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West Chester University Masters Degrees in Education

We have 17 West Chester University Masters Degrees in Education

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The M.Ed. in Early Childhood Education is an advanced program of study designed to prepare individuals for leadership positions in the field as teachers or administrators. Read more
The M.Ed. in Early Childhood Education is an advanced program of study designed to prepare individuals for leadership positions in the field as teachers or administrators. The accomplished teachers track is designed to enhance the knowledge and skills of in-service, certified teachers. The program administrators track is focused on developing the leadership skills of child-care administrators and primary-level principals. Students in either track will take the same eight core courses and then two additional courses based on their track. All candidates will take the capstone course to complete the program. The M.Ed. in Early Childhood Education is an online program.

Curriculum

Core modules:

ECE 502 Advanced Child Dev: Prebirth Through Eight Years
ECE 504 Play as a Learning Medium
ECE 505 Families, Communities and Education in a Multicultural Society
ECE 511 Trends and Issues in ECE
ECE 512 Integrated Curriculum & Assessment: Birth to Age 8
ECE 513 Advocating for Young Children and Families
ECE 515 Coaching and Supervision in ECE
EDA 508 Introduction to Early Childhood/Special Education

For the additional modules taught on the Accomplished Teachers Track:

http://catalog.wcupa.edu/graduate/education-social-work/early-middle-grades-education/early-childhood-education-med-accomplished-teachers-track/

For the additional modules taught on the Program Administrators Track:

http://catalog.wcupa.edu/graduate/education-social-work/early-middle-grades-education/early-childhood-education-med-program-administrators-track/

NCATE Accreditation

All of our programs are accredited by the National Council for Accreditation of Teacher Education (NCATE). Our programs that lead to teacher certification have been approved by the Pennsylvania Department of Education (PDE).

Student Experiences

• In 2008-2009, over 10,000 documented hours of community service were provided to area agencies and organizations.
• According to survey data of 2007-2008 teacher-education graduates, over 90% have positions in education-related fields within one year of graduation.
• Our undergraduate candidates participate in community-service experiences that benefit children and their families.

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West Chester University's Special Education Department offers a fully online program leading to the Master of Education in Special Education. Read more
West Chester University's Special Education Department offers a fully online program leading to the Master of Education in Special Education. The program is open to anyone with a Bachelor's degree from an accredited 4 year degree granting institution with a final GPA of 3.0 or higher.

Overview

The prime mission of the master of education program in Special Education is to prepare teachers advanced-level teachers who can synthesize and apply self-awareness and general knowledge of:
-Foundations of the study of disability,
-The learner with disabilities,
-Appropriate content for the learner with disabilities, and
-Effective classroom pedagogy.

We believe this synthesis encourages reflection on the art of teaching and results in a professional who is able to make sound, ethical educational decisions regarding curriculum and instructional strategies for students with disabilities. In addition, high standards of scholarship and the application of research, as well as professionalism, collaboration, and knowledge of current trends in the field, are essential for all teachers of special education.

Highlights

-West Chester University's long standing quality and expertise in the field of special education
-Interdisciplinary program includes Special Education, Secondary and Professional Education, and Communicative Disorders
-National Accreditation
-Courses may be applied to PA teaching certification
-Cohort model designed to increase student-to-student collaboration and provide social support for online learners
-Action research enables students to apply what they have learned to a current research problem in the field

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The focus of the program is on preparing graduate students to work as educators, practitioners and policy-makers in student affairs, student services and higher education. Read more
The focus of the program is on preparing graduate students to work as educators, practitioners and policy-makers in student affairs, student services and higher education. The program will help students comprehend, analyze and meet the changing needs and wants of the current college student. Students will learn how to use interpersonal skills and strategic interventions, especially as they relate to issues of equity and access, which lead to success for ALL students. Employing an Action Research Methodology, graduates of this program will be prepared to analyze current higher education practices and policies and create programs, services and interventions that generate positive impact and student success. Students will have an opportunity to complete two internships in the field.

The program is aligned with the CAS (Council on the Advancement of Standards in Higher Education) Standards and the ACPA/NASPA Professional Competencies.

