseling
EDC 550 Group Procedures in Counseling
EDC 570 Career and Lifestyle Development
EDF 503 Foundations of Test Administration and Interpretation
EDF 600 Applied Research in Education and Behavioral Sciences
B. Marriage and Family Studies (9 credit hours)
EDF 620 Social and Multicultural Foundations
FCS 502 Advanced Marriage and Family Relationships
or
SOC 540 Sex Roles, Gender, and Culture
Elective in Marriage and Family Studies
C. Marriage and Family Therapy (9 credit hours)
EDC 552 Collaborative Systemic Interventions for Children
EDC 557 Intervention in Family Crises
EDC 597 Family Systems Counseling
D. Human Development (9 credit hours)
EDC 502 Theories and Techniques of Counseling
EDC 556 Psychopathology
EDF 580 Advanced Human Growth and Development
E. Clinical Instruction (12 credit hours)
EDC 541 Counseling Practicum
EDC 581 Counseling Internship (6 credit hours)
EDC 582 Advanced Internship in Marriage and Family Counseling (3 credit hours)
F. Approved Elective (3 credit hours)
Instructional Leadership
The Instructional Leadership program offers two programs in Instructional Leadership. Students may participate in programs leading to an M.Ed. or an Ed.S. degree. Admission to the Ed.S. program requires a Class A Certificate in Instructional Leadership. Following are the admission requirements for the M.Ed.
- Passing score on either the GRE (850) or MAT (388). The test must have been taken within 5 years of the date of application for graduate study.
- Earned baccalaureate-level Professional Educator Certificate in a teaching field or earned master’s-level Professional Educator Certificate in a teaching field or instructional support area.
- Three years successful teaching experience.
- A minimum grade point average of at least 2.5 (on a 4.0 scale) on all undergraduate work attempted or 2.75 on the last 60 hours of undergraduate work attempted.
- Passing score on an admission portfolio. The portfolio will contain the following:
- Three (3) letters of recommendation, to include the applicant’s principal or supervisor. Each local superintendent will establish requirements for recommendations from the principal and/or supervisor.
- Completed copy (all forms) of the most-recent performance appraisal, to include the professional development component, if available.
- Evidence of ability to improve student achievement.
- Evidence of leadership and management potential, including evidence of most-recent accomplishments in the area of instructional leadership.
- Summary of the candidate’s reasons for pursuing instructional leadership certification.
- Summary of what the candidate expects from the preparation program.
- Passing score on an interview conducted by a program admission committee that includes both P–12 instructional leaders and higher-education faculty.
- Evidence of a clear criminal background check.
Conditional Admission
Conditional admission may be granted to an applicant who does not have a satisfactory admissions test score.
A conditionally admitted student will be allowed to take no more than 12 graduate hours. Graduate credit toward a degree at the University of Montevallo will not be awarded until the requirements for unconditional admission have been met. No student who has been conditionally admitted will be allowed to register after attempting 12 hours of graduate work unless he or she has been unconditionally admitted.
Retention/Completion Requirements
Students must have maintained a minimum 3.25 GPA (4.0 scale) on all courses in the approved program. In addition, students must make a satisfactory score on a comprehensive written examination covering the content of the program. This requirement applies to all three programs. Students must pass the Praxis II to receive Class A Certification in Instructional Leadership.
Curriculum Outline (30 credit hours required)
The M.Ed. program outlined below is currently being reviewed by the Alabama State Department of Education under revised regulations for the preparation of educational leaders. When the program is approved, applications will be accepted for admission to the Spring Semester 2009.
A. Instructional Leadership Core (15 credit hours)
EDL 593 Leadership, Collaboration, and Mentoring
EDL 594 Curriculum and Instructional Leadership
EDL 595 Public Relations, Community Resources, and Ethics
EDL 596 Fiscal and Non-Fiscal Resources for Instruction
EDL 597 Legal Issues and Human Resources
B. Research (3 credit hours)
EDF 540 Applied Educational Research
C. Technology (3 credit hours)
EDL 577 Technology for School Leaders
D. Foundations (6 credit hours)
EDF 526 Assessment and Data Analysis for Instructional Improvement
EDF 620 Social and Multicultural Foundations
E. Residency (3 credit hours)
EDL 599 Residency and Capstone Seminar
Class AA Certification/Ed.S.
This program is a degree program; the completion of the Ed.S. is required. The Class AA certificate in Instructional Leadership will include eligibility for grades preschool through 12. Applicants must hold a valid Class A certificate in Instructional Leadership.
Class A Instructional Leadership students may, with written permission of the adviser and the department chair, apply and be conditionally admitted to the AA/Ed.S. Program. Conditional admission will be possible only for those students who have completed 12 of the required 18 core hours in the A program. These conditionally admitted students may enroll in no more than 6 hours toward the AA before completing the A.
