Graduate Certificate in Teacher Licensure - Special Education

Admission

Please refer to “The Graduate Admissions Process” section for general graduate admission information. For full admission to the Graduate Certificate in Teacher Licensure, applicants are expected to provide or complete the following:

1. Complete and submit the Graduate Application for Admission, accompanied by a non-refundable application fee. The application can be downloaded at here.

2. Provide an official transcript or transcripts from a regionally accredited college, university, or other degree-granting institution, verifying completion of a bachelor’s degree. Transcripts and all application documents should be sent directly to Wilmington University Office of Graduate Admissions. With official transcripts, submit a copy of your Immunization Records.

3. Schedule a program planning conference with the Program Chair or a Graduate Program Advisor.

 

Candidates seeking acceptance into the Graduate Certificate in Teacher Licensure must be a graduate of one of the following degrees from Wilmington University: 

• Wilmington University’s Master of Education – Education Studies, Concentration in Special Education

 

Additionally, candidates must have at least a 3.0 GPA from prior two years of coursework and present an attempt at the ETS Praxis exam in which the candidate is seeking certification.      

Program Purpose

The Graduate Certificate in Teacher Licensure is a certificate option to empower a graduate of Wilmington University’s Education Studies - non-licensure education degree programs to return and complete the coursework and clinical experiences required by the Delaware Department of Education to earn an initial teaching license. This certificate will consist of 15 credits of coursework: three 1 credit practicum courses (MSE 7991, 7992, 7993); 3 credits in Performance Assessment (MSE 8805); and 9 credits in Student Teaching (MSE 8802). Each practicum course requires candidates to complete 60 hours of supervised classroom experience in an approved setting which will be monitored by Wilmington University Practicum advisors and mentor teachers.  The classroom experience will be supported by an additional 30 hours of practicum seminar sessions which are conducted by faculty members at Wilmington University sites. The Student Teaching experience will require 80 consecutive days of student teaching in a setting that is aligned to the candidate’s declared major.  Ultimately, this certificate will provide the coursework and experience needed to be eligible to apply for an initial teaching license and special education certification in the State of Delaware. 

 

Program Competencies

InTASC Standards

 

1. Standard 1 – Learner development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2. Standard 2 – Learning Differences - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Standard 3 – Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
4. Standard 4 – Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
5. Standard 5 – Application of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Standard 6 – Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
7. Standard 7 – Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Standard 8 – Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
9. Standard 9 – Professional Learning and Ethical Practice - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
10. Standard 10 – Leadership and Collaboration - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 

CEC Initial Preparation Standards

 

Outcomes Assessment

Evaluation of the proposed concentration will be based on data collected within Watermark.  Key assessments are measured in these courses aligned to state and national standards. Additionally, candidates will be required to pass each course in the certificate with a C or better and take and meet the qualifying score on all praxis exams related to the area of initial certification in addition to ETS 5354 Special Education: Core Knowledge and Applications.    

 

This system has four broad themes:
1. Data collection to support assessment of competence for certification of candidates.
2. Data collection to assess the quality and effectiveness of programs.
3. Data collection to assess the effectiveness of the Educator Preparation Program including field experiences, clinical preparation, and partnerships.
4. Data collection to track the performance of graduates in their field of specialization.

 

Course Requirements

Content-Specific Courses (15 Credits)

MSE 7991	Practicum I in Special Education	1
MSE 7992	Practicum II in Special Education	1
MSE 7993	Practicum III in Special Education	1
MSE 8802	Student Teaching in Special Education	9
MSE 8805	Performance Assessment	3