Graduate Bulletin
College of Education
Anna E. McEwan, Dean
Wills Hall 213, Station 6360
telephone: (205) 665-6360
fax: (205) 665-6337
e-mail: mcewanae@montevallo.edu
All inquiries regarding graduate school admission to the University of Montevallo should be directed to Graduate Admissions and Records 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 graduate program serves as an initial preparation program for P–12 teachers, other graduate programs focus 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.
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.
Accreditation
The College is a member of the American Association of Colleges for Teacher Education and is accredited by the National Council for the Accreditation of Teacher Education and CACREP. All programs are approved by the State Department of Education on the basis of National Association of State Directors of Teacher Education guidelines, and state certification standards. 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 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 certification at initial and advanced levels.
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 program area 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. If an applicant did not graduate from an approved basic teacher education program in the teaching field(s), then all transcripts must be reviewed by the program chair to determine if prerequisite coursework is needed.
- 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 Master’s Degree Program
The Alternative Master’s Degree 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 Master’s Degree option in the following areas: Elementary Education; Secondary Education with concentrations in Biology, Chemistry, Collaborative K–6, Collaborative 6–12, English/Language Arts, History, Family and Consumer Sciences, Mathematics, General Science, and Social Science; P–12 Education with concentrations in Art, Collaborative Deaf and Hard of Hearing, Music (Choral and Instrumental), and Physical Education.
Admission Requirements for Alternative Master’s Degree 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 Master’s Degree Program.
Students must have a minimum overall GPA of 2.5 (4.0 scale) posted on the baccalaureate transcript in order to be eligible for admission to the Alternative Master’s Degree Program.
Students wishing to enter the Alternative Master’s Degree program should request an evaluation of all academic work attempted. For information concerning this evaluation, contact Graduate Admissions and Records.
Students pursuing the Alternative Master’s degree must complete all admission requirements before taking more than five graduate courses. If a student takes more than five graduate courses 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 evaluated for admission to each phase of the program. All prerequisite coursework must be completed prior to admission for Phase I.
Students in the Elementary program will be evaluated for admission to each block of the program.
The general admission requirements follow:
- A passing score on the GRE or MAT (required to enter the Pre-Professional Block of Elementary Education or Phase I of Secondary Education and P–12 Art programs).
- A minimum overall grade point average of 2.5 (4.0 scale) posted on the transcript of the last degree granted.
- Completion of general studies courses, including humanities, social science, science, and mathematics (required to enter the Pre-Professional Block of Elementary Education or Phase I of Secondary Education and P–12 Art, Music, and Physical Education programs).
- Completion of ED 527 (Instructional Technology) or an approved course equivalent (required to enter the Pre-Professional 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 Literacy Block of Elementary Education or Phase II of Secondary Education and P–12 Art, Deaf and Hard of Hearing, Music, and Physical Education programs). Applications are available in the Teacher Education Services Office. (Required prior to completing 18 credit hours for Collaborative K–6, Collaborative 6–12, Collaborative Deaf and Hard of Hearing P–12.)
- Successful completion of the APTT—Applied Math, Reading for Information, and Writing (required to enter Content Literacy Block for Elementary Education or Phase II of Secondary Education and P–12 Art, Music, and Physical Education programs). (Required prior to completing 18 credit hours for Collaborative K–6, Collaborative 6–12, DHH P–12.)
- 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: 32 semester hours of language arts courses, with at least one course in each of the following areas: grammar, speech, theater, and journalism.
- General Science: 32 semester hours of science courses, with at least one course in each of the following areas: biology, chemistry, earth and space science and physics.
- Social Science: 32 semester hours of social science courses, with at least one course in each of the following areas: economics, geography, history, and political 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 Master’s Degree 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 Master’s Degree 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. Other program-specific 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 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 first 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 or administrative experience and shall submit a State Department of Education EXP Form (prior to admission to the program for Instructional Leadership and as part of application for Teacher Leader). The three years leadership experience for the Ed.S. in Instructional Leadership is waived for candidates who completed a Redesigned SDE Class A Instructional Leadership program.
- Applicants will submit evidence of a clear criminal background check.
