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Faculty: , Director of Graduate Studies, School of Education
The purpose of the graduate programs in education is to provide qualified persons with opportunities to develop their skills in teaching and prepare themselves for educational leadership and service roles requiring advanced preparation. The major fields of concentration are designed to provide maximum flexibility in an experience-oriented environment. Graduate concentrations are offered in Classroom Teaching, Residency Certification, Educational Leadership, and Literacy Education. Requirements for each concentration are listed separately following this section.
The School of Education is accredited by the National Council for the Accreditation of Teacher Education (NCATE).
Students holding an Initial or Residency Certificate may coordinate the Master of Arts in Education degree with the requirements for Continuing or Professional Certification. Graduate students pursuing the Continuing or Professional Certificate should discuss their programs with the program coordinator or their advisor in the School of Education. Students intending to work toward a master's degree must complete formal application for admission to the Office of Admissions. Students intending to complete requirements for the Professional Certificate must complete a formal application to the School of Education.
For regular admission to master's degree programs and to professional certificate programs, applicants must have completed a BA or BS degree from a regionally accredited institution of higher education and must submit recommendations and test scores from appropriate screening tests. Students may be required to have a personal interview with the director of graduate programs before admission. (See individual concentrations for tests and prerequisites specific to the concentration.) Students admitted provisionally must fulfill the following requirements in order to be granted regular status: completion of 12 hours of graduate course work with a minimum grade point average of 3.0.
Students must take a comprehensive examination over course work. Comprehensive examinations are arranged by each program's coordinator. An oral examination over course work and/or research may be scheduled at the discretion of the student's advisory committee no later than three weeks before commencement.
Faculty Coordinator:
Recognizing that all educators in
today's schools, both teachers and administrators, must work together
as education leaders, PLU faculty have designed an innovative program
to enhance the skills of 21st century educators with a focus on
leadership. Project LeaD is for practicing educators who are committed
to enhancing their leadership and instructional roles. During the
program, PLU faculty and MA students collaborate in the investigation
of five important themes:
Inquiry and Action, Ambiguity and Knowledge
Power, Privilege, and Difference
Advanced Cognition, Development, and Learning
Individuals, Communities, and Organizations
Leadership
These themes guide the creation of a personalized professional
project and provide the basis for grappling with important questions
that frame the work of educators in today's classrooms, schools, and
communities. Candidates for the degree will work side by side with
candidates seeking certification as principals. All candidates
completing the program will be eligible to apply during the initial five
years following the 13-month program for a one-year program leading to
certification as a principal.
Beyond the general prerequisites, applicants must hold a valid teaching certificate and should ordinarily have successfully completed one year of teaching or related professional experience. A grade point average of at least 3.0 and Graduate Record Exam (GRE) or other admission test approved by the faculty coordinator and completed in the past five years are required. Students not meeting some of these requirements may be granted provisional status
EDUC 545: Inquiry and Action, Ambiguity and Knowledge (2)
EDUC 550: Leadership I (1–4)
EDUC 551: Leadership II (1–4)
EDUC 552: Leadership III (1–4)
EDUC 553: Leadership IV (1–4)
EDUC 586: Sociology of Education (3)
EDUC 599: Thesis (3 or 4)
Educational Psychology
EPSY 512: Group Process and the Individual (2)
EPSY 563: Practicum in Group Process and Leadership (2)
EPSY 565: Advanced Human Development (4)
Candidates may take/transfer in an approved elective.
The principal and program administrator program educates creative,
energetic, reform-minded administrators for the leadership positions in
Washington schools. Candidates in the certificate only program work
side by side with candidates seeking masters degrees in classroom
teaching and educational leadership. As part of the program all
candidates will investigate five themes:
Inquiry and Action, Ambiguity and Knowledge
Power, Privilege, and Difference
Advanced Cognition, Development, and Learning
Individuals, Communities, and Organizations
Leadership
These themes frame the focus of study each semester.
EDUC 550: Leadership I (1–4)
EDUC 551: Leadership II (1–4)
EDUC 552: Leadership III (1–4)
EDUC 553: Leadership IV (1–4)
EDUC 554: Leadership V (1–4)
EDUC 598: Internship (2)
Director: Michael Hills
The MA with Certification Program is designed for qualified candidates who possess a baccalaureate degree in the liberal arts and seek a career of service as teachers. Course work leads to the Master of Arts in Education: Classroom Teaching degree and Washington State Residency Teaching Certificate with endorsements in grades K-8 (Elementary Education) and grades 4-12 (Subject Matter Specific). Candidates complete an internship in public schools.