Curriculum Outline (30 credit hours required)
A. Theory (15 credit hours)
Required:
EDL 605 School Finance and Business Management
EDL 606 Leadership and Mentor Training
EDL 612 Public Relations and Community Resources
EDL 641 Seminar in Public School Administration
EDL 642 School Facility Planning
B. Research (3 credit hours)
EDF 600 Applied Research in Education and Behavioral Sciences
C. Electives (6 credit hours)
ED 507 Exceptional Learners in P–12 and Secondary Programs
EDF 510 Comparative Educational Systems
EDF 516 Theory and Practice of Communication Skills
EDF 526 Testing Programs in the Schools
EDF 531 Problems and Issues in Public Education
EDF 551 Selected Topics in Foundations of Professional Studies
EDF 552 Collaborative Systemic Interventions for Children
EDF 580 Advanced Human Growth and Development
EDF 620 Social and Multicultural Foundations
EDF 630 Advanced Educational Psychology
EDL 577 Administrative Applications of Technology
D. Problem Analysis Project (6 credit hours)
EDL 650 Field Work in School Administration
EDL 651 Field Work in School Administration
Departmental Courses
Counseling (EDC)
500 Selected Topics in Counseling 1–3 credit hours 501 Principles and Practices of Counseling 3 credit hours 502 Theories and Techniques of Counseling 3 credit hours 515 Prepracticum in Interpersonal Skills 3 credit hours 530 Professional, Ethical, and Legal Issues in Counseling 3 credit hours 541 Counseling Practicum 3 credit hours 542 Fundamentals of Clinical Supervision 3 credit hours 550 Group Procedures in Counseling 3 credit hours 552 Collaborative Systemic Interventions for Children 3 credit hours 554 Student Development Theory 3 credit hours 556 Psychopathology 3 credit hours 557 Intervention in Family Crises 3 credit hours 570 Career and Lifestyle Development 3 credit hours 581 Counseling Internship 3–6 credit hours 582 Advanced Internship in Marriage and Family Counseling 3 credit hours 590 Directed Readings 3 credit hours 592 School Counseling 3 credit hours 594 Student Development in Higher Education 3 credit hours 596 Community and Agency Counseling 3 credit hours 597 Marriage and Family Counseling 3 credit hours 598 Independent and Informal Study 3 credit hours
Foundations (EDF)
500 Introduction to Research on Learning 3 credit hours 503 Foundations of Test Administration and Interpretation 3 credit hours 505 Introduction to Social and Multicultural Education 1 credit hour 509 Educational Thought and Practice 2 credit hours 510 Comparative Educational Systems 3 credit hours 516 Theory and Practice of Communication Skills 3 credit hours 526 Assessment and Data Analysis for Instructional Improvement 3 credit hours 531 Problems and Issues in Public Education 3 credit hours 540 Applied Educational Research 3 credit hours 551 Selected Topics in Foundations of Professional Studies 3 credit hours 561 Measurement and Evaluation in Elementary Education 3 credit hours 562 Measurement and Evaluation in Secondary Education 3 credit hours 563 Adolescent Development and Learning 3 credit hours 580 Advanced Human Growth and Development 3 credit hours 600 Applied Research in Education and Behavioral Sciences 3 credit hours 620 Social and Multicultural Foundations 3 credit hours 630 Advanced Educational Psychology 3 credit hours
Leadership (EDL)
522 Educational Supervision 3 credit hours 573 Legal and Fiscal Management 3 credit hours 577 Technology for School Leaders 3 credit hours 583 Legal and Personnel Management 3 credit hours 584 Curriculum and Instructional Supervision 3 credit hours 585 Educational Leadership and Management 3 credit hours 586 School Financial Management 3 credit hours 591 Internship in Educational Administration 3 credit hours 592 Internship in Educational Administration 3 credit hours 593 Leadership, Collaboration, and Mentoring 3 credit hours 594 Curriculum and Instructional Leadership 3 credit hours 595 Public Relations, Community Resources, and Ethics 3 credit hours 596 Fiscal and Non-Fiscal Resources for Instruction 3 credit hours 597 Legal Issues and Human Resources 3 credit hours 598 Independent and Informal Study 3 credit hours 599 Residency and Capstone Seminar 3 credit hours 605 School Finance and Business Management 3 credit hours 606 Leadership and Mentor Training 3 credit hours 612 Public Relations and Community Resources 3 credit hours 641 Seminar in Public School Administration 3 credit hours 642 School Facility Planning 3 credit hours 650 Field Work in School Administration 3 credit hours 651 Field Work in School Administration 3 credit hours 698 Independent/Informal Study 3 credit hours
Curriculum and Instruction
Anna E. McEwan, Department Chair and Interim Dean of the College of Education
217 Wills Hall, Extension 6378
e-mail: McEwanAE@montevallo.edu
Alabama Prospective Teacher Test (APTT)
Candidates for initial teacher certification will be required to successfully complete the Alabama Prospective Teacher Test (APTT) before the University of Montevallo will recommend certification. For more information, visit the Alabama State Department of Education website at www.alsde.edu. To register for the APTT, go to www.actstudent.org/index.html or call 1-800-294-2105.
PRAXIS II
Candidates for initial teacher certification will be required to successfully complete the PRAXIS II exam before the University of Montevallo will recommend certification. For more information, visit the Alabama State Department of Education website at www.alsde.edu or the Educational Testing Service at www.ets.org/praxis.
Elementary Education
M.Ed. Class A Elementary/Traditional Program
This program has been approved by the State Board of Education for the Alabama Class A Elementary (grades K-6) certificate. A student desiring this certificate must hold the Alabama Class B elementary certificate. The following course outline must be followed if the student expects to receive the certificate.
