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Graduate Program and Courses in Education

The graduate level courses offered by the Curriculum and Instruction Department prepare candidates to grow professionally as service-oriented educators. Choose any of the following options: an ESOL licensure, SPED licensure only, or combine those programs with the core graduate courses in education to earn the M.Ed.

These three programs (ESOL licensure, SPED licensure, and the core) are provided by the Department of Curriculum and Instruction and, like the undergraduate Teacher Education Program, are governed by the Teacher Education Board.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

  1. Acquire a broad liberal arts knowledge base.
  2. Demonstrate proficiency in his/her major area of licensure.
  3. Acquire effective strategies of teaching in all appropriate content areas and for all learners.
  4. Recognize how students learn and develop.

Disposition: Appreciate the connections among various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

  1. Use appropriate best practices for specific content areas and for diverse learners.
  2. Reflect upon his/her teaching and analyze the practices.
  3. Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
  4. Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

  1. Communicate effectively in both written and oral formats and through the use of technology.
  2. Solicit input from students, parents, colleagues, and the greater community.
  3. Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

In addition to meeting the Goals, Objectives, and Dispositions of the Teacher Education Program, the graduate-level program must also meet the additional graduate-level Student Learning Outcomes:

  1. Demonstrate graduate-level problem solving and analytical skills.
  2. (Re-)Establish a personal philosophy of education.
  3. Develop graduate-level action research and writing skills.
  4. Develop an understanding of current research, best practices, and new approaches to teaching and/or learning.

Licensure Requirements

The Kansas State Department of Education (KSDE) is the licensing authority in Kansas. According to Kansas regulations, the ESOL and SPED endorsements are considered added endorsements and require a teacher to already hold a license in another endorsement area prior to getting these endorsements. Those teachers choosing to add the ESOL endorsement must pass Praxis licensure exam 5361 with a minimum score of 138.

As a general rule, the ESOL endorsement will be added at the level (k-6, 6-12, or pk-12) at which the regular license is held. It is possible in some cases to add the endorsement at another level. Please consult the licensure officer (Dr. Kirchner) for details.

It is possible to seek the licensure-only option for the ESOL endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

A provisional license is available for candidates who have been hired to teach ESOL classes while simultaneously completing the licensure coursework. A provisional license is good for two years and may be renewed once with proof of successful completion of coursework. In order to obtain the provisional license a candidate must 1) already hold a valid teaching license, 2) have completed at least 50 percent of the ESOL program, 3) complete a plan of study, and 4) show proof of employment in the area.

Those students seeking the SPED endorsement must complete the special education content area test, Praxis II. Students will complete the 5543 Special Education Core Knowledge and Mild to Moderate Applications test with a minimum score of 155.

It is possible to seek the licensure-only option for the SPED endorsement for candidates who do not desire the graduate courses or who already hold a master’s degree.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares students for KSDE ESOL endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Required courses:

  • CI 628 Methods for Teaching ESOL (3 hours)
  • CI 638 Language Assessment(3 hours)
  • CI 648 Applied Linguistics (3 hours)
  • CI 658 Cultural Diversity(3 hours)
  • CI 668 Practicum(3 hours)

To receive the KSDE ESOL endorsement, candidates must already hold an active Kansas teaching license and pass the English to Speakers of Other Languages Praxis exam 5361 with a minimum score of 138. See more information below under Licensure Requirements.

SPED Licensure Program

SPED Licensure Program prepares students for KSDE SPED endorsement at the k-6, 6-12, or pk-12 levels. This 15-credit-hour program is geared to educators wishing to work with culturally and linguistically diverse students but will also enhance the teaching skills for those in the regular classroom.

The SPED licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone licensure program.

Required courses: K-6

  • SE 610 Foundations for Special Education Services (4 hours)
  • SE 615 General Methods for Special Education Services (4 hours)
  • SE 645 Behavior Management (2 hours)
  • SE 621 K-6 Methods for SPED and Field Experience (5 hours)
  • SE 731 K-6 Clinical Experience (6 hours) OR SE 733 Grades K-6 Internship (6 hours)

Required courses: 6-12

  • SE 610 Foundations for Special Education Services (4 hours)
  • SE 615 General Methods for Special Education Services (4 hours)
  • SE 645 Behavior Management (2 hours)
  • SE 661 Grades 6-12 Methods for Special Needs and Field Experience (5 hours)
  • SE 771 Grades 6-12 Clinical Experience (6 hours) OR SE 773 Grades 6-12 Internship (4-6 hours)

Required Courses: Pk-12

  • SE 610 Foundations for Special Education Services (4 hours)
  • SE 615 General Methods for Special Education Services (4 hours)
  • SE 645 Behavior Management (2 hours)
  • SE 641 Grades PreK-3 Methods for Special Needs and Field Experience (4-5 hours)
  • SE 681 Grades 4-12 Methods for Special Needs and Field Experience (4-5 hours)
  • SE 751 PreK-12 Clinical Experience (4-6 hours) OR SE 753 PreK-12 Internship (4-6 hours)

Graduate Courses

The core graduate courses are designed around a project-based model in which students identify an area of interest, explore possibilities for change, implement the change, and report the results. Students can focus on what they perceive to be a problem in their local environment or experiment with a new teaching technique. The courses are sequenced to walk students step by step through the project while simultaneously providing the theoretical and practical knowledge needed to make wise decisions.