Course Structure and Content

The program is a 42-credit program that can be completed in 2 years. Students have the option of earning a certificate in either Sustainability or Educational Technology as part of the HEPSA Program.

Students will have two internship classes and opportunities totaling 500 hours in the field. Internship 1 will focus on developing the interpersonal, listening and referral skills necessary for work in the field of higher education and student affairs. Internship 2 will focus on developing an understanding of strategic planning and institutional structure as well as planning for and creating policy changes.

All students in their first semester will take a course on Critical Action Research where they will have an opportunity to pose a question about student affairs/higher education that they would like to understand. Throughout their program they will answer that question through their course work. The capstone project will result in a publishable thesis answering that question. This process will help to position students as experts on their topic of interest as they move in to a professional or new role.

Modules include:

• The Sustainable Campus
• Issues of Power and Privilege in Higher Education Policy and Student Affairs
• Applications and Implications of Technology in Student Affairs
• Program Evaluation and Assessment
• Theories of College Student Identity Development
• Law, Policy and Equity in Higher Education and Student Affairs
• Resource Management in Student Affairs and Higher Education
• Transformative Leadership in Higher Education and Student Affairs

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The Department of Educational Foundations and Policy Studies offers a nondegree program for post-baccalaureate students seeking secondary teaching certification. Read more
The Department of Educational Foundations and Policy Studies offers a nondegree program for post-baccalaureate students seeking secondary teaching certification. Students must apply through the Office of Graduate Studies and Extended Education for the certification program and meet admission requirements specified by the Pennsylvania Department of Education (PDE) for the University. (See “Formal Admission to Teacher Education for Certification.”) The program consists of six education courses, including a methods course offered by the academic area, plus a full semester of student teaching. Students must have academic course work in their subject area discipline(s) equivalent to an undergraduate B.S.Ed. from West Chester University. Undergraduate transcripts will be evaluated by the content area department to assess any additional course work that may be needed in the academic discipline.

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We are proud to present a M.S. degree in Transformative Education and Social Change consisting of the development of empowered and impactful teaching methods, the creation of inspired and meaningful educational programs, and the examination of the transformative potential of education. Read more
We are proud to present a M.S. degree in Transformative Education and Social Change consisting of the development of empowered and impactful teaching methods, the creation of inspired and meaningful educational programs, and the examination of the transformative potential of education.

Our department faculty focuses on a more critical theoretical foundation from which our candidates can make an honest analysis of the issues and ideologies confronting contemporary education, identify contradictions and points of concern, and construct transformative programs and practices in response.

Candidates will reflect on their own experiences in order to identify and challenge the common assumptions underlying the dominant educational philosophies today. This unique approach seeks to close the gap between theory and practice and integrate the ideals of freedom and critical democratic engagement into education.

We offer a very meaningful, personal, and rewarding experience for educators who, in spite of these trying times, still hold to what drove them into teaching: to have a positive impact on their students and the world. Our program envisions the preparation and inspiration of empowered educators - transformative intellectuals - who create and share knowledge and strategies to improve the quality of life for their students, schools, and communities.

I welcome prospective candidates, on behalf of our Department faculty and staff, to communicate with us any concerns you have about the program and ways we might better accommodate your personal goals. We are excited to meet with you and answer any questions you might have.

With warmest regards,

John M. Elmore, Ph.D.
Professor and Department Chairperson

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As our planet faces unprecedented environmental, social, and economic crises, we are all being challenged to make dramatic changes not only in our knowledge and values, but also in our culture and institutions. Read more
As our planet faces unprecedented environmental, social, and economic crises, we are all being challenged to make dramatic changes not only in our knowledge and values, but also in our culture and institutions. Education For Sustainability responds to this challenge.

"We learn what we live"

Education For Sustainability (EFS) is a rapidly emerging field that is guided by a vision of a sustainable society and rooted in a simple truth: we learn what we live. EFS practitioners are trained professionals who understand the challenge of sustainability and who have been prepared to teach others, to catalyze institutional and cultural change, and to model sustainable ways of living.

