Associate Professors: John George, Ellen G. Koitz (co-chair), Judith Sherman (co-chair)
Assistant Professors: Jennifer Cuddapah, Christy Graybeal, Francine Johnson, Amy Noggle, Tricia Strickland, Marisel Torres-Crespo
Visiting Instructor: Roger Stenersen
Visiting Assistant Professor: Kate Powell
Clinical Instructors: Casey Day-Kells, Debra Hanley, Debra Smith
Director of Educational Assessment: Karen Howser
NCATE Coordinator: Karen Howser
Professional Development School Director, ECE and Dual Certification PDS Liaison: Paula Gordon
Secondary PDS Liaison: Tanya Williams
Instructional Technologist: Tanya Williams Title II
Title II Supplementary Information available at: https://title2.ed.gov/default.asp
The Department of Education offers undergraduate and post-baccalaureate teacher education programs in early childhood education, dual certification in elementary and special education and eight secondary education certification programs in the subject areas of art (preK- 12), biology, chemistry, English, French, history, mathematics and Spanish. There is a concentration in Studio Art Teacher Certification Program (preK-12). Master of Science degrees are offered in Educational Leadership, Reading Specialization and in Curriculum and Instruction, with concentrations in elementary education, elementary school science and mathematics, secondary education and special education. All Hood College Education programs are approved by the Maryland State Department of Education and the National Council for the Accreditation of Teacher Education (NCATE) using nationally recognized standards.
Education faculty are active in national professional organizations and in local schools as supervisors of students, consultants and researchers. Hood’s full-time faculty is supplemented by adjunct faculty who are recognized as distinguished educators.
Candidates completing the initial and post-baccalaureate teacher certification programs will gain the requisite knowledge, skills and dispositions to meet national, professional, state and institutional standards. As part of requirements for state and national accreditation, the department is guided by a Conceptual Framework that includes the following vision and mission statements and Institutional Outcomes.
Our Vision as a Department
The education department envisions developing well-educated and well-prepared teachers and educational leaders who are self-actualized in both intellectual pursuits and pedagogical applications.
The mission of the education department is to prepare academically competent and professional educators who are committed to facilitating learning in a culturally diverse society. This mission reflects a commitment to providing a technologically enhanced environment in which to nurture highly skilled educators who have a broad base in the liberal arts, are active learners and are reflective practitioners. Inherent in our mission is the awareness that education is a scholarly pursuit, a science, an art and a profession. In order to meet our vision and mission statements, the education department has framed six Institutional Outcomes (IOs) that all candidates must meet. These IOs are assessed at various points in the programs of study.
Institutional (Department) Outcomes
We believe that the education department at Hood College prepares educators who:
- Demonstrate the subject matter content, pedagogical knowledge, teaching skills and professional dispositions necessary to ensure that all of their students and clients learn. (CONTENT KNOWLEDGE and SKILLS)
- Use their knowledge of diversity to create learning environments that support the belief that all students can learn. (DIVERSITY)
- Use assessment data to guide practices that support the belief that all students can learn. (ASSESSMENT)
- Use technology to enhance learning. (TECHNOLOGY)
- Communicate effectively with students, parents and colleagues in order to facilitate learning. (COMMUNICATION)
- Reflect on their practice and are committed to continued professional growth. (REFLECTIVE PRACTICE)
Candidates enrolling in the Education Initial Teacher Certification Programs are assessed on these six Institutional Outcomes and their dispositional beliefs (commitment to continuous content knowledge and skills development; belief that all students can learn; belief that consistent and purposeful assessment guides practice and instruction; effective and ethical use of technology will enhance learning; effective communication with all stakeholders will facilitate learning and reflective practice to inform and promote professional growth) as part of program expectations. The education department assesses these professional dispositions through written candidate assessments and through course expectations and can issue a dispositional alert if teacher candidates fail to meet these professional dispositions. Appropriate initial teacher certification professionals may fill out a dispositional alert form with a remediation action plan to notify the candidate of such concerns. Failure to complete the action plan may lead to program dismissal.
All initial teacher certification programs (undergraduate and post-baccalaureate) require the candidates who intend to be program completers to use the Chalk and Wire e-Portfolio system to create a program portfolio with specified performance assessments and activities. Candidates interested in pursuing teaching certification will enroll in EDUC 204 Foundations of Education in a Diverse Society as their first education course and receive training on creating their program portfolio. Transfer students will receive e-Portfolio training when they enter the program.
Facilities: Several facilities on campus serve as laboratories or curriculum materials centers for the teacher education program. The Onica Prall Child Development Laboratory School, founded in 1929, serves as a nursery school for 3- and 4-year-old children. Students observe and teach in the O.P.C.D.L. School. An elementary science and mathematics classroom and the instructional technology classroom are available to students. In addition, many courses are taught in the Tatem Art Building’s “Smart Rooms,” which are equipped with instructional technology. Area school districts work cooperatively with the education department in offering numerous field experiences to teacher education students through Professional Development School (PDS) partnerships. Education students are engaged in continuous and extensive field experiences in the PDS and the O.P.C.D.L. School beginning with their first education course and continuing through program completion.
- Curriculum and Instruction (M.S.)
- Educational Leadership (M.S.)
- Reading Specialization (M.S.)
- Early Childhood Education Major (B.A.)
- Dual Certification in Elementary and Special Education Major (B.A.)
- Secondary Education Certification
- Post-Baccalaureate Teacher Certification in Early Childhood Education, Dual Certification in Elementary and Special Education, Secondary Education