- Other admission criteria may be required as specified in the state code for certification. Consultation with the Program Coordinator is recommended.
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 assessment covering the content of the program (e.g., written, oral, portfolio, or action research).
- 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 and Leadership Programs
Lee Doebler, Chair
104 Wills Hall, Extension 6363
e-mail: doebler@montevallo.edu
Counseling and Guidance
Charlotte Daughhetee, Program Coordinator
107 Wills Hall, Extension 6358
e-mail: daughc@montevallo.edu
The Counseling program consists of three different tracks, or emphases. All three tracks are accredited by CACREP*.
Clinical Mental Health Counseling
The Clinical Mental Health 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.
Couples and Family Counseling
The Couples 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.
Program Admission
The Counseling program limits its enrollment to 22 new students each fall and 22 new students each spring. Screening begins February 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 (290—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 clinical mental health 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 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 and the APTT in order to qualify for certification. In addition, all 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 502 and EDC 515 during their first semester in the program. Students must earn a minimum grade of C 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 Clinical Mental Health track (60 credit hours required)
A. Core courses (30 credit hours)
EDC 502 Theories and Techniques of Counseling
EDC 503 Assessment in Counseling
EDC 515 Prepracticum in Interpersonal Skills
EDC 530 Professional, Ethical, and Legal Issues in
Counseling
EDC 550 Group Procedures in Counseling
EDC 557 Systemic Strategies for Crisis Intervention
EDC 570 Career and Lifestyle Development
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 (18 credit hours)
EDC 526 Grief and Loss Counseling
EDC 527 Addicted Families
EDC 536 Family Life Skills and Consultation
EDC 546 Clinical Work with Suicidal Clients and Families
EDC 556 Psychopathology
EDC 596 Clinical Mental Health Counseling
C. Approved Elective (3 credit hours)
D. Clinical Instruction (9 credit hours)
EDC 541 Counseling Practicum
EDC 581 Counseling Internship (6 credits if taken in one semester)
EDC 581 Counseling Internship
Curriculum Outline for School Counseling track (48 credit hours required)
A. Core courses (30 credit hours)
EDC 502 Theories and Techniques of Counseling
EDC 503 Assessment in Counseling
EDC 515 Prepracticum in Interpersonal Skills
EDC 530 Professional, Ethical, and Legal Issues in
Counseling
EDC 550 Group Procedures in Counseling
EDC 557 Systemic Strategies for Crisis Intervention
EDC 570 Career and Lifestyle Development
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)
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 Couples and Family Counseling track (60 credit hours required)
A. Core courses (18 credit hours)
EDC 503 Assessment in 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 600 Applied Research in Education and
Behavioral Sciences
B. Couples and Family Studies (12 credit hours)
EDC 517 Intimacy and Sexuality
EDC 527 Addicted Families
EDF 620 Social and Multicultural Foundations
FCS 502 Advanced Marriage and Family Relationships
or
SOC 540 Sex Roles, Gender, and Culture
or
Elective in Couples and Family Studies
C. Marriage and Family Therapy (9 credit hours)
EDC 552 Collaborative Systemic Interventions for
Children
EDC 557 Systemic Strategies for Crisis Intervention
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 Couples and
Family Counseling
Instructional Leadership
Courtney Bentley, Program Coordinator
113 Wills Hall, Extension 6342
e-mail: cbentle2@montevallo.edu
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 (290) 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.
- 5. 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.
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 programs. Students must pass the Praxis II to receive Class A Certification in Instructional Leadership.
Class A Certification/M.Ed.
Curriculum Outline (30 credit hours required)
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
• Students who have not completed the special-education requirements are required to take a general survey course (SPED 507 or SPED 508), which will make the program 33 credit hours.
Class AA Certification/Ed.S.
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. Applicants who obtained the Class A certificate prior to the redesigned program must have three years administrative experience and must have earned a master’s-level Professional Educator Certificate in a teaching field or instructional support area.