Many EFS practitioners work in K-12 schools where they integrate sustainability content into curricula, lead efforts to "green" buildings and grounds, and raise critical questions about the purposes of education on a planet with limits. EFS practitioners also work in:
-Colleges and Universities
-Corporations
-Nonprofits
-Community-Based Organizations
-Religious Institutions

"Be the change"

EFS practitioners are people who strive to "be the change" and embody the conviction that "human development is primarily about being more, not having more." Given accelerating regional, national, and global attention to sustainability, the demand for EFS practitioners is expected to grow dramatically. Indeed, the challenge of sustainability may spark the most creative period in human history. Whether you work in a classroom, a community organization, or the offices of a business, you are invited to join this great work of sustainability as an EFS practitioner.

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The Master of Education in Applied Studies in Teaching and Learning gives experienced educators an opportunity to advance the knowledge and skills needed to be teacher-leaders within their profession. Read more
The Master of Education in Applied Studies in Teaching and Learning gives experienced educators an opportunity to advance the knowledge and skills needed to be teacher-leaders within their profession. This program recognises the value of experience; it has been developed to strengthen and deepen the practice of educators through course work designed to emphasise reflection, collaboration, and classroom-based inquiry.

This 36-credit program includes an 18-credit core requirement, a 6-credit area of focused inquiry, the development of a professional portfolio, and a six-credit, classroom-based inquiry project.

Curriculum

• Initial Courses

EDE 532
Teaching-Learning: Theory to Practice (to be taken during first 15 hours of study)
EDE 554
The Reflective Teacher: Examining Cultural Paradigms in the Contemporary Classroom (to be taken during first 15 hours of study)

• Intermediate Courses:

EDE 556
Human Development
EDF 583
The American School As Social Narrative
EDR 535
Language, Learning And Literacy

• Area of Focused Inquiry:

Students are to complete a 6-credit area of focused inquiry; students should confer with the assigned adviser to determine an appropriate and desirable area of focused inquiry.

Areas currently include the following:

- Autism Spectrum Disorder
- Culturally responsive education
- Education for sustainability
- Inclusion/special education
- Literacy
- Teaching English as a second language
- Technology
- Open area: Students are encouraged to propose their own focus areas based on personal interests and needs and available graduate-level offerings at West Chester University. These areas would be developed with faculty in the student’s area of interest and approved by the early and middle grades graduate coordinator. Workshop credits may not be used to satisfy requirements for the area of focused inquiry.

• Culminating Courses:

EDE 571
Educational Change: A Systemic View
EDE 611
Teacher as Classroom Researcher

NCATE Accreditation

• All of our programs are accredited by the National Council for Accreditation of Teacher Education (NCATE).
• Our programs that lead to teacher certification have been approved by the Pennsylvania Department of Education (PDE).

Varied Opportunities

• Candidates have opportunities to participate in supervised field experiences in urban, suburban, and rural school districts-all within one hour of our campus.

Faculty Experience

• Classes at West Chester are taught by faculty-not by graduate assistants.
• Our faculty have a wealth of experience in education and are respected in their fields.
• Field experiences are supervised by faculty with extensive experience in PK-12 schools as teachers, supervisors, directors, principals, curriculum directors, and superintendents.

Student Experiences

• In 2008-2009, over 10,000 documented hours of community service were provided to area agencies and organizations.
• According to survey data of 2007-2008 teacher-education graduates, over 90% have positions in education-related fields within one year of graduation.
• Our undergraduate candidates participate in community-service experiences that benefit children and their families.

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The Post-Baccalaureate certification in Special Education is open to any student with a baccalaureate degree from a regionally accredited college or university with an expressed interest in working with children with disabilities. Read more
The Post-Baccalaureate certification in Special Education is open to any student with a baccalaureate degree from a regionally accredited college or university with an expressed interest in working with children with disabilities.

See the website for further details: https://wcupa.edu/education-socialWork/specialEducation/postBacCertification.aspx

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This program is currently under revision. The new program will be geared toward physical educators possessing teacher certification. Read more
This program is currently under revision. The new program will be geared toward physical educators possessing teacher certification.

The MS in General Physical Education is designed to enrich academic preparation for teaching in the school setting, for graduate work beyond the master’s degree or for obtaining employment in the various professions related to physical education. This program is currently under revision. The title of this degree is expected to change and the degree will be designed for those already certified as teachers in HPE. Currently students who are enroll in this program are provided advisement to select graduate courses with a personal approach to the degree along with core program requirements.