A sub-thread running through the courses is that of the teacher as leader. Activities built into the courses help students gain confidence to become a better advocate for their students, colleagues, and district.

Required courses:

  • CI 615 Foundations in Education (3 hours)
  • CI 620 Fundamentals of Action Research (3 hours)
  • CI 625 Curriculum and Instruction (3 hours)
  • CI 640 Teacher as Leader (3 hours)
  • CI 675 Master’s Project and Capstone (3 hours)

The 15 credit hours of core courses along with the 15 credit hours in the ESOL graduate licensure program constitute the needed courses for the M.Ed.

Applicants for M.Ed. or Graduate Courses in Education

Students may choose any of the following options when applying to the graduate program: ESOL licensure courses, SPED licensure courses, or combine those courses with the core graduate courses to pursue a M.Ed. degree.

Applying for ESOL licensure and/or SPED licensure:

  • Application for Admission
  • Official college transcript showing bachelor’s degree earned

Applying to M.Ed. Program with ESOL or SPED licensure:

  • Application for Admission
  • Official transcripts for all colleges attended and showing bachelor’s degree earned
  • College GPA of 3.0
  • Essay stating professional goals (300 words); please email to teachered@mcpherson.edu
  • Two letters of recommendation

All materials are reviewed by a subcommittee of the Teacher Education Board. The subcommittee’s recommendation is forwarded to Teacher Education Board for final approval.

Conditional Admission

Candidates not meeting the GPA requirement identified above may be admitted to the program on a conditional status assuming there is reasonable evidence of candidate success. Conditionally admitted candidates must earn a minimum GPA of 3.0 in their first six hours in order to remain in the program.

Transfer of Graduate Credits

After acceptance into the M.Ed. program, students who have previously completed graduate credit hours at another accredited institution may apply to have up to 15 graduate credit hours accepted toward the M.Ed. degree, as long as those credits have been earned in the last 10 years at the time of entry into the master’s program.

To request that previously-earned credits be considered for transfer, the student must submit a final official graduate transcript along with a formal request listing the credits from the transcript the student wants considered for transfer. The formal request should include descriptions of the coursework and how it meets the requirements of the M.Ed. program at McPherson College.

Only courses in which a grade of B or better has been earned will be accepted for credit toward the M.Ed. degree. Consequently, a student’s grade point average depends upon courses attempted at McPherson College only. The director of the M.Ed. program at McPherson College evaluates which courses qualify for transfer. The program director may request further information from the student–for example, course descriptions or syllabi–before making a recommendation to the registrar. With the program director’s recommendation in hand, the registrar makes the final decision about the transfer credits. The registrar’s decision is final and cannot be appealed.




Master of Education Course Descriptions

CI 615 Foundations of Education

3 cr hrs
This course will explore issues, problems and solutions relevant to schooling in a pluralistic society by viewing schools as social institutions that reflect and influence both the values and the cultural dynamics of a society at large. Issues of race, social class, and gender will be explored as factors of inequity that shape students and teachers both in and out of the classroom. Starting with their own lives, students investigate education as an agent of social change.

Class work as well as experiential assignments will assist participants’ exploration of their own as well as their students’ identities in order to identify the effects of various factors on the teaching experience, educational culture, and school change efforts. Special attention will be given to considerations necessary to implement action research projects.

CI 620 Fundamentals of Action Research

3 cr hrs
This course provides a structured approach to the practice of action research. Educators learn how to identify relevant issues, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their schools. Students will begin to apply action-research methodologies in their own environments.

CI 625 Curriculum and Instruction

3 cr hrs
This course begins with a historical look at the development of the curriculum in American schools followed by a review of current curricular trends. After exploring what is taught, attention is turned to how it is taught. Multiple approaches of instructions will be explored; each based on a different philosophical theory.

CI 628 Methods for Teaching ESOL

3 cr hrs
This course is designed to prepare candidates to teach English to non-native speakers at either the K-6 level or the 6-12 level. Students will be exposed to ESOL specific teaching techniques and lesson and unit planning. Candidates will research current teaching trends and compile a resource file.