Curriculum Outline (30 credit hours required)
A. Theory (15 credit hours)
Required:
EDL 605 Fiscal Resources and Business Management
EDL 606 Leadership and Mentor Training
EDL 612 Public Relations and Community Resources
EDL 640 Curriculum Problems and Issues
EDL 644 Legal and Ethical Issues
EDL 645 Data-Driven Models for Curriculum Development
EDL 648 Leadership for Educational Equity and Social Justice
B. Research (3 credit hours)
EDF 600 Applied Research in Education and Behavioral Sciences
C. Problem Analysis Project (6 credit hours)
EDL 650 Field Work in School Administration
EDL 651 Field Work in School Administration
• Students who have not completed the special-education requirements are required to take a general survey course (SPED 507 or SPED 508), which will make the program 33 credit hours.
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 have at least 3 years of teaching experience and must submit an EXP form completed by their school board.
- Applicants must submit a copy of their Class A certification.
- Recommendation Forms are also required.
- Professional portfolio is also required.
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)
Note: The curriculum is currently under revision in compliance with state code regulations; thus, consultation with an adviser is strongly recommended as changes will not be reflected in this Bulletin.
The following course outline must be followed to receive the degree/certificate.
Leadership and Policy Study (9 credit hours)
EDL 606 Leadership and Mentor Training
EDL 645 Data-Driven Models for Curriculum Development
EDL 648 Leadership for Educational Equity and Social Justice
School and Community Resources (6 credit hours)
EDL 612 Public Relations and Community Resources
EDL 643 The School Climate
Professional Practice and School Improvement (9 credit hours)
EDL 690 Teacher Leadership for the 21st Century
EDL 691 Research and Planning for School Improvement
EDL 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 who have not completed the special-education requirements are required to take a general survey course (SPED 507 or SPED 508), which will make the program 33 credit hours.
Elementary and Secondary Programs
Glee Whitsett, Chair
216 Wills Hall, Extension 6355
e-mail: whitsettrg@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 also be required to successfully complete the PRAXIS II exam before attempting an internship. 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.
Curriculum Outline (33 credit hours required)
Core Area (15 credit hours)
Required:
ED 503 Power, Politics, and Change
ED 504 Innovative Instructional Design
ED 506 Reaching Every Learner
ED 527 Computer-Based Instructional Technologies (or equivalent)
ED 591 Research Design for Classroom Teachers
ED 592 Action Research for Classroom Teachers
Teaching Field (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
Emphasis Area (9 credit hours)
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 533 English Language Learners in Today’s
Classrooms
ED 571 Selected Topics in ELL/Special Education
EDC 552 Collaborative Systemic Interventions for
Children
SPED 519 Collaboration and Intervention
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
M.Ed. Class A in Elementary Education/Alternative Master’s Degree Program
The College of Education offers the elementary level Alternative Master’s Degree Program in Elementary Education and Collaborative (K–6).
Admission requirements:
Elementary students must complete ED 527 (or the equivalent) and ED 410 as prerequisites for admission.
Completion of undergraduate core courses, which include:
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
EDF 561 Measurement and Evaluation of Elementary Education
SPED 508 Exceptional Learners in the Early Childhood and Elementary Classroom
SPED 515 Instructional Methods in the Inclusive Early Childhood and Elementary Classroom
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 Pre-Professional Block:
- Must meet all admission requirements
- MAT score of at least 388 or GRE score of at least 290
- Admission to Literacy Block
- Passing score on all three components of the Basic Skills Test of the Alabama Prospective Teacher Testing Program
- Successful completion of team interview
- Successful completion of ED 410
- Successful completion of ED 501
- Successful completion of ED 527
Admission to Content Block:
- Successful completion of SPED 515
- Minimum 3.0 GPA on literacy block coursework
- 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
Collaborative (Special) Education K–6
M.Ed. Class A Collaborative Teacher K–6/Alternative Master’s Degree Program
Admission requirements:
Collaborative Teacher students must complete the TEP admission interview along with the APTT. Completion of undergraduate core courses, including: 12 semester hours of Math, 12 semester hours of Science, 12 semester hours of Social Studies, and 12 semester hours of English/Language Arts.
Prior to internship:
Students must have a minimum 3.0 GPA on all program coursework completed, a negative TB screening result, successful completion of all program/course field experience and course expectations, and a passing score on all related Praxis II exams.