Full-time students entering the program may expect to complete all requirements in 14 months (full-time student load). A strong emphasis in the program is placed on developing the skills necessary for the integration of curriculum across grade levels with specific attention to the middle level (grades 5-8). The program is distinguished by active and early involvement in the schools and by membership with a cohort group of peers. Students entering the program in the same term will progress through courses and practica together, which allows them to share insights and experiences. Because of the involvement in public school programs, students should be able to take courses and participate in practica during the day.
The primary aim of the program is to educate teachers who are ready to assume a variety of roles in 21st-century schools. Faculty work with students to develop understandings and skills for their functions as leaders, inquirers, and curriculum/instructional specialists. Course work in the program is designed around specific themes that serve as a focus for individual and group projects and intersect with the functions of teachers as leaders, inquirers, and curriculum/instructional specialists.
Students enrolled in the MA with Certification Program begin studies in mid-June and complete program requirements the following August. In addition to course work required for the residency certificate, students complete an inquiry project culminating in a thesis as well as comprehensive examinations that allow MA candidates to demonstrate mastery of the program's core values.
The inquiry project, an empirical study grounded in the internship experience, is designed to assist MA candidates in becoming familiar with the purposes, theories, and processes of educational inquiry. The intent is to provide the opportunity for program participants to explore an educational topic in a systematic way in order to enrich their understanding of the topic, and generally, the strengths and limitations of educational inquiry.
An important program component is the completion of a year-long internship in a public school. For the intern experience, students are clustered at sites selected by the university as representative of programs reflecting specific attention to current trends in education.
For regular admission, applicants must have completed a baccalaureate degree from a regionally accredited institution of higher education. A minimum grade point average of 3.0 and official scores from the Graduate Record Exam (GRE) or other admission examination approved by the director are required. Applicants are invited to meet with the program director before submitting the completed application in order to clarify questions about the program and admissions procedures.
Interested candidates should submit application to PLU's graduate
studies programs. Applications are available from the Office of
Admission. Screening of applicants and admission to the incoming class
will begin January 31 and continue until the class is full. Enrollment
in the MA with Residency Certification Program is limited and admission
to the program is competitive. Application and admission procedures
include:
Program requirements include successful completion of the following courses:
EDUC 511: Strategies for Language/Literacy Development (2)
EDUC 544: Research and Program Evaluation (2)
EDUC 556: Secondary and Middle School Curriculum (3)
EDUC 560: Practicum (2) EDUC 562: Schools and Society (3)
EDUC 563: Integrating Seminar (3-4)
EDUC 564: The Arts, Mind, and Body (2)
EDUC 565: The Art and Practice of Teaching (6)
EDUC 568: Internship (6)
EDUC 599: Thesis (3)
EPSY 560: Communication in the Schools (3)
EPSY 566: Advanced Cognition, Development, and Learning (3)
EPSY 583: Current Issues in Exceptionality (2-4)
EDUC 501: Workshops
Graduate workshops in special fields for varying lengths of time. (1-4)
EDUC 503: On-Campus Workshops in Education
On-campus graduate workshops in education for varying lengths of time; enrollment subject to advisor's approval.
EDUC 505: Issues in Literacy Education
Initial course required for all students in the master's program in
literacy education. Overview of historical and current theory,
practice, definitions, and research in language and literacy
acquisition and development in and out of schools. Required of any
track option selected. (2)
EDUC 506: Foundations of School Library Media Center Management
Functions of the school library media center with particular
emphasis on the roles and responsibilities of the school library media
specialist within instructional and administrative arenas. (2)
EDUC 507: Principles of Information Organization, Retrieval,and Service
Exploration of a broad range of data and information in primary and
secondary sources, including document, bibliography, full-text,
statistical, visual, and recorded formats. (2)
EDUC 508: Principles of Bibliographic Analysis and Control
The organization and structure of a broad range of information
formats with an emphasis on the analysis of standard bibliographic
components prescribed by national bibliographic databases. (2)
EDUC 509: Foundations of Collection Development
The philosophical bases and parameters of collection development in the school library media center. (2)
EDUC 510: The Acquisition and Development of Language and Literacy
Investigation of how young children acquire their first language and what they know as a result of this learning. (2)
EDUC 511: Strategies for Language/Literacy Development
The developmental nature of literacy learning with emphasis on the
vital role of language and the interrelatedness and interdependence of
listening, speaking, reading, and writing as language processes.
