Close
Please Wait. Loading Menu...

Education Majors and Programs

Certification Options

Students may enter certification programs as undergraduates majoring in early childhood education (ECE) or dual certification in elementary and special education. Secondary and art education are not majors. Rather, students seeking secondary certification major in an academic field and concurrently complete the secondary program requirements leading to certification eligibility. ECE majors may complete a minor. Multidisciplinary breadth for all students is demonstrated through completion of additional general education courses beyond Hood’s Core Curriculum. See program requirements for details.

Hood’s Department of Education offers teacher certification programs for holders of a baccalaureate degree. They may become certified to teach in early childhood education, dual certification in elementary and special education and secondary education in the subject areas of art (preK-12), biology, chemistry, English, French, history, mathematics and Spanish. Students who select this option must meet certification requirements through satisfactory completion of their program’s required content and professional education courses. A 2.75 G.P.A. on a 4.0 G.P.A. scale in baccalaureate work is required. Contact the Admission office for more specific information regarding acceptance into and requirements for these programs. All teacher certification 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. Hood College also meets the Title II requirements of the Higher Education Act. Refer to www.msde.state.md.us for Hood College’s Institutional Report or to the Title II Institutional Report attachment in this catalog.

Program Components

Continuous Field Experiences: Extensive and continuous field experiences are at the heart of the teacher education programs. Beginning in the first education course, students participate in field experiences in local professional development schools.

A Professional Development School (PDS) is a collaborative effort between a public school and Hood College to strengthen and enhance teacher candidates’ pre-service professional development within the public school setting. Additionally, PDSs provide continuous professional development to in-service teachers working in the PDS sites, thus providing for the ongoing development of both pre- and in-service teachers.

Performance Assessment: In order to begin the intensive, yearlong internship (Phase II/ III) all teacher certification candidates submit an electronic entry folio. Exit folios, submitted during the last semester of the yearlong internship and earning a score of "Proficient" or better, are required for completion of the certification programs.

Exams: Passing the Praxis I and II exams is required for successful certification program completion. Refer to individual programs for details.

Grade Point Average (G.P.A.) Requirement: Students must achieve a 2.75 cumulative G.P.A. on a 4.0 scale and a 2.75 G.P.A. in education courses at Hood College for admittance into the extended internship of the teacher certification programs. Students are expected to maintain a 2.75 cumulative G.P.A. in education course work. Furthermore, a student earning a C- or lower in required education courses may not continue in the teacher education programs.

Certification: Upon successful completion of one of the teacher education programs and attainment of the Maryland state minimum scores on all state-required Praxis I and II exams, students are eligible for certification to teach in Maryland with reciprocal certification to teach in nearly all other states. It is the student’s responsibility to contact individual states other than Maryland for information regarding certification requirements for specific programs. Teacher candidates should also be aware that local school systems may impose additional requirements beyond state certification.

Mandatory informational meetings regarding application procedures, portfolio construction and deadlines are held each semester. As with most colleges and universities, there is an additional fee required for the teaching internship, formerly known as “student teaching.” Interns are responsible for their own transportation to and from field experiences. Variation from Hood’s holiday and vacation schedules may be required to accommodate local school district calendars.

e-Portfolio: All education programs require the candidates who intend to be program completers to use the Chalk and Wire e-Portfolio system to create a program e-Portfolio with specified performance assessments and activities. Candidates enrolling in EDUC 204 will begin to post their coursework electronically and will use the e-Portfolio for the remainder of their coursework in education. Transfer students will begin using the e-Portfolio system upon entering the education program at Hood.

SECONDARY EDUCATION CERTIFICATION

To obtain Maryland teaching certification at the secondary level, grades 7-12, undergraduate students major in one of the following academic fields: art (preK-12), biology, chemistry, English, French, history, mathematics or Spanish. Post Baccalaureate students must have or take the requisite content coursework for the desired certification area. Three phases comprise the teacher certification program in secondary education, each of which has specific course requirements and field experiences based on the content area (SPA) standards as well as the Interstate Teacher Assessment and Support Consortium (InTASC) Standards.