Exit criteria:
Collaborative Teacher students must complete all courses requirements while maintaining a minimum 3.0 GPA. They must also demonstrate successful performance in the internship semester and complete an electronic portfolio using LiveText.
Curriculum outline (33–36 hours)
Foundation courses
ED 501 Introduction to Teaching
ED 527 Computer Based Instructional Technology
EDF 505 Introduction to Social/Multicultural Education
EDF 561 Evaluation in Elementary Education
SPED 508 Exceptional Learners/Elementary
Professional courses
ED 530 Language and Literacy Development or
ED 532 Content Area Literacy
ED 545 Teaching Elementary School Math
EDI 560 Internship in Collaborative Special Education
SPED 515 Instructional Methods in the Inclusive
Elementary Classroom
SPED 516 Behavior Management in Special Education
SPED 540 Practicum in Special Education
SPED 562 Assessment in Special Education
SPED 519 Collaboration and Intervention
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, 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)
Core Area (15 credit hours)
Required:
ED 503 Power, Politics, and Change
ED 504 Innovative Instructional Design
ED 506 Reaching Every Learner
ED 527 Computer-Based Instructional Technologies (or equivalent)
ED 591 Research Design for Classroom Teachers
ED 592 Action Research for Classroom Teachers
Teaching Field (12 credit hours)
Select three or four:
Graduate-level courses in the teaching field. Comprehensive areas must include at least one course in two areas of the broader field.
Emphasis Area (9 credit hours)
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 533 English Language Learners in Today’s
Classrooms
ED 571 Selected Topics in ELL/Special Education
EDC 552 Collaborative Systemic Interventions for
Children
SPED 519 Collaboration and Intervention
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
M.Ed. Class A High School/Alternative Master’s Degree Program
The College of Education offers the High School (6–12) Alternative Master’s Degree Program in Biology, Chemistry, Collaborative, 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 527 (or an approved course equivalent); ED 563, Teaching the Non-Traditional Learner; and EDF 505, Introduction to Social and Multicultural Education; as prerequisites for admission to Phase I.
Alternative Master’s Degree 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.
Phase I—Pre-Professional Study/Pre-Master’s Degree Study
Admission Requirements
- Completion of formal, written application for graduate study (including two copies of 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.
- Achievement of MAT with score of at least 388 or GRE with score of at least 290. The new GRE will be administered beginning August 1, 2011. New scores will be available November 1, 2011. New scores will be correlated to old scores based on percent rankings.
- Minimum 2.5 GPA on all undergraduate and graduate work attempted.
- 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 6 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.
Phase I Courses
ED 502 Introduction to Teaching at the Secondary Level
ED 512 Reading and Writing in the Secondary Content
Areas
SPED 507 Exceptional Learners in P–12 and Secondary
Programs
One teaching-field course is encouraged, as well.
Phase II—Professional Study/Formal Master’s Degree Study
Admission Requirements
- 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.
Phase II Courses
ED 518 Advanced Management and Organization for
Secondary Education
ED 550 Managing and Teaching Across the Secondary
Curriculum
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.
- Passing score on the appropriate Praxis II content knowledge test.
Courses (7 credit hours required)
Select one:
ED 536 Teaching English/Language Arts at the
Secondary Level
ED 537 Teaching General Science at the Secondary Level
ED 538 Teaching Math at the Secondary Level
ED 539 Teaching Social Science at the Secondary Level
ED 541 Teaching Family and Consumer Sciences at the
Secondary Level
Required:
EDI 540 Internship in Secondary Education
or
EDI 560 Internship in Collaborative Special Education K–6
An internship consists of 16 weeks, equivalent to 640 clock hours.
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 indicated 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.
Collaborative (Special) Education (6–12)
M.Ed. Class A Collaborative Teacher 6–12/Alternative Master’s Degree Program
Admission requirements:
Collaborative Teacher students must complete the TEP admission interview along with the APTT. Completion of 32 hours in a teaching field such as math, science, English, history, or social science including 19 hours at the 300/400 level. Also, completion of undergraduate core courses, including: 12 semester hours of Math, 12 semester hours of Science, 12 semester hours of Social Studies, and 12 semester hours of English/Language Arts.