Prerequisite: EDUC 510. (2)
EDUC 513: Language/Literacy Development: Assessment and Instruction
Understanding of a wide variety of strategies and tools for
assessing and facilitating students' development in reading, writing,
listening, and speaking. Prerequisite: EDUC 510; highly recommended to be
taken at the end of the track sequence. (Cross-listed with SPED 513.) (4)
EDUC 515: Professional Seminar: Continuing Level, Teachers
The preparation and sharing of selected topics related to the
minimum generic standards needs of the individual participants.
Required for the continuing level certification of teachers. (2)
EDUC 516: Teacher Supervision
Identification and development of supervisory skills for teachers who work with other adults in the classroom. (1)
EDUC 526: Special Topics in Children's Literature
Students explore the various themes of social issues found in
children's literature through discussion groups and the construction of
text sets and thematic units used in elementary and middle school
classrooms. (2)
EDUC 527: Multicultural Children's Literature
Exploration of multi-cultural issues in the context of children's literature. (2)
EDUC 528: Children's Literature in K-8 Curriculum
Investigation of genres of contemporary children's literature and development of a personal repertoire for classroom use. (2)
EDUC 529: Adolescent Literature in the Secondary Curriculum
Genres in adolescent literature and exploration of strategies for
integration of young adult materials across the middle and secondary
school curriculum. (2)
EDUC 530: Children's Writing
Current theory and practice in the teaching and learning of writing in elementary classrooms. (2)
EDUC 537: Media and Technology for School Library Media Specialists
The management of media and technology services in the school
library media center. Special emphasis on emerging technologies used in
K-12 instructional programs (CD-ROM, interactive video, distance
learning, computer technologies). (2)
EDUC 538: Strategies for Whole Literacy Instruction (K-12)
The use of language as a tool for learning across the curriculum,
and the roles of language in all kinds of teaching and learning in K-12
classrooms. Strategies for reading/writing in content areas, thematic
teaching, topic study, and integrating curriculum. (2)
EDUC 544: Inquiry in Communities, Schools, and Classrooms
Knowledge of evaluation techniques, including portfolios, and of
research design; ability to interpret educational research; to
identify, locate, and acquire typical research and related literature;
to use the results of research or evaluation to propose program changes
and write grants. (2)
EDUC 545: Inquiry and Action into Social Issues and Problems
Seminar synthesizing inquiry into social problems in educational and
community settings. Critical examination of contemporary social issues
that affect the success of youth and adults. (2)
EDUC 550: Leadership I
Introduction to the role and function of the principalship with
emphasis on team building and interpersonal professional relationships
and ethical decision-making. Prerequisite: Admission to the graduate
program or permission of graduate advisor. (1–4)
EDUC 551: Leadership II
The principal as an instructional leader who oversees curriculum,
student achievement, and assessment, and supervises teachers in their
work. (1–4)
EDUC 552: Leadership III
The principal as a manager of resources and community relations.