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The goal of the new Educational Technology Certificate (18 credits) is to support professional educators with technology that connects them to data, content, resources, expertise and learning experiences that empower and inspire them to provide more effective learning for all learners. Read more
The goal of the new Educational Technology Certificate (18 credits) is to support professional educators with technology that connects them to data, content, resources, expertise and learning experiences that empower and inspire them to provide more effective learning for all learners.

Effective teaching in the 21st century requires innovation, problem solving, creativity, continuous improvement, research, diagnostic use of data, and flexible and personalized approaches to meeting students' diverse needs and strengths. Just as leveraging technology can help us improve learning and assessment, technology can help us build our capacity as educators by enabling a shift to a model of connected teaching.

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The Certification in Grade 4 through Grade 8 (MGP) is designed for candidates who (a) have completed a B.A. or B.S. degree in an area other than education, or (b) hold a teaching certificate in another grade range or in a content area. Read more
The Certification in Grade 4 through Grade 8 (MGP) is designed for candidates who (a) have completed a B.A. or B.S. degree in an area other than education, or (b) hold a teaching certificate in another grade range or in a content area.

Program Outcomes

• The teacher candidate will demonstrate the ability to integrate content, pedagogical, and professional knowledge and skills to create learning experiences that make the central concepts, tools of inquiry, and structures of the content area meaningful for all children and young adolescents in Grades 4-8.

• The teacher candidate will demonstrate knowledge, understanding, and use of the major concepts, principles, theories and research related to development of children and young adolescents to construct learning opportunities that support the individual's development, acquisition of knowledge, and motivation.

• The teacher candidate, in order to meet the needs of all children and young adolescents Grades 4-8, including those with exceptionalities and from diverse backgrounds, will: a) demonstrate knowledge of different approaches to learning; b) demonstrate the ability to create instructional opportunities adapted to all learners, and c) implement instruction that builds on children's prior experiences and diversities.

• The teacher candidate will demonstrate the ability to plan and implement a variety of instructional strategies that promote a) critical and creative thinking and problem solving, b) independent and collaborative inquiry, c) active engagement in learning, and d) self and group motivation.

• The teacher candidate will demonstrate knowledge and use of a) effective verbal, nonverbal, and media communications for fostering active inquiry, collaboration, and supportive interactions in the classroom, and b) educational technologies in instruction, assessment, and other professional practices.

• The teacher candidate will demonstrate planning and management of instruction based on a) knowledge of young adolescent learners, b) content and curriculum standards, c) the school and local community, and d) the philosophical foundations and organisation of middle level education including the essential role of the classroom teacher and children and young adolescents in curriculum development.

• The teacher candidate will demonstrate knowledge and implementation of formal and informal assessment strategies, including student self-assessment, for evaluating and ensuring the continuous intellectual, academic, social, and physical development of children and young adolescent learners in Grades 4-8.

• The teacher candidate will demonstrate the ability to a) identify, evaluate, and use information effectively and within ethical and legal guidelines, b) reflect on one's own content knowledge, teaching skills and effects of each on the growth and learning of children and young adolescents, and c) seek opportunities to grow professionally.

• The teacher candidate will demonstrate understanding of collaboration with school colleagues, families, and agencies in the larger community, to support and advocate for the learning and well being of children and young adolescents.

Curriculum

Please visit the website for information regarding the modules taught on this course:

http://catalog.wcupa.edu/graduate/education-social-work/early-middle-grades-education/grade4-8-certification/

The Professional Semester:

Student teaching is an integral part of the Professional Semester (MGP 550, MGP 551, and MGP 411). Candidates are eligible to student teach if they have a) achieved formal admission status to teacher education (FATE), b) completed all coursework, and c) maintained the Pennsylvania-mandated GPA. Candidates must register for the Professional Semester (MGP 550, MGP 551, and MGP 411) through the Graduate Coordinator for Early and Middle Grades Education. All student teaching must be completed in the Spring semester only.

Further Study

After a year of full time teaching, candidates may apply to the M.Ed. in Applied Studies in Teaching and Learning. Twelve graduate credits completed in the post-baccalaureate certification program can be utilised as an “Area of Focused Inquiry” in the M.Ed. Candidates complete an additional seven courses to complete the M.Ed. Program. This advantage is only available to those who have completed a post-baccalaureate certification program at West Chester University.