Prior to internship:
Students must have a minimum 3.0 GPA on all program coursework completed, a negative TB screening result, successful completion of all program/course field experience and course expectations, and a passing score on all related Praxis II exams.
Exit criteria:
Collaborative Teacher students must complete all courses requirements while maintaining a minimum 3.0 GPA. They must also demonstrate successful performance in the internship semester, and complete an electronic portfolio using LiveText.
Curriculum outline (33–36 hours)
Foundation courses
ED 502 Introduction to Teaching at the Secondary Level
ED 527 Computer-Based Instructional Technology
EDF 505 Introduction to Social/Multicultural Education
EDF 562 Measurement and Evaluation
SPED 508 Exceptional Learners/P–12 and Secondary Programs
Professional courses
ED 530 Language and Literacy Development or
ED 532 Content Area Literacy
ED 538 Teaching Math at the Secondary Level
EDI 561 Internship in Collaborative Special Education
SPED 515 Instructional Methods in the Inclusive
Elementary Classroom
SPED 516 Behavior Management in Special Education SPED 519Collaboration and Intervention
SPED 540 Practicum in Special Education
SPED 562 Assessment in Special Education
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, for this information. The curriculum criteria for Physical Education can be found in the Kinesiology Program section of this Bulletin. The outline for Music (Vocal/Choral/Instrumental) follows.
Teaching Field: Music (Vocal/Choral or Instrumental)
Curriculum Outline (33 credit hours required)
Core Area (15 credit hours)
Required:
ED 503 Power, Politics, and Change
ED 504 Innovative Instructional Design
ED 506 Reaching Every Learner
ED 527 Computer-Based Instructional Technologies
(or equivalent)
ED 591 Research Design for Classroom Teachers
ED 592 Action Research for Classroom Teachers
Teaching Field (12 credit hours)
Required:
MUS 520 History and Philosophy of Music
MUS 530 Advanced Music History
MUS 557 Advanced Stylistic Analysis
MUS 576 Music Education Seminar
(These courses are only taught during the summer.)
Emphasis Area (9 credit hours)
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 270 Selected Topics in Technology
ELL/Special Education
ED 533 English Language Learners
ED 571 Selected Topics in ELL/Special Education
EDC 552 Collaborative Systemic Interventions for
Children
SPED 519 Collaboration and Intervention
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
ED 525 Assessment and Planning for Reading
ED 530 Language and Literacy Development
ED 532 Content Area Literacy
M.Ed. Class A P–12/Alternative Master’s Degree
The College of Education offers the P–12 Alternative Master’s Degree Program in Art, Deaf and Hard of Hearing, Music, and Physical Education. The following course outlines are unique to Art and Music. The program in Physical Education is outlined in the Kinesiology Program section of the Bulletin. P–12 students in Art and Music must complete ED 527 (or an approved course equivalent), ED 563, and EDF 505 as prerequisites for unconditional admission.
Teaching Field: Art
The course outline to be followed to receive the Alternative Master’s certification in Art is the same as the outline for the Alternative Master’s in 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, for more information on course requirements.
Teaching Field: Music (Choral or Instrumental)
Curriculum Outline (38–41 credit hours required)
Phase I – Pre-Professional Studies
ED 502 Introduction to Teaching at the Secondary Level
ED 512 Reading and Writing in Secondary Content
Areas
SPED 507 Exceptional Learners/P–12/Secondary
Programs (required if not previously completed)
Other Professional Courses
ED 527 Computer-Based Instructional Technology
EDF 562 Evaluation in Secondary Education
or
MUS 500 Measurements and Research in Music
EDF 580 Advanced Human Growth and Development
Music Internship Semester
EDI 547 Director Teaching and Observation – Choral
MUS 548 Director Teaching and Observation –
Instrumental
Additional Major Classes
MUS 520 History and Philosophy of Music Education
MUS 543 Teaching Music in the Elementary School –
Choral
MUS 544 Teaching Music in the Elementary School –
Instrumental
MUS 545 Teaching Music in High School – Choral
MUS 546 Teaching Music in High School –
Instrumental
MUS 595 Advanced Conducting
Any advisor approved graduate-level (500 level) electives
Music (5)
Collaborative (Special) Education—P–12 DHH
M.Ed. Class A Collaborative Teacher P–12/Deaf and Hard of Hearing/Alternative Master’s Degree Program
Admission requirements:
Collaborative Teacher students must complete the TEP admission interview along with the APTT. Completion of 32 hours in a teaching field such as math, science, English, history, or social science including 19 hours at the 300/400 level. Also, completion of undergraduate core courses, including: 12 semester hours of Math, 12 semester hours of Science, 12 semester hours of Social Studies, and 12 semester hours of English/Language Arts.