Curriculum Outline (33 credit hours required)
I. Core Area (6 credit hours)
Required:
ED 503 Power, Politics, and Change
ED 504 Innovative Instructional Design
ED 506 Reaching Every Learner
II. Content Area (12 credit hours)
Select four:
ED 514 Creative Arts for the Classroom Teacher
ED 549 * Selected Topics in Early Childhood and Elementary Education
ED 556 Improving Instruction in Elementary Language Arts
ED 557 Thinking Mathematically in the Elementary Classroom
ED 559 Elementary Social Studies and the Integrated Curriculum
ED 574 Thinking Geographically in the Elementary Classroom
ED 575 Environmental Education for ECE/Elementary Teachers
ED 598* Independent and Informal Study
III. Emphasis Area (12 credit hours)
Required:
ED 591 Research Design for Classroom Teachers
Select three courses from an emphasis area:
Technology
ED 527 Computer-Based Instructional Technologies
ED 528 Multimedia Technology in Education
ED 529 Curriculum Integration Technology
ED 570 Selected Topics in Technology
ELL/Special Education
ED 519 Inclusion: Collaboration and Intervention
ED 533 English Language Learners in Today’s Classrooms
ED 571 Selected Topics in ELL/Special Education
EDC 552 Collaborative Systemic Interventions for Children
Leadership and Foundations
EDF 516 Theory and Practice of Communication Skills
EDF 526 Assessment and Data Analysis for Instructional Improvement
EDF 620 Social and Multicultural Foundations
EDF 630 Advanced Educational Psychology
Literacy
ED 516 Emerging Literacy in the Classroom
ED 517 Teaching Writing in Today’s Classrooms
ED 525 Assessment and Planning for Reading Instruction
ED 530 Language and Literacy Development
ED 532 Content Area Literacy
IV. Action Research (3 credit hours)
ED 592 Action Research for Classroom Teachers
M.Ed. Class A in Elementary Education/Alternative Fifth-Year Program
Students will be admitted in cohort groups. Elementary students must complete ED 335 or ED 527 (or the equivalent) and ED 410 as prerequisites for admission.
Admission requirements:
Completion of undergraduate core courses, which include:
- 12 semester hours of Math
- 12 semester hours of Science
- 12 semester hours of Social Studies
- 12 semester hours of English/Language Arts
Curriculum Outline (40 credit hours required)
I. Knowledge of Self (10 credit hours)
Required:
ED 501 Introduction to Teaching
ED 508 Exceptional Learners in the Early Childhood and Elementary Classroom
ED 515 Instructional Methods in the Inclusive Early Childhood and Elementary Classroom
EDF 561 Measurement and Evaluation of Elementary Education
II. Knowledge of Diverse Learners and Communities (3 credit hours)
Select one:
EDF 580 Advanced Human Growth and Development
EDF 630 Advanced Educational Psychology
III. Knowledge of Instruction, Technology, and Other Service Delivery Systems (6 credit hours)
Required:
ED 565 Organization and Management in the Elementary Grades
ED 581 Advanced Materials and Methods in Early Childhood Education
Admission to Literacy Block:
- Must meet all admission requirements with the exception of 3 hours of the undergraduate core courses
- Successful completion of ED 410
- Successful completion of ED 501
Admission to Content Block:
- Unconditional admission to graduate studies
- Successful completion of ED 335/527
- Successful completion of ED 515
- MAT score of at least 388 or GRE score of at least 850
- Passing score on all three components of the Basic Skills Test of the Alabama Prospective Teacher Testing Program
- Minimum 3.0 GPA on literacy block coursework
- Successful completion of team interview
- Demonstration of mastery of literacy block competencies
IV. Knowledge of Curriculum, Subject Matter or Specialty Area (15 credit hours)
Required:
ED 511 Advanced Studies in Teaching Reading (Literacy Block)
ED 544 Teaching Elementary School Social Science (Content Block)
ED 545 Teaching Elementary School Mathematics (Content Block)
ED 546 Teaching Elementary School Language Arts (Literacy Block)
ED 548 Teaching Elementary School Science (Content Block)
Admission to Internship:
- Successful completion of EDF 561, EDF 580 or EDF 630
- Achievement of eligibility for internship
- Minimum 3.0 GPA on all program coursework completed
- Passing score on the appropriate Praxis II teaching field test
- Successful completion of TB screening
- Demonstration of mastery on content block competencies
V. Knowledge of Pedagogy and Professional Practice (6 credit hours)
Required:
EDI 570 Internship in Elementary Education
Secondary Education—High School
M.Ed. and Class A High School/Traditional Program
This program has been approved by the State Board of Education for the Alabama Class A High School certificate (grades 6–12) in the following areas of concentration: Biology, Chemistry, Driver and Traffic Safety Education, English/Language Arts, Family and Consumer Sciences, General Science, History, Mathematics, and Social Science. A student desiring such certification must hold an Alabama Class B High School certificate with an endorsement in the area of concentration to be pursued. The curriculum is aligned with the Alabama Quality Teaching Standards and the National Board for Professional Teaching Standards.
Curriculum Outline (33 credit hours required)
Area I. Core Area (6 credit hours)
Required:
ED 503 Power, Politics, and Change
ED 504 Innovative Instructional Design
ED 506 Reaching Every Learner
Area II. Content Area (12 credit hours)
Select three or four:
Graduate-level courses in the teaching field
Area III. Emphasis Area (12 credit hours)
Required:
ED 591 Research Design for Classroom Teachers
Select three courses from an emphasis area:
Technology
ED 527 Computer-Based Instructional Technologies
ED 528 Multimedia Technology in Education
ED 529 Curriculum Integration Technology
ED 570 Selected Topics in Technology
ELL/Special Education
ED 519 Inclusion: Collaboration and Intervention
ED 533 English Language Learners in Today’s Classrooms
ED 571 Selected Topics in ELL/Special Education
EDC 552 Collaborative Systemic Interventions for Children
Leadership and Foundations
EDF 516 Theory and Practice of Communication Skills
EDF 526 Assessment and Data Analysis for Instructional Improvement
EDF 620 Social and Multicultural Foundations
EDF 630 Advanced Educational Psychology
Literacy
ED 516 Emerging Literacy in the Classroom
ED 517 Teaching Writing in Today’s Classrooms
ED 525 Assessment and Planning for Reading Instruction
ED 530 Language and Literacy Development
ED 532 Content Area Literacy
Area IV. Action Research (3 credit hours)
ED 592 Action Research for Classroom Teachers
M.Ed. Class A High School/Alternative Fifth-Year Program
The College of Education offers the High School (6–12) Alternative Fifth-Year Program in Biology, Chemistry, English/Language Arts, Family and Consumer Sciences, General Science, History, Mathematics, and Social Science. Students are admitted to this program only unconditionally and by phases. This program requires a total of 12 graduate hours of teaching-field courses.