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The Certification in Pre-Kindergarten Through Grade 4 (EGP) is designed for candidates who (a) have completed a B.A. or B.S. degree in an area other than education, or (b) hold a teaching certificate in another grade range or in a content area. Read more
The Certification in Pre-Kindergarten Through Grade 4 (EGP) is designed for candidates who (a) have completed a B.A. or B.S. degree in an area other than education, or (b) hold a teaching certificate in another grade range or in a content area.

Program outcomes

• The teacher candidate will demonstrate the ability to integrate content, pedagogical, and professional knowledge and skills to create learning experiences that make the central concepts, tools of inquiry, and structures of the content area meaningful for all children Pre K-Grade 4.

• The teacher candidate will demonstrate knowledge, understanding, and use of the major concepts, principles, theories and research related to development of children to construct learning opportunities that support the individual child's development, acquisition of knowledge, and motivation.

• The teacher candidate, in order to meet the needs of all children Pre K-Grade 4, including those with exceptionalities and from diverse backgrounds, will a) demonstrate knowledge of different approaches to learning, b) demonstrate the ability to create instructional opportunities adapted to all learners, and c) implement instruction that builds on children's prior experiences and diversities.
(WCU Subject and Pedagogical Specialist, Diversity Advocate and Classroom Community Builder, Assessment and Instructional

• The teacher candidate will demonstrate the ability to plan and implement a variety of instructional strategies that promote a) critical and creative thinking and problem solving, b) independent and collaborative inquiry, c) active engagement in learning, and d) self and group motivation.

• The teacher candidate will demonstrate knowledge and use of a) effective verbal, nonverbal, and media communications for fostering active inquiry, collaboration, and supportive interactions in the classroom and b) educational technologies in instruction, assessment, and other professional practices.

• The teacher candidate will demonstrate planning and management of instruction based on knowledge of the a) content and curriculum standards, b) family, and c) community, with an understanding of the essential role of the classroom teacher in relationship to curriculum development.

• The teacher candidate will demonstrate knowledge and implementation of formal and informal assessment strategies including student self-assessment for monitoring, evaluating and ensuring the continuous intellectual, social, and physical development of the learner, Pre K-Grade 4.

• The teacher candidate will demonstrate the ability to a) identify, evaluate, and use information effectively and within ethical and legal guidelines; b) reflect on one's own content knowledge, teaching skills and effects of each on the growth and learning of children; and c) seek opportunities to grow professionally.

• The teacher candidate will demonstrate understanding of collaboration with school colleagues, families, and agencies in the larger community, to support and advocate for the learning and well being of children.

Curriculum

Please visit the website for information regarding the modules taught on this course:

http://catalog.wcupa.edu/graduate/education-social-work/early-middle-grades-education/prek-4-certification/

The Professional Semester:

Student teaching is an integral part of the Professional Semester (EGP 550, EGP 551, and EGP 411) which takes place in the Spring. Candidates are eligible to student teach if they have a) achieved formal admission status to teacher education (FATE), b) completed all coursework, and c) maintained the Pennsylvania-mandated GPA.

Further Study

After a year of full time teaching, candidates may apply to the M.Ed. in Applied Studies in Teaching and Learning. Twelve graduate credits completed in the post-baccalaureate certification program can be utilized as an “Area of Focused Inquiry” in the M.Ed. Candidates complete an additional seven courses to complete the M.Ed. Program. This advantage is only available to those who have completed a post-baccalaureate certification program at West Chester University.

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In 2005, several faculty members of West Chester University of PA met to discuss the need for and probability of offering a certificate in autism studies. Read more
In 2005, several faculty members of West Chester University of PA met to discuss the need for and probability of offering a certificate in autism studies. Since that first meeting, faculty members from the departments of Early Childhood & Special Education, Communicative Disorders, Psychology, and Kinesiology have collaborated in the development of an interdisciplinary, empirically-based certificate in autism studies. The university is now proud to offer the Certificate of Specialization in Autism Spectrum Disorders. This Post-Baccalaureate Certificate program is geared towards community members who currently work with, or will work with, individuals with autism spectrum disorders (ASD). The 18-credit certificate provides students with the skill sets necessary to build and work within an interdisciplinary approach to effective and empirically-based treatment of individuals with autism spectrum disorders. Students learn strategies for implementing the interdisciplinary approach, as well as methods to assess the effectiveness of the approach, i.e. the effect of education/treatment on the person's quality of life. The program is be provided from the view point of several disciplines including psychology, special education, communicative disorders, and kinesiology.