Course prerequisites:
SPED 300 American Sign Language, SPED Manually Coded English, SPED 398 Deaf Culture, SPED 411 Introduction to Audiology
Prior to internship:
Students must have 3.0 GPA on all program coursework completed, a negative TB screening result, successful completion of all program/course field experience and course expectations, and a passing score on all related Praxis II exams.
Exit criteria:
Collaborative Teacher students must complete all courses requirements while maintaining a 3.0 GPA. They must also demonstrate successful performance in the internship semester, and complete an electronic portfolio using LiveText.
Curriculum outline (39 hours)
Foundation courses
ED 501 or
502 Introduction to Teaching
SPED 507 or
508 Exceptional Learners
ED 527 Computer-Based Instructional Technology
EDF 505 Introduction to Social/Multicultural Education
SPED 562 Assessment in Special Education
Professional courses
ED 530 Language and Literacy Development or
ED 532 Content Area Literacy
ED 538 Teaching Math at the Secondary Level or
ED 545 Elementary School Math Methods
EDI 562 Internship in Hearing Impaired
SPED 515 Instructional Methods in the Inclusive
Elementary Classroom
SPED 516 Behavior Management in Special Education
SPED 576 Methods of Teaching Academic Subjects
in DHH
SPED 577 Language Development and Methods of DHH
SPED 590 Psychology and Education of DHH
Program Area Courses
Counseling (EDC)
500 Selected Topics in Counseling 1–3 credit hours 502 Theories and Techniques of Counseling 3 credit hours 503 Assessment in Counseling 3 credit hours 515 Prepracticum in Interpersonal Skills 3 credit hours 517 Intimacy and Sexuality 3 credit hours 526 Grief and Loss Counseling 3 credit hours 527 Addicted Families 3 credit hours 530 Professional, Ethical, and Legal Issues in Counseling 3 credit hours 536 Family Life Skills and Consultation 3 credit hours 541 Counseling Practicum 3 credit hours 542 Fundamentals of Clinical Supervision 3 credit hours 546 Clinical Work with Suicidal Clients and Families 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 Systemic Strategies for Crisis Intervention 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 Clinical Mental Health Counseling 3 credit hours 597 Marriage and Family Counseling 3 credit hours 598 Independent and Informal Study 3 credit hours
501 Introduction to Teaching 1 credit hour 502 Introduction to Teaching at the Secondary Level 1–3 credit hours 503 Power, Politics, and Change 2 credit hours 504 Innovative Instructional Design 2 credit hours 506 Reaching Every Learner 2 credit hours 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 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 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 1–3 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 692 Implementing and Evaluating School Improvement 3 credit hours 698 Independent and Informal Study 3 credit hours
500 Internship for the Experienced Teacher 3–10 credit hours 540 Internship in High School Teaching 6 credit hours 560 Internship in Collaborative Special Education K–6 6 credit hours 561 Internship in Collaborative Special Education 6–12 6 credit hours 562 Internship in Hearing Impaired 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
500 Introduction to Research on Learning 3 credit hours 505 Introduction to Social and Multicultural Education 1 credit hour 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 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
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 Fiscal Resources and Business Management 3 credit hours 606 Leadership and Mentor Training 3 credit hours 612 Public Relations and Community Resources 3 credit hours 640 Curriculum Problems and Issues in Instructional Leadership 3 credit hours 641 Seminar in Public School Administration 3 credit hours 642 School Facility Planning 3 credit hours 643 The School Climate 3 credit hours
644 Legal and Ethical Issues 3 credit hours 645 Data-Driven Models for Curriculum Development 3 credit hours 648 Leadership for Educational Equity and Social Justice 3 credit hours 650 Systemic Planning and Design for School Improvement 3 credit hours 651 Systemic Evaluation of School Improvement 3 credit hours 690 Teacher Leadership for the 21st Century 3 credit hours 691 Research and Planning for School Improvement 3 credit hours 698 Independent/Informal Study 3 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 515 Instruction Methods in the Inclusive Classroom 3 credit hours 516 Behavior Management in the Classroom 3 credit hours 519 Collaboration and Intervention 3 credit hours 540 Practicum in Special Education 3 credit hours 562 Assessment in Special Education 3 credit hours 577 Language Development and Methods of Literacy Instruction for Deaf and Hard of Hearing 3 credit hours 582 Assessment: Deaf and Hard of Hearing 3 credit hours
Family and Consumer Sciences Program
Jane Kirkpatrick, Chair
100 Myrick, Extension 6589
e-mail: kirkpatj@montevallo.edu
Donna Bell, Adviser
Bloch Hall, Extension 6385
e-mail: BellDW@montevallo.edu
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 Master’s Degree 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 Master’s Degree 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 Master’s Degree 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 Master’s Degree 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.