Local, state, and federal issues in school finance and communicating
with school stakeholders the mission and services of the school. (1–4)
EDUC 553: Leadership IV
The principal as a developer of personnel. Study of contemporary
federal, state, and local statutes, regulations, and case law related
to working with personnel issues, including legal principles in hiring,
firing, in-service and staff development, support services, and
contract negotiation. (1–4)
EDUC 554: Leadership V
The principal as a change agent. Study of current issues in administration. (1–4)
EDUC 556: Secondary and Middle School Curriculum
A variety of facts of secondary and middle school programs: finance,
curriculum, discipline, evaluation, classroom management, the basic
education bill, legislative changes and special education. Critical
issues in the education scene today. (3)
EDUC 560: Practicum
Guided instructional assistance and tutoring in schools. Designed for MA/Cert Program. (2)
EDUC 562: Schools and Society
Individual and cooperative study of the socio-cultural and cultural, political, legal, historical, and philosophical foundations of current practices of schooling in America. Prerequisite: Admission to the MA/Cert Program or consent of instructor. (3)
EDUC 563: Integrating Seminar
Students work cooperatively and individually to integrate education course work, field experience, and individual perspective during graduate degree programs. May be repeated for credit. (1–4)
EDUC 564: The Arts, Mind, and Body
An exploration of methods to facilitate creativity and meaning-making in the classroom through visual, musical, non-verbal/physical movement, and dramatic arts. (2)
EDUC 565: The Art and Practice of Teaching
Through application projects, micro-teaching experiences, and reading representing different perspectives, participants will practice and assess a variety of options for designing, implementing, and assessing lessons and units that integrate mathematics, science, social science, language arts, and physical education in K-8 classrooms. (6)
EDUC 568: Internship in Teaching
Internship in classroom settings. Fourteen weeks of teaching under the direct supervision of cooperating teachers and university supervisors. Designed for students in the MA/Cert program. (6)
EDUC 585: Comparative Education
Comparison and investigation of materials and cultural systems of education throughout the world. Emphasis on applying knowledge for greater understanding of the diverse populations in the K-12 educational system. (3)
EDUC 586: Sociology of Education
Viewing the educational system as a complex and changing social institution. Emphasis on value orientations from diverse human populations and their impact on K-12 education and educational issues. (3)
EDUC 587: History of Education
A study of great men and women whose lives and writings have shaped and continue to shape the character of American education. (3)
EDUC 589: Philosophy of Education
Philosophical and theoretical foundations of American education as well as the social philosophy of growing diverse populations in the K-12 schools. (3)
EDUC 590: Graduate Seminar
A workshop for all Master of Arts candidates in the School of Education. Candidates should register for this seminar for assistance in fulfilling requirements. No credit is given, nor is tuition assessed.
EDUC 595: Internship in Educational Administration
Students will register for 2 semester hours in each of two semesters. Internship in educational administration jointly planned and supervised by the School of Education and public and/or private school administrators in full compliance with state requirements. Prerequisites: Admission to the graduate program or to the credentialing program; completion of educational administration concentration; consultation with advisor. (2, 2)
EDUC 596: Graduate Seminar
Students register for 1
semester hour in each of two semesters. Professional seminars are
scheduled and presented by candidates, their university professors, and
professional colleagues in the schools in partnership. Prerequisites:
Completion of coursework in educational administration concentration.
(1,1)
EDUC 597: Independent Study
Projects of varying length related to
educational issues or concerns of the individual participant and
approved by an appropriate faculty member and the dean. (1–4)
EDUC 598: Studies in Education
A research paper or project on an educational issue selected jointly by the student and the graduate advisor. Prerequisites: Admission to the graduate program; EDUC 544, 545; minimum of 26 hours of coursework leading to the MA; consultation with the student's advisor. (2)
EDUC 599: Thesis
The thesis problem will be chosen from the candidate's major field
of concentration and must be approved by the candidate's graduate
committee. Candidates are expected to defend their thesis in a final
oral examination conducted by their committee. (3 or 4)
Graduate workshops in special fields for varying lengths of time. (1–4)
EPSY 512: Group Process and the Individual
A human interaction laboratory to facilitate the exploration of the
self concept through the mechanisms of interpersonal interactions and
feedback. Emphasis placed on the acquisition of skill in
self-exploration, role identification, and climate-making. (2)
EPSY 535: Foundations of Guidance
The focus is on developing an understanding of the services and
processes available to assist individuals in making plans and decisions
according to their own life pattern. (4)
EPSY 536: Affective Classroom Techniques
Exploration of various techniques designed to facilitate
understanding of self and others; methods for working with students.