Overview

The mission of this program is to provide professionals, parents, and other members of the community access to empirically validated educational approaches for teaching persons with autism spectrum disorders (ASD), strategies for implementing these approaches, as well as methods to assess the effectiveness of these approaches, i.e. the effect of education/treatment on the person's quality of life.

The autism certificate program is based on the following assumptions:

-People with ASD and their families have a wide range of disability-specific strengths and needs
-Assessment and intervention must be based on evidence-based practices
-Professionals who specialize in the treatment of individuals with ASD must understand the ASD profile, its history, and the challenges faced by families of individuals with ASD
-Professional who support individuals with ASD must collaborate with each other
-Specialization in autism requires course work, guided observation, and supervised clinical practicum

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The certificate in Universal Design for Learning and Assistive Technologies provides professionals, parents, and other community members instruction and training in assessment, pedagogy, and technology that support students that relay on UDL and AT for learning. Read more
The certificate in Universal Design for Learning and Assistive Technologies provides professionals, parents, and other community members instruction and training in assessment, pedagogy, and technology that support students that relay on UDL and AT for learning. The UDL/AT graduate certificate is based on the following assumptions:

-With UDL and/or AT support, students of all abilities can reach their potential
-Practitioners who use UDL and/or AT must understand concepts, how to assess, and implement best practices
-Multidisciplinary teams must collaborate to support student who utilize AT must collaborate
-Knowledge in UDL/AT requires course work, guided observation, and supervised practicum

Highlights

-West Chester University's long standing quality and expertise in the field of special education
-Interdisciplinary program includes Special Education, Secondary and Professional Education, and Communicative Disorders
-Courses may be applied to PA teaching certification and/or to M.Ed. in Special Education (online and/or face-to-face format)
-Cohort model designed to increase student-to-student collaboration and provide social support for online learners
-Field placements arranged in student's community

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West Chester University offers a CACREP accredited program that provides excellent preparation for a career as a counselling professional. Read more
West Chester University offers a CACREP accredited program that provides excellent preparation for a career as a counselling professional: the M.Ed. in School Counselling. All of our master's programs satisfy the core educational requirements for licensure as a Licensed Professional Counsellor (LPC) in Pennsylvania and most other states.

Our programs' CACREP accreditation ensures a commitment to high academic and fieldwork standards and a focus on professionalism and ethics. CACREP graduates perform better on the National Counsellor Examination and are eligible to become National Certified Counsellor upon graduation, once passing that exam, streamlining the licensure application process.

In preparation for employment, WCU's programs offer a vast number of field placement sites with experienced supervisors as well as professional field experience coordinators who offer assistance in securing the best placement options available.

Our faculty are counselling professionals with real-world experience bringing their teaching to life. Many have authored the textbooks used in our courses. Additionally, each candidate in the program has a full time faculty member advisor to help make the most of their graduate experience.

Course Structure

The School Counselling program prepares students to be effective leaders and advocates as school counsellors while earning a M.Ed. in Counselling and School Counsellor Certification PK-12 grades. The 51 credit hour program consists of:

• core counselling modules,
• school counselling modules and
• 700 hours of field work, resulting in a strong foundation for serving our school students.

Please visit the website to find out more information about the modules taught on this course:

http://catalog.wcupa.edu/graduate/education-social-work/counselor-education/school-counseling-med/#curriculumtext

Career and Academic Progression

Completion of the M.Ed. School Counseling program academically qualifies candidates for the Pennsylvania Educational Specialist I Certificate which is required for employment as an elementary or secondary school guidance counselor. Individuals who have earned a Master’s degree in counseling may pursue a non-degree program of study (certification only) leading to the Educational Specialist I Certificate.

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