Secondary students must complete ED 335 or ED 527 (or an approved course equivalent) as a prerequisite for admission to Phase I.
Alternative Fifth-Year Secondary Teacher Preparation Overview
Secondary Teacher (6–12) certification at the University of Montevallo leads to the M.Ed. degree and graduate-level certification. The program involves graduate study after the completion of the baccalaureate degree from a regionally accredited institution of higher education. As an incentive to enter secondary education, a special program option is available only to UM undergraduates (UM undergraduate option). Students in their last semester of study for a baccalaureate degree at the University of Montevallo may apply for the Alternative Fifth-Year Program in Secondary Education, completing Phase I of the program as undergraduates. They will be required to enter Phase II in the subsequent semester, provided all requirements for admission have been met.
Phase I—Pre-Professional Study/Pre-Master’s Degree Study
Admission Requirements for Graduates
- Completion of formal, written application for graduate study (including all official transcripts for undergraduate and graduate work) by July 15 for fall cohort, November 15 for spring cohort, and April 1 for May/summer cohort.
- Minimum 2.5 GPA on all undergraduate and graduate work attempted.
- Completion of all but three credit hours of prescribed undergraduate teaching field.
- Minimum 2.5 GPA in all teaching-field courses, with at least a “C” in all courses.
- Completion of general studies component: at least one course with a grade of at least “C” in each of the areas of humanities, social sciences, mathematics, and sciences.
- Completion of bachelor’s degree from a regionally accredited college/university.
- Completion of computer literacy course.
Students may take up to 12 credit hours of graduate teaching-field courses prior to Phase I as long as the minimum 3.0 cumulative graduate GPA is maintained.
Students who do not have a minimum 3.0 graduate GPA (or a 2.75 on Phase I courses) at the end of Phase I may repeat program courses only once in order to restore the GPA and proceed with another cohort.
Admission Requirements for University of Montevallo Undergraduates (UM Undergraduate Option)
- Formal, written application for graduate study (including official transcripts for undergraduate and graduate work) by July 15 for fall cohort, November 15 for spring cohort, and April 1 for May/summer cohort.
- Minimum 2.5 GPA on all undergraduate and graduate work attempted.
- Completion of all but three credit hours of undergraduate major/prescribed teaching field.
- Minimum 2.5 GPA in all teaching-field courses, with at least a “C” in all courses.
- Completion of general studies component: at least one course with a grade of at least “C” in each of the areas of humanities, social sciences, mathematics, and sciences.
- Completion of all but last semester of undergraduate study.
- Completion of computer literacy course.
Phase I Courses (9 credit hours required)
ED 502 Introduction to Teaching at the Secondary Level
ED 507 Exceptional Learners in P–12 and Secondary Programs
ED 512 Reading and Writing in the Secondary Content Areas
One teaching-field course is encouraged, as well.
Phase II—Professional Study/Formal Master’s Degree Study
Admission Requirements for Students Admitted as Graduates
- Achievement of MAT with score of at least 388 or GRE with score of at least 850.
- Minimum 2.75 GPA on Phase I coursework minimum 3.0 GPA in the teaching field.
- Successful completion of team interview (attempted during Phase I, following TES-established schedule).
- Passing score on all three components of the Basic Skills Test of the Alabama Prospective Teacher Testing Program.
Admission Requirements for University of Montevallo Students Admitted as Undergraduates (UM Undergraduate Option)
- Completion of bachelor’s degree, with minimum 2.5 overall and teaching field GPAs intact.
- Achievement of MAT with score of at least 388 or GRE with score of at least 850.
- Minimum 2.75 GPA on Phase I program coursework and minimum 3.0 GPA in the teaching field.
- Successful completion of team interview (attempted during Phase I, following TES-established schedule).
- Demonstration of mastery on Phase I competencies [indication by course grade, individual course assessment (minimums established), and/or conferencing with faculty.]
- Passing score on all three components of the Basic Skills Test of the Alabama Prospective Teacher Testing Program.
Students who do not have a minimum 3.0 graduate GPA at the end of this phase may repeat program courses only once in order to restore the GPA and proceed with another cohort.
Courses (7 credit hours required)
ED 550 Managing and Teaching Across the Secondary Curriculum
ED 553 Current Issues in Technology
EDF 562 Measurement and Evaluation in Secondary Education
One teaching-field course is encouraged, as well.
Phase III—Continued Professional Study
Admission Requirements
- Achievement of eligibility for internship. (Application for the internship should have been completed no later than Friday of the first week of Phase II.)
- Minimum 2.75 GPA on Phase I coursework and minimum 3.0 GPA in the teaching field.
- Successful completion of TB screening.
- Demonstration of mastery on Phase II competencies and Management (ED 518) competencies.