Prerequisite: student teaching or graduate status. Laboratory
experience as arranged. (2)
EPSY 550: Beginning Practicum
Learn and practice the basic counseling skills in a structured and
closely supervised environment. Clients used in this practicum will be
relatively high functioning and will usually be seen in an observation
room. (3)
EPSY 555: Practicum
In addition to those skills learned in Beginning Practicum, learn
and practice various counseling approaches, skills and techniques with
individuals from diverse populations in community or various school
settings. Prerequisites: EPSY 550 and EPSY 561. (3)
EPSY 560: Communication in Schools
The study of the theories and concepts of those helping skills
needed to facilitate problem-solving and personal and academic growth
with applications to the classroom and to interactions with
professional colleagues. Prerequisite: Admission to MA/Cert program. (3)
EPSY 561: Basic Relationships in Counseling
A study of the theory, process, techniques, and characteristics of the counseling relationship. (4)
EPSY 563: Practicum in Group Process and Leadership
A human interaction laboratory which explores interpersonal
operations in groups and facilitates the development of self-insight;
emphasis on leadership and development of skill in diagnosing
individual, group, and organizational behavior patterns and influences.
Students will co-facilitate a laboratory group. Prerequisite: EPSY 512. (2)
EPSY 565: Advanced Human Development
Consideration of the implications of the theory, concepts, and
research from psychology on development, motivation, learning, and
instruction. Emphasis will be on exploring ideas and processes that are
directly related to classroom teaching. This course will help teachers
understand the skills needed for teaching and become more aware of the
complexities of learning and instruction. (4)
EPSY 566: Advanced Cognition, Development, and Learning
The study of principles and current thought and research in
cognition, development, and learning. Prerequisite: Admission to the
MA/Cert program or consent of instructor. (3)
EPSY 569: Career Guidance
A study of careers, theories of choice, and guidance techniques. (4)
EPSY 570: Fieldwork in Counseling and Guidance
A culminating practicum of field experience in schools or agencies
using theory, skills, and techniques previously learned. Students
incorporate consultation experience following the Adlerian model. (4)
EPSY 575: Mental Health
Basic mental health principles as related to interpersonal
relationships. Focus on self-understanding. Laboratory experiences as
arranged. (4)
EPSY 578: Behavioral Problems
Adlerian concepts provide the basis for observation, motivation,
modification, and life style assessment. Skills for assisting people in
developing responsibility for their own behavior. Laboratory experience
as arranged. (4)
EPSY 583: Current Issues in Exceptionality
The characteristics of exceptional students and current issues
involving the educator's role in dealing with their special needs.
(2–4)
EPSY 597: Independent Study
Projects of varying length related to educational issues or concerns
of the individual participant and approved by an appropriate faculty
member and the dean. (1–4)
EPSY 598: Studies in Education
A research paper or project on an educational issue selected jointly
by the student and the graduate advisor. It will be reviewed by the
student's graduate committee. (2)
EPSY 599: Thesis
The thesis problem will be chosen from the candidate's major field
of concentration and must be approved by the candidate's graduate
committee. Candidates are expected to defend their thesis in a final
oral examination conducted by their committee. (3 or 4)
SPED 501: Off-Campus Workshops in Special Education
Off-campus graduate workshops in special education for varying lengths of time. (1-4)
SPED 503: On-Campus Workshops in Special Education
On-campus graduate workshops in special education for varying lengths of time. (1-4)
SPED 513: Language/Literacy Development: Assessment and Instruction
Understanding of a wide variety of strategies and tools for
assessing and facilitating students' development in reading, writing,
listening, and speaking. (Cross-listed with EDUC 513.)
