Overview of Program
Those who wish to teach either art (grades pre-K-12) or a subject area in middle, junior high or senior high schools (grades 7-12) may add courses for secondary or art education certification to majors in the following subject areas:
Candidates gain practical experience through field experiences and an internship. Upon graduation, students are eligible to teach in Maryland and in most other states.
Learning About Teaching at Hood
In addition to a strong liberal arts core and completion of a subject area major, secondary and art education program candidates gain significant theoretical knowledge about adolescent development and educational learning psychology. Students learn to plan, implement and assess learn- ing. Educational core courses introduce candidates to issues and trends in education, including importance of understanding and focusing on student diversity, infusing content reading into planning, and using technology in the classroom. Content major and secondary education program coursework fulfills requirements leading to Maryland certifica- tion. Signature performance assessments submitted through Chalk and Wire, an online data warehouse, track candidate progression through the entire program.
Learning About Teaching at Local Schools
All education courses are paired with field experiences or internships in local schools. Hood works closely with Frederick County Public Schools in special partner schools called Professional Development Schools or PDS. Candidates begin by observing effective teaching and learning and progress to working with individual and small group teaching before completing the full internship as a student teacher in the final phase of the program.
Benefits of Hood's Education Programs
Hood's initial certification programs, which are fully credentialed by the National Council for the Accreditation of Teacher Education (NCATE), prepare highly effective teachers. By partnering with mentor teachers in the PDS placements and working with Hood faculty who are also former K-12 teachers, education candidates are guided by experienced profes- sionals to work with students of varied learning styles and needs. While in the program, candidates move through the program in a three-phase model as they progress in their classes and field experiences with peers, gradually taking on more teaching responsibilities.
Former education candidates have noted:
"The internship experiences, starting with the first class, are one of the best things. They let you try out your major to confirm this is the career path you want to take."
"It gives you real-life preparation, you know what to expect and how to do the job. You know the curriculum and you know how to teach."
"You're prepared and confident to be a teacher."
Requirements for Secondary and Art Education
1. Candidates complete the content requirements for the declared aca- demic major. All candidates also take additional content courses and education courses leading to certification eligibility for the Maryland State Department of Education.
2. Attainment of a 2.75 cumulative GPA, a 2.75 GPA in education courses (with no grade lower than a "C") and a 2.75 GPA in the respec- tive content area (with no grade lower than a "C") on a 4.0 scale.
3. Attainment of state minimum scores on all required Praxis I (or SAT/ ACT equivalent) and Praxis II tests.
4. Satisfactory evaluation of professional development school (PDS) field experiences.
5. Satisfactory assessment of entry and exit folios.
All candidates seeking secondary or art certification must have an intro- ductory psychology course (PSY 101 or its equivalent). This can be taken prior to or concurrently with the EDUC 204 Foundations for Education in a Diverse Society course in the prerequisite portion of the second- ary education program. Along with the EDUC 204 prerequisite course, secondary education students must complete a second prerequisite class, EDUC 308 Educational Psychology, as well as participate in a half day per week field experience in a designated PDS. Art candidates have an additional prerequisite course, EDUC 223 Child Development, which requires one lab school experience per week at the Onica Prall Child Development Center on Hood's campus. While completing the prereq- uisite courses, secondary and art education students must take the Praxis I tests (or SAT/ACT equivalent) and obtain the minimum composite passing score required by the state of Maryland. Scores must be on file with the Hood registrar prior to starting Phase I.
Entry to Phase I is contingent upon 1) successful completion of the prerequisite courses, 2) successful performance in the prerequisite field experiences, 3) meeting Maryland's minimum passing score on the Praxis I tests or MSDE acceptable equivalent (e.g., SAT, ACT), 4) submission of the Phase I Application and 5) receiving a satisfactory overall rec- ommendation from the Secondary Education Council. The courses in Phase I are prerequisites for all courses in Phase II. During each Phase I semester, candidates participate in a half day per week field experience in a designated PDS. By the end of Phase I, candidates must earn the score of "Emergent" or higher on their entry folio and submit a Phase II Application.
Entry into Phase II is contingent upon 1) successful completion of the Phase I courses, 2) successful performance in the Phase I field experiences, 3) an overall GPA of 2.75 or higher, 4) a GPA of 2.75 or higher in all edu- cation courses completed and no grade lower than a "C," 5) a GPA of 2.75 or higher in all courses completed in the content major (with no grade lower than a "C"), 6) a score of "Proficient" or higher on the entry folio, 7) a satisfactory recommendation from the content major department, 8) submission of the Phase II Application and 9) an overall satisfactory recommendation from the Secondary Education Council. Along with the courses in Phase II, secondary education candidates intern 11⁄2 days per week in a designated secondary PDS.
Entry into Phase III is contingent upon 1) successful completion of the Phase II courses, 2) successful performance in the Phase II internship, 3) an overall GPA of 2.75 or higher, 4) a GPA of 2.75 or higher in all education courses completed and no grade lower than a "C," 5) a GPA of 2.75 or higher in all courses completed in the content major (with no grade lower than a "C") and 6) a satisfactory recommendation from the Secondary Education Council. The secondary education teaching intern will be engaged in a full-time teaching internship in a designated PDS. Toward the end of Phase III and in partial fulfillment of program require- ments, the teaching intern submits the exit folio, which must meet the rating score of "Proficient" or higher. Completion of Phase III and the certification program is contingent upon meeting Maryland's minimum passing scores on the Praxis II tests. Teaching interns in the secondary education program have one year from the completion of the teaching internship to pass the Praxis II tests and to complete all other program requirements in order to be designated an official program completer. It is the responsibility of the intern to inform the education department upon completion of all requirements.
Candidates develop entry and exit folios as part of the education pro- grams at Hood. Entry folios help students discover areas for improvement and establish topics or plans for gaining needed knowledge and experi- ence. Exit folios synthesize and demonstrate what candidates know and can do as new teachers ready for the classroom. Hood's education faculty assist students in developing folios and provide constructive feedback and guidance throughout the process.
Learn more about the major.