Requirements for the Secondary Education Program
  • Completion of a baccalaureate degree at Hood that includes Core requirements or completion of a liberal arts or science baccalaureate at another accredited institution.
  • Completion of a major at Hood, or at another accredited institution, in one of the academic fields in which Hood offers secondary teacher certification. (Students from other institutions with related majors such as zoology, environmental science, journalism, etc., must present courses that are equivalent to all courses required for the Hood major in the discipline in which the student is pursuing teacher certification.) Additional content-area coursework may be required of post-baccalaureate candidates to ensure compliance with professional standards.
  • Completion of additional general education requirement courses as specified by each department at Hood. (For example, biology majors must also take PHYS 101 or 203, and English majors must also take specified communication arts courses.)
  • Attainment of a 2.75 cumulative G.P.A., a 2.75 G.P.A. in education courses (with no grade lower than a “C”) and a 2.75 G.P.A. in the respective content area (with no grade lower than a “C”) on a 4.0 scale throughout Phase I and Phase II of the program. Any grade lower than a C in content area and/or education coursework will be reviewed by the Secondary Education Council and may result in dismissal from the education certification program.
  • Attainment of state minimum scores on all state required Praxis I tests (or SAT/ACT equivalent) prior to entrance into Phase I of the teacher certification program.
  • Satisfactory assessment of entry and exit folios.
  • Satisfactory evaluation of professional development school (PDS) field experiences.
  • Successful completion of Praxis II for program completion.

In order to complete the certification requirements within four years, undergraduates should begin their programs with EDUC 204 Foundations of Education in a Diverse Society in the sophomore year.

Secondary education students should be aware that completing the teacher education requirements may require time beyond the completion of a B.A. program.

Program Prerequisites:

All candidates seeking secondary or art certification must has an introductory psychology course (PSY 101 or its equivalent). This can be taken prior to or concurrently with the education courses in the prerequisite portion of the secondary education program. Along with the EDUC 204 prerequisite course, secondary education students must complete one-half day per week of field experiences in a designated professional development school (PDS). Art education candidates have an additional prerequisite, EDUC 223, Child Development, which requires one 50 minute lab school experience per week at the Onica Prall Child Development Center on the Hood campus. While completing the prerequisite 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 the conclusion of the prerequisite phase.

  • PSY 101 Introduction to Psychology (or its equivalent) (4 credits)
  • EDUC 204 Foundations of Education in a Diverse Society (3 credits)
  • EDUC 223 Child Development (3 credits) (Art Education only)
  • EDUC 308 Psychological Foundations of Education (4 credits)

Post-baccalaureate teacher certification candidates must pass Praxis I or MSDE accepted equivalent (e.g., SAT, ACT) as a prerequisite for admission into EDUC 204.

NOTE: Prior to enrolling in EDUC 204, the student must have a conference with the coordinator of secondary education.

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 recommendation from the Secondary Education Council. The courses in Phase I are prerequisites for all methods courses in Phase II and Phase III. Along with these Phase I courses, secondary education interns must complete the equivalent of one-half day per week of field experiences in a designated(PDS). By the end of Phase I, secondary education student interns must earn the score of “Proficient” or higher on their entry folio, submitted through their Chalk and Wire account and submit a Phase II Application. 

  • EDUC 409 Secondary Reading in the Content Area: Part I (4 credits)
  • EDUC 412 Secondary Reading in the Content Area: Part II (3 credits)
  • EDUC 413 Secondary Instruction (2 credits)
  • EDUC 445 Secondary Instructional Assessment (2 credits)
Phase II:

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 G.P.A. of 2.75 or higher, 4) a G.P.A. of 2.75 or higher in all education courses completed and no grade lower than a “C,” 5) a G.P.A. 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, the secondary education interns must complete the equivalent of one and one half days per week of field experience in a designated secondary PDS. Secondary Education interns may not enroll in the following courses until officially accepted into Phase II.

  • EDUC 400 Phase II Seminar on Classroom Management (1 credit)
  • EDUC 411 Educational Methods in [Student’s Teaching Field] (3 credits)
  • EDUC 469 Inclusion and Instruction (3 credits)
Phase III:

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 G.P.A. of 2.75 or higher, 4) a G.P.A. of 2.75 or higher in all education courses completed and no grade lower than a “C,” 5) a G.P.A. 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 requirements, 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. Secondary education interns may not enroll in the following courses until official acceptance into Phase III.

  • EDUC 401 Phase III Seminar on Becoming a Teacher (4 credits)
  • EDUC 419 Teaching Internship (8 credits)