- Successful completion of subject matter knowledge assessment (to be decided, administered, and reported by teaching-field department.)
- Passing score on the appropriate Praxis II content knowledge test.
Courses (9 credit hours required)
ED 590 Advanced Seminar in Secondary Education
EDI 540 Internship in Secondary Education
An internship consists of 16 weeks, equivalent to 640 clock hours. No other courses are allowed during the internship.
Auxiliary Phase—Continued Professional Study
Available Summer, Fall, and Spring
ED 518 Advanced Management and Organization for Secondary Education (Admission to Phase II required)
ED 563 Teaching the Non-Traditional Learner
EDF 509 Educational Thought and Practice
One-hour methods course from the appropriate teaching field (ED 536, 537, 538, 539, 541)
Completion of Professional Program for all Students
- Completion of application for Alabama licensure. Minimum 3.0 GPA on all program coursework completed. Demonstration of mastery on Phase III, [competencies indication by course grade, individual course assessment (minimums established), and/or conferencing with faculty.]
- Successful completion of professional portfolio.
Students who do not have a minimum 3.0 GPA at the end of the program may be required to take additional graduate teaching-field courses or instructional-technology courses or to repeat certain program courses, a decision that will be made by the adviser and the department chair.
Preschool through High School Education (P–12)
M.Ed. Class A P–12/Traditional
The College of Education offers P–12 traditional programs in Art, Music (choral and instrumental), and Physical Education. A student desiring the Class A P–12 certificate must hold an Alabama Class B P–12 or N–12 certificate with an endorsement in the area of concentration to be pursued. The course outline to be followed to receive the certificate in Art is the same as the outline for the traditional secondary education program, with the exception of teaching-field courses. Refer to the section on Secondary Education – High School, previously listed on this page, for this information. The curriculum criteria for Physical Education can be found in the Kinesiology Department section of this Bulletin.
M.Ed. Class A P–12/Alternative Fifth-Year
The College of Education offers the P–12 Alternative Fifth-Year Program in Art, Music, and Physical Education. The following course outlines are unique to Art and Music. The AFY program in Physical Education is outlined in the Kinesiology Department section of the Bulletin. P–12 students in Art and Music must complete ED 335 or ED 527 (or an approved course equivalent) as a prerequisite for unconditional admission.
Teaching Field: Art
The course outline to be followed to receive the Alternative Fifth-Year certification in Art is the same as the outline for the Alternative Fifth-Year Secondary Education program, with the following exceptions:
- teaching-field courses
- students must take ART 551 and ED 535 in addition to ED 550
Refer to the section on Secondary Education – High School, previously listed on this page, for this information.
Teaching Field: Music (Vocal/Choral or Instrumental)
Curriculum Outline (35 credit hours required)
A. Curriculum and Teaching
Required:
ED 502 Introduction to Teaching at the Secondary Level
ED 512 Reading and Writing in the Secondary Content Areas
B. Foundations of Professional Studies
Required:
EDF 509 Educational Thought and Practice
EDF 563 Adolescent Development and Learning
C. Survey of Special Education
Required:
ED 507 Exceptional Learners in the P–12 and Secondary Programs
D. Evaluation of Teaching and Learning
Select one:
EDF 562 Measurement and Evaluation in Secondary Education
MUS 500 Measurement and Research in Music
E. Internship
8 credit hours required:
MUS 548 Directed Teaching and Observation of Music at the Elementary and Secondary School Levels/Instrumental
OR
MUS 547 Directed Teaching and Observation of Music at the Elementary and Secondary School Levels/Choral
F. Teaching Field
Select one:
MUS 543 Teaching of Music in the Elementary School/Choral
MUS 544 Teaching of Music in the Elementary School/Instrumental
Required:
MUS 520 History and Philosophy of Music Education
MUS 545 Teaching Music in High School
MUS 595 Advanced Conducting
MUS Electives (2) (History, Theory, Music Education, or Directed Studies in Music)
Teacher Leadership (Ed.S. and AA Certificate)
The Teacher Leadership AA/Ed.S. is a 30-semester-hour program designed to meet both degree and certification requirements. This program is available to teachers from all subject areas and all grade levels. It has been approved by the State Board of Education for the Alabama Class AA certificate (levels P–12/all subject areas). Following are the basic admission and completion requirements for the program.
Admission Requirements for AA/Ed.S.
- Applicants shall hold a master’s degree with an Alabama master’s level certification in any teaching field or at any grade level, with a minimum cumulative 3.0 grade point average. Applicants must submit a letter of application addressing how participation in the program would enhance their own performance as well as contribute to the effectiveness of their school. Applicants must submit a recommendation from their building principal verifying their exceptional performance as a teacher, their potential for success as a Teacher Leader, and the importance of their participation to school improvement. Applicants must submit an EXP form completed by their school board.
- Applicants must submit a copy of their Class A certification.
Candidates who apply from schools with more than one applicant will receive special consideration in the admission process. Additionally, candidates will be asked to commit to cohort movement through the program.
Retention/Completion Requirements for AA/Ed.S.
- A minimum cumulative grade point average of 3.25.
- A passing score on a comprehensive assessment, which includes action research documentation and formal presentation.
Curriculum Outline (30 credit hours required)
The following course outline must be followed to receive the degree/certificate.