CI 638 Language Assessment

3 cr hrs
This graduate level course is designed to prepare candidates to assess and evaluate language focusing on English language learners. Candidates will select, design, and implement a variety of formal and informal assessments based on appropriate assessment theory (reliability, validity, and practicality). Legal issues, state testing protocol, evaluation of district level assessment systems, and the multiple purposes of assessment (placement, exit, etc.) will be reviewed.

CI 640 Teacher as Leader

3 cr hrs
Teacher as Leader is a graduate course designed to explore several roles that instructional leaders engage in, such as classroom leader, team leader, school leader, organization leader, and/or professional leader. Theoretical perspectives and research examining issues related to group dynamics, motivation, communication, and human relations are explored. Students will look at organizational change, ethical decision-making, team building and adult learning theory.

CI 648 Applied Linguistics

3 cr hrs
This graduate level course introduces candidates to language as a system with a focus on English language learners. Candidates will learn the branches of linguistics; phonology, morphology, syntax, semantics, and pragmatics and review first- and second-language acquisition theory.

CI 658 Cultural Diversity

3 cr hrs
This graduate level course introduces candidates to the diverse racial, cultural and ethnic make-up of the country and region. Candidates will be challenged to explore and confront biases found in education and in their personal life. School policies and procedures, curriculum and activities will be analyzed. Candidates will draft a multicultural stance they could implement to promote change.

CI 668 ESOL Practicum

3 cr hrs
A field experience and seminar for those seeking licensure in ESOL as part of the advanced program. In this culminating course, candidates will have the opportunity to apply knowledge learned in previous courses.  Emphasis is placed on teaching, assessing, and evaluating English learners. Application to the teacher education program is required.

CI 675 M.Ed. Project and Capstone

3 cr hrs
In this course, educators will use collected data to enact change. At the end of the implementation period, students will engage in reflective assessment of themselves and their program.

SE 610 Foundations for Special Education Services

4 cr hrs
Our ultimate goal is to create classrooms in which future citizens can learn to respect individual differences, value diversity, and get along with one another. This course provides a safe environment in which to explore the history and philosophy of special education, policies and procedures in special education, and diversity in the classroom. (Fall & Spring)

SE 615 General Methods for Special Education Services

4 cr hrs
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D) including a mandatory observation of the SPED 615 student’s teaching completed by the ACCK instructor. Prerequisite:  SPED 610. (Fall & Spring)

SE 621 Grades K-6 Methods for Special Needs and Field Experience

5 cr hrs
This course addresses IEP implementation using evidence-based practices.  Emphasis is on collaborative teaching models.  Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, and progress monitoring.  SPED 631:  Grades K-6 Field Experience must be taken concurrently.  SPED 631 will involve 15 to 20 contact hours with school aged children including 10+ intervention sessions with one student with high-incidence special education needs. Prerequisites: SPED 610 & 615 (Fall & Spring)

SE 641 Grades PreK-3 Methods for Special Needs and Field Experience

5 cr hrs
Grades PreK-3 Methods addresses matching strategies to individual and group needs using evidence-based practices.  Topics of study include learning plans, embedded instruction within a tiered framework, setting up the environment, adapting methods and materials, positive behavior supports, and progress monitoring. (Fall & Spring)

SE 645 Behavior Management

2 cr hrs
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include positive behavior intervention and supports, classroom management, social skills instruction, student support meetings, and functional behavioral analysis, non-averse intervention, and behavior intervention plans. (Fall, Interterm, & Spring)

SE 661 Grades 6 – 12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities.  The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall)

SE 681  Grades 4-12 Methods for Special Needs and Field Experience

5 cr hrs
This course covers both general and specific methods used by special educators to teach students with disabilities.  The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with high-incidence special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Fall & Spring)

SE 731 Grades K-6 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 733  Grades K-6 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs.  The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports.  Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 771 Grades 6-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs.  The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports.  Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense.  (Fall & Spring)

SE 773 Grades 6-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for secondary level students with high-incidence learning needs.  The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports.  Emphasis is on reflective, culturally sensitive practice.This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense.  (Fall & Spring)

SE 751 PreK-12 Clinical Experience

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs.  The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports.  Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense. (Fall & Spring)

SE 753 PreK-12 Internship

4 – 6 cr hrs
This course is a supervised teaching experience with a special educator who provides services for elementary level students with high-incidence learning needs.  The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports.  Emphasis is on reflective, culturally sensitive practice. This course requires proof of negative TB test, completion of liability and felony forms, and may require a fingerprint background check (depending on placement) an an added expense.  (Fall & Spring)