M.Ed. 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.
M.Ed./Alternative Master’s Degree Program: Family and Consumer Sciences Option
The course outline to be followed to receive the Alternative Master of Education in Secondary Education with a concentration in Family and Consumer Sciences is the same as the outline for the Alternative 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 program area courses.
Program Area 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 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 587 Foundations of Family and Consumer Sciences/Career and Technical Education 3 credit hours 589 Coordination and Supervision of Work-Based Learning 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
Jane Kirkpatrick, Chair
100 Myrick, Extension 6589
e-mail: kirkpatj@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)
Required Core (15 credit hours)
Required:
ED 503 Power, Politics, and Change
ED 504 Innovative Instructional Design
ED 506 Reaching Every Learner
ED 527 Computer-Based Instructional Technologies
(or equivalent)
ED 591 Research Design for Classroom Teachers
ED 592 Action Research for Classroom Teachers
Teaching Field (12 credit hours)
Select three or four:
Graduate-level courses in the teaching field
Emphasis Area (9 credit hours)
Select three courses from one of the following areas:
Technology
ED 527 Computer-Based Instructional Technologies (required prerequisite)
ED 528 Multimedia Technology in Education
ED 529 Curriculum Integration Technology
ED 570 Selected Topics in Technology
ED 598 Independent and Informal Study
ELL/Special Education
ED 533 English Language Learners in Today’s
Classrooms
ED 571 Selected Topics in ELL/Special Education
ED 598 Independent and Informal Study
EDC 552 Collaborative Systemic Interventions for
Children
SPED 519 Collaboration and Intervention
Leadership and Foundations
ED 598 Independent and Informal Study
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
ED 598 Independent and Informal Study
Kinesiology
KNES 521 The Curriculum in Health
KNES 539 Motor Learning and Psychological Aspects
KNES 650 Wellness Leadership
M.Ed. Class A/Alternative Master’s Degree Program in P–12 Kinesiology
P–12 Kinesiology students in the Alternative Master’s Degree Program must complete ED 527, ED 563, and EDF 505 as prerequisites for unconditional admission during the Pre-Professional Phase prior to Phase I.
Admission Requirements for Phase I
Completion of formal, written application for graduate study (including two copies of 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 courses 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 290. 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)
Pre-Professional Phase
ED 527 Computer-Based Instructional Technologies
ED 563 Teaching the Non-Traditional Learner
EDF 505 Introduction to Social and Multicultural
Education
A. Phase I (9 credit hours required)
ED 502 Introduction to Teaching at the Secondary Level
ED 512 Reading and Writing in the Secondary Content
Areas
SPED 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.)
B. Phase II (may extend over three semesters)
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
KNES 520 Evaluation in Health and Physical Education
or
EDF 562 Evaluation in Education
C. Teaching Field Courses (KNES 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.
Program Area 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 525 Motor Learning and Psychological Aspects of Movement 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 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 555 Wellness Leadership 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