Leadership and Policy Study (6 credit hours)
EDL 606 Leadership and Mentor Training
EDL 573 Legal and Fiscal Management
School and Community Resources (9 credit hours)
EDL 612 Public Relations and Community Resources
FCS 535 Parent and Family Involvement
FCS 543 The School Climate
Professional Practice and School Improvement (9 credit hours)
ED 690 Professional Standards in Education
ED 691 Research and Planning for School Improvement
ED 692 Implementing and Evaluating School Improvement
Electives (6 credit hours)
Select any 6 credit hours of graduate courses mutually agreed upon by student and adviser.
- Students may propose receiving credit for intensive professional development activity prior to initiating the activity. See the Office of Curriculum and Instruction for an application.
- Students who have not completed the special-education requirements are required to take a general survey course (ED 507 or ED 508), which will make the program 33 credit hours.
Departmental Courses
Education (ED)
501 Introduction to Teaching 1 credit hour 502 Introduction to Teaching at the Secondary Level 3 credit hours 503 Power, Politics, and Change 2 credit hours 504 Innovative Instructional Design 2 credit hours 506 Reaching Every Learner 2 credit hours 507 Exceptional Learners in the P–12 and Secondary Programs 3 credit hours 508 Exceptional Learners in the Early Childhood and Elementary Classroom 3 credit hours 511 Advanced Studies in Teaching Reading 3 credit hours 512 Reading and Writing in the Secondary Content Areas 3 credit hours 514 Creative Arts for the Classroom Teacher 3 credit hours 515 Instructional Methods in the Inclusive Early Childhood and Elementary Classroom 3 credit hours 516 Emerging Literacy in the Classroom 3 credit hours 517 Teaching Writing in Today’s Classrooms 3 credit hours 518 Advanced Management and Organization for Secondary Education 2 credit hours 519 Inclusion: Collaboration and Intervention 3 credit hours 521 Modern Elementary Programs 3 credit hours 524 Practicum in Elementary Education 3 credit hours 525 Assessment and Planning for Reading Instruction 3 credit hours 527 Computer-Based Instructional Technologies 3 credit hours 528 Multimedia Technology in Education 3 credit hours 529 Curriculum Integration Technology 3 credit hours 530 Language and Literacy Development 3 credit hours 532 Content Area Literacy 3 credit hours 533 English Language Learners in Today’s Classrooms 3 credit hours 534 Professional Learning Group 3 credit hours 535 Teaching Art at the Secondary Level 1 credit hour 536 Teaching English/Language Arts at the Secondary Level 1 credit hour 537 Teaching General Science at the Secondary Level 1 credit hour 538 Teaching Math at the Secondary Level 1 credit hour 539 Teaching Social Sciences at the Secondary Level 1 credit hour 541 Teaching Family and Consumer Sciences at the Secondary Level 1 credit hour 542 The Secondary School Program 3 credit hours 544 Teaching Elementary School Social Studies 3 credit hours 545 Teaching Elementary School Mathematics 3 credit hours 546 Teaching Elementary School Language Arts 3 credit hours 548 Teaching Elementary School Science 3 credit hours 549 Selected Topics in Early Childhood and Elementary Education 3–6 credit hours 550 Managing and Teaching Across the Secondary Curriculum 3 credit hours 553 Current Issues in Technology 1 credit hour 555 Advanced Secondary Teaching Techniques and Assessment 3 credit hours 556 Improving Instruction in Elementary Language Arts 3 credit hours 557 Thinking Mathematically in the Elementary Classroom 3 credit hours 558 Research in Science Teaching and Learning 3 credit hours 559 Elementary Social Studies and the Integrated Curriculum 3 credit hours 563 Teaching the Non-Traditional Learner 1 credit hour 565 Organization and Management in the Elementary Grades 3 credit hours 566 Direct Instruction Reading 3 credit hours 569 Special Topics in Secondary Education 3–6 credit hours 570 Selected Topics in Technology 3 credit hours 571 Selected Topics in ELL/Special Education 3 credit hours 574 Thinking Geographically in the Elementary Classroom 3 credit hours 575 Environmental Education for ECE/Elementary Teachers 3 credit hours 578 Preparation for National Board Certification 3 credit hours 581 Advanced Methods and Materials in Early Childhood Education 3 credit hours 582 The Early Childhood Learning Environment 3 credit hours 585 Practicum in Early Childhood Education 3 credit hours 589 Models of Teaching and Management 3 credit hours 590 Advanced Seminar in Secondary Education 3 credit hours 591 Research Design for Classroom Teachers 3 credit hours 592 Action Research for Classroom Teachers 3 credit hours 595 Internship in the Reading Specialist (P–12) Program 3 credit hours 598 Independent and Informal Study 3 credit hours 690 Professional Standards in Education 3 credit hours 691 Research and Planning for School Improvement 3 credit hours 692 Implementing and Evaluating School Improvement 3 credit hours 698 Independent and Informal Study 3 credit hours
Education Internship (EDI)
500 Internship for the Experienced Teacher 3–10 credit hours 540 Internship in High School Teaching 6 credit hours 570 Internship in Elementary Education 6 credit hours 580 Internship in Early Childhood Education 6 credit hours 590 Internship in P-12 Teaching 3–10 credit hours
Family and Consumer Sciences
Dr. Frances Andrews, Department Chair
Bloch Hall, Extension 6385
e-mail: andrews@montevallo.edu
There is no graduate major in Family and Consumer Sciences; however, students pursuing the Master of Education in Secondary Education with Family and Consumer Sciences as their concentration have the following options: the Master of Education in Secondary Education, Family and Consumer Sciences Concentration, and the Master of Education/Alternative Fifth-Year Program, Family and Consumer Sciences Option. The M.Ed. in Secondary Education (traditional program) has been approved for the Alabama Class A High School certificate (grades 6–12) and is designed for individuals who hold an Alabama Class B Secondary (grades 6–12) certificate with an endorsement in family and consumer sciences. The Alternative Fifth-Year Program is designed for students who do not have a background in education and who wish to earn a master’s degree and a Class A Secondary (grades 6–12) certificate with an endorsement in family and consumer sciences at the same time.