SPED 520: Teaching Students with Special Needs in Elementary Programs
Introduction and overview of services for students with special
needs in elementary programs. Includes procedural and substantive legal
issues in special education, program modification, and classroom
management. (2)
SPED 521: Teaching Students with Special Needs in Secondary Programs
Introduction and overview of services for students with special
needs in secondary programs. Includes procedural and substantive legal
issues in special education, program modification, and classroom
management. (2)
SPED 522: The Role of Health Professionals in Special Education
Introduction of health professionals in the school to learners with
special needs. Topics include roles of parents as well as medical
concerns, early intervention, teaming, substance abuse, and suicide
prevention. (3)
SPED 523: Educational Procedures for Students with Mild Disabilities
An introduction to teaching procedures for students with mild
disabilities. Includes concepts in characteristics, assessment, and
instructional practices. (3)
SPED 524: Educational Procedures for Students with Developmental Disabilities
An examination of the emotional, social, physical, and mental
characteristics of individuals with moderate disabilities. Includes
assessment and instruction from medical, psychological, social, and
educational viewpoints. (3)
SPED 525: Procedures for Students with Behavior Disorders
An examination of instructional and management procedures for
learners with behavior disorders. Includes study of academic and
behavioral characteristics of these students. (3)
SPED 526: Advanced Practicum in Special Education
Experience with children and youth with special needs. Credit given
after successful completion of 90 clock hours and specific course
competencies. Prerequisite: SPED 520, 521 or equivalent. (2)
SPED 530: Assessment of Students with Special Needs
Examines the use of assessment information for making educational decisions about students. (2)
SPED 531: Severe and Profound Disabilities
Introduction to the physical, social, and education needs of individuals with severe and profound disabilities. (2)
SPED 532: Education and Training of Individuals with Severe and Profound Disabilities
In-depth study of educational prescription and programming for
learners who are severely and profoundly disabled. Emphasis on teaching
strategies and curriculum modification as they apply to this
population. (2)
SPED 533: Inclusion and Students with Moderate Disabilities
A focus on meeting the academic and adaptive behavior skills of students within the regular education classroom. (2)
SPED 534: Inclusion and Students with Behavior Disorders
A focus on management procedures for students with behavioral disorders in inclusive classrooms. (2)
SPED 535: Inclusion and Students with Mild Disabilities
A focus on instructional procedures for students with mild disabilities in the inclusive classroom. (2)
SPED 537: Issues in Language Acquisition and Disorders
Current issues and approaches in assessing and remediating children's language disorders. (2)
SPED 538: Issues in Early Childhood Special Education
Current issues related to young children with special needs. (Cross-listed with SPED 338.) (2)
SPED 539: Administration of Early Childhood/Special Education Programs
In-depth study of the administration of early childhood programs. (2)
SPED 540: Advanced Strategies and Techniques for Teaching in P-3 Grade Settings
Current practices in educational strategies and curriculum
modifications to meet the needs of the early learner. (Cross-listed with 340.) (2)
SPED 541: Assessment of Infants and Preschoolers
Formal and informal assessment techniques used to meet the needs of
children and their families in integrated settings. (Cross-listed with SPED 341) (2)
SPED 555: Supervising Paraeducators in School Settings
Examines the roles and responsibilities of supervisors of
paraeducators and support staff. Emphasis on ethical, professional, and
legal responsibilities of the supervisor. Discussion of administrative
practices that improve teamwork and staff development. (2)
SPED 568: Internship in Special Education
Internship in special education settings. Fourteen weeks of teaching
under the direction and supervision of cooperating teachers and
university supervisors. Designed for students in the masters with
certification program. (6)
SPED 575: Collaboration and Team Building
Examines the communication skills necessary for effective
collaboration in regular and special education. Topics include
professional teams, co-teaching concepts, staff development,
scheduling, coordinating, problem solving, and conflict management in
educational settings. (2)
SPED 576: Communication Skills for Collaborative Consultation in Special Education
Emphasis on the interpersonal skills necessary for the consulting teacher in special education. Exploration of the variables involved in developing cooperation between professional educators. (2)
SPED 577: The Inclusive Classroom
Introduction to the principles and practices of inclusive education. (2)
SPED 583: Current Issues in Exceptionality
The characteristics of exceptional students and current issues involving the educator's role in dealing with their special needs. (2-4)
SPED 588: Legal, Ethical, and Administrative Issues in Special Education
Investigation of special education administrative practices, pupil
placement procedures, student staffing, program reimbursement
procedures, and federal funding models. (2)
SPED 590: Research in Special Education
Review of current research on selected topics in special education. (1)
SPED 595: Special Education: Internship
Projects of varying length related to issues in special education. (1-4)
SPED 596: Technology and Special Education
Examines technological advancements as they apply to the education of learners with special needs. (2)
SPED 597: Independent Study
Projects of varying length related to trends and issues in special
education and approved by an appropriate faculty member and the dean.
(1-4)
SPED 598: Studies in Education
A research paper or project on an educational issue selected jointly
by the student and the graduate advisor. It will be reviewed by the
student's graduate committee. (2)
SPED 599: Thesis
The thesis problem will be chosen from the candidate's major field
of concentration and must be approved by the candidate's graduate
committee. Candidates are expected to defend their thesis in a final
oral examination conducted by their committee. (3 or 4)