Admission requirements for the Traditional Master of Education in Secondary Education with a concentration in Family and Consumer Sciences and the Master of Education/Alternative Fifth-Year Program in Secondary Education, Family and Consumer Sciences Option are the same as the Traditional Master of Education in Secondary Education and Master of Education/Alternative Fifth-Year Program in Secondary Education, respectively. Refer to the section on Secondary Education—High School, for this information.
Students pursuing either degree option must follow their curriculum outlines carefully.
Master of Education in Secondary Education, Family and Consumer Sciences Concentration (Traditional Program)
The course outline to be followed to receive the Traditional Master of Education in Secondary Education with a concentration in Family and Consumer Sciences is the same as the outline for the Traditional Master of Education in Secondary Education program, with the exception of teaching-field courses. Refer to the section on Secondary Education – High School for this information.
Master of Education/Alternative Fifth-Year Program: Family and Consumer Sciences Option
The course outline to be followed to receive the Alternative Fifth-Year Master of Education in Secondary Education with a concentration in Family and Consumer Sciences is the same as the outline for the Alternative Fifth-Year Master of Education in Secondary Education program, with the exception of teaching-field courses.
- FCS 591, Advanced Methods and Materials for Teaching Family and Consumer Sciences, is a teaching-field requirement.
- Nine additional credit hours of FCS courses must be agreed upon by the student and the adviser.
Refer to the section on Secondary Education – High School for this information.
Undergraduate courses with equivalent content cannot be repeated for graduate credit. Possible teaching field courses may include the following departmental courses.
Departmental Courses
Family and Consumer Sciences (FCS)
500 Advanced Adolescent and Young Adult Development 3 credit hours 502 Advanced Marriage and Family Relationships 3 credit hours 505 Advanced Adult Development and Aging 3 credit hours 515 Study Tour 3-6 credit hours 520 Family and Consumer Sciences Curriculum in Secondary Schools 3 credit hours 521 Seminar in Materials and Methods of Teaching Family and Consumer Sciences 3 credit hours 523 Practicum 3 credit hours 530 Family Systems 3 credit hours 535 Parent and Family Involvement 3 credit hours 543 The School Climate 3 credit hours 544 Food Science for Educators 3 credit hours 550 Supervision in Family and Consumer Sciences 3 credit hours 552 Advanced Clothing Design: Flat Pattern 3 credit hours 553 Advanced Clothing Design: Draping 3 credit hours 555 Advanced Foods and Nutrition 3 credit hours 560 Family and Consumer Sciences Education Workshop 3 credit hours 562 Textile Economics 3 credit hours 564 Advanced Child- and Elder-Care Programs and Services 3 credit hours 565 Research in Family and Consumer Sciences 3 credit hours 570 Problems in Family and Consumer Sciences 1-6 credit hours 572 Quantity Foods for Educators 3 credit hours 583 Advanced Consumer Economics 3 credit hours 585 Life Cycle and Community Nutrition 3 credit hours 591 Advanced Methods and Materials for Teaching Family and Consumer Sciences 3 credit hours 594 Implementation of Early Childhood Programs 3 credit hours 610 Current Programs and Trends in Foods and Nutrition 3 credit hours 615 Recent Developments in Clothing and Textiles 3 credit hours 620 Advanced Seminar in Family and Child Development 3 credit hours
Kinesiology
Dr. Paul Vaccaro, Department Chair
Myrick Hall, Extension 6590
e-mail: vaccarop@montevallo.edu
M.Ed. Class A/Traditional Program in P–12 Physical Education
The College of Education offers the M.Ed. degree in P–12 Education with a concentration in Physical Education.
Students working toward the master’s degree expecting to receive the Alabama Class A P–12 Physical Education certificate must complete the following course outline.
Curriculum Outline (33 credit hours required)
Area I. Core Area (6 credit hours)
Required:
ED 503 Power, Politics, and Change
ED 504 Innovative Instructional Design
ED 506 Reaching Every Learner
Area II. Content Area (12 credit hours)
Select three or four:
Graduate-level courses in the teaching field
Area III. Emphasis Area (12 credit hours)
Required:
ED 591 Research Design for Classroom Teachers
Select three courses from an emphasis area:
Technology
ED 527 Computer-Based Instructional Technologies
ED 528 Multimedia Technology in Education
ED 529 Curriculum Integration Technology
ED 570 Selected Topics in Technology
ELL/Special Education
ED 519 Inclusion: Collaboration and Intervention
ED 533 English Language Learners in Today’s Classrooms
ED 571 Selected Topics in ELL/Special Education
EDC 552 Collaborative Systemic Interventions for Children
Leadership and Foundations
EDF 516 Theory and Practice of Communication Skills
EDF 526 Assessment and Data Analysis for Instructional Improvement
EDF 620 Social and Multicultural Foundations
EDF 630 Advanced Educational Psychology
Literacy
ED 516 Emerging Literacy in the Classroom
ED 517 Teaching Writing in Today’s Classrooms
ED 525 Assessment and Planning for Reading Instruction
ED 530 Language and Literacy Development
ED 532 Content Area Literacy
KNES
Graduate-level courses in the teaching field
Area IV. Action Research (3 credit hours)
ED 592 Action Research for Classroom Teachers
M.Ed. Class A/Traditional Program in Secondary Education Traffic Safety
There is no graduate major in traffic safety; however, students pursuing the M.Ed. in Secondary Education with traffic safety as the area of concentration may take the following courses to fulfill the 12-hour subject-matter requirement.
Traffic Safety Education (KNES)
KNES 513 Research Projects in Traffic Education, 3 credit hours
KNES 514 Directed Readings in Traffic Safety, 1–3 credit hours
KNES 515 Workshops in Traffic Safety, 1–3 credit hours
KNES 516 Practicum in Traffic Safety, 3–6 credit hours
The following courses must be taken if not satisfied at the undergraduate level:
KNES 508 Driver Education Techniques for Students with Disabilities, 3 credit hours
KNES 509 Organization and Administration of Traffic Education, 3 credit hours
M.Ed. Class A/Alternative Fifth-Year Program in P–12 Kinesiology
P–12 Kinesiology students in the Alternative Fifth-Year Program must complete ED 335 or ED 527 (or the equivalent) as a prerequisite for unconditional admission.
Admission Requirements for Phase I
Completion of formal, written application for graduate study (including all official transcripts for undergraduate and graduate work) by July 15 for fall cohort, November 15 for spring cohort, and April 1 for May/summer cohort. Minimum 2.5 GPA on all undergraduate and graduate work attempted. Completion of all but three credit hours of prescribed undergraduate teaching field. Minimum 2.5 GPA in all teaching-field courses, with at least a “C” in all courses. Completion of general studies component: at least one course with a grade of “C” in each of the areas of humanities, social sciences, mathematics, and sciences. Completion of bachelor’s degree from a regionally accredited college/university. Completion of computer literacy course.
Admission Requirements for Phase II
- Achievement of MAT with score of at least 388 or GRE with score of at least 850. Minimum 2.75 GPA on Phase I coursework and minimum 3.0 GPA in the teaching field. Successful completion of team interview (attempted during Phase I, following TES-established schedule).
- Successful completion of the Alabama Prospective Teacher Test (APTT).
Curriculum Outline (40 credit hours required)
A. Phase I (9 credit hours required)
ED 502 Introduction to Teaching at the Secondary Level
ED 507 Exceptional Learners in P–12 and Secondary Programs (If a survey of special education course has been taken, students must take 3 credit hours of electives.)
ED 512 Reading and Writing in the Secondary Content Areas
B. Phase II (25 credit hours required; may extend over three semesters)
EDF 500 Introduction to Research on Learning (must be taken within first 12 hours)
EDF 505 Introduction to Social and Multicultural Education
KNES 500 The Curriculum in Kinesiology (required)
KNES 530 Middle and Secondary Methods of Teaching Physical Education (6–12)
KNES 589 Elementary Methods in Physical Education (Must be taken unless an equivalent course has been completed. In this case, an additional 3 credit hours in the teaching field will be required.)
KNES 520 Evaluation in Health and Physical Education
or
EDF 562 Evaluation in Education
C. Required Electives
A total of 6 credit hours in any adviser-approved electives in Kinesiology
D. Phase III (6 credit hours)
EDI 590 Internship in P–12 Teaching
Candidates for initial certification will be required to successfully complete the Praxis II exam before the University of Montevallo will recommend certification. For more information, visit the Alabama State Department of Education website at www.alsde.edu or the Educational Testing Service at www.ets.org/praxis.
Departmental Courses
Kinesiology (KNES)
500 The Curriculum in Kinesiology 3 credit hours 501 Advanced Study of Methods and Techniques in Athletic Coaching 3 credit hours 502 Developing Creativity Outdoors 3 credit hours 507 Introduction to Research Methods in Health, Physical Education, and Recreation 3 credit hours 517 Boating Safety 3 credit hours 519 Advanced Study of Principles and Philosophy of Physical Education 3 credit hours 520 Evaluation in Health and Physical Education 3 credit hours 521 The Curriculum in Health 3 credit hours 522 The School Health Program 3 credit hours 523 Facilitative Classroom Techniques in Traffic Safety 3 credit hours 524 Laboratory Techniques in Traffic Safety 3 credit hours 530 Middle and Secondary Methods of Teaching Physical Education (6–12) 3 credit hours 531 Organization and Administration of Athletics 3 credit hours 539 Sociological Aspect of Sports in American Life 3 credit hours 540 Seminar in Health, Physical Education, and Recreation 3 credit hours 550 Administration of Programs of Health and Physical Education in Elementary and Secondary Schools 3 credit hours 551 Readings in Physical Education 3 credit hours 560 The Science of Human Movement 3 credit hours 575 Adapted Physical Education for the Exceptional Child 3 credit hours 589 Elementary Methods in Physical Education 3 credit hours 590 Directed Reading or Directed Individual Study 3-6 credit hours 610 Critical Synthesis: Seminar in Physical Education 3 credit hours 620 History of Physical Education 3 credit hours 630 Physical Education and Contemporary Society 3 credit hours 640 Current Research in Physical Education 3 credit hours 650 Wellness Leadership 3 credit hours
Traffic Safety Education (KNES)
508 Driver Education Techniques for Students with Disabilities 3 credit hours 509 Organization and Administration of Traffic Education 3 credit hours 514 Directed Readings in Traffic Safety 1–3 credit hours 515 Workshops in Traffic Safety 1-3 credit hours 516 Practicum in Traffic Safety 3–6 credit hours 518 Fundamentals of Traffic Safety 3 credit hours