Programs of Study: Early Childhood Education Initial Certification for College Graduates

Program Description

Download the Handbook for Early Childhood Education Undergraduate Majors and Post-Bacc Certification Candidates.

The post baccalaureate certification program in early childhood education (often referred to as a post-baccalaureate MEVL certification program has multiple entry points and variable lengths of time for program completion) is designed for individuals who have previously earned a bachelor’s degree in a liberal arts or science area and are now interested in teaching at the following levels:

nursery school
pre kindergarten, kindergarten
grades 1, 2, or 3

A solid background in the liberal arts or sciences best prepares an early childhood education teacher for the broad scope of curricula he/she must teach in the classroom. Liberal arts and science programs are particularly geared to the development of thinking skills, mathematical reasoning, and written and oral communication skills, all attributes of successful teaching.

The post-baccalaureate early childhood education program includes a total of 12 courses and a culminating semester of student teaching and related seminar. During the student teaching (internship) first semester, two courses are offered that complement the student teaching experience in a local school district. One student teaching experience is in kindergarten and one is in a primary grade. The ECE certification program is approved by the Maryland State Department of Education using nationally-recognized professional standards.

Students are expected to be continuously enrolled in the program once they begin. The length of the program varies from four to five semesters depending upon the student’s background. The final two semesters must be full time.

Upon completion of the program and achievement of acceptable scores on the Praxis I and II assessments, the student is eligible for a Maryland professional certificate in early childhood education. Some of the program courses may be taken at the graduate level if the student chooses to apply to and is accepted into the Hood College Graduate School.

The early childhood education program with student teaching leads to Maryland certification to teach nursery school, pre kindergarten, kindergarten, and grades one, two, and three. Students complete their field work and student teaching in a professional development school experiencing both kindergarten and primary classes.

The professional education course work in Education is designed to meet the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards.

Certification Reciprocity

Graduates of Maryland-approved teacher education programs are not only eligible for a Maryland teaching certificate, but are also eligible for initial teaching certificates in many other states, providing the states offer the same certificates as Maryland (i.e., Early Childhood Education: nursery school through grade 3). Click here for more information.

Statement of Philosophy

The Department of Education believes that upon completion of the early childhood education program, students will possess four characteristics:

1. a knowledge base in the liberal arts;
2. an understanding of the scientific underpinnings of education, including the theories and empirical data related to human development, curricula, and assessment;
3. significant pedagogical experience in a variety of classroom settings; and
4. an understanding of interpersonal relationships that contribute to the profession of teaching. We believe that a well-prepared teacher creatively applies the scientific knowledge base of teaching to real situations and maintains an open mind in searching for new solutions to the challenges of the classroom.

We believe that a well-prepared teacher creatively applies the scientific knowledge base of teaching to real situations and maintains an open mind in searching for new solutions to the challenges of the classroom.

Clinical experiences are emphasized in the professional development courses. 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 (PDS).

Early Childhood Education Program Objectives

The professional education course work in early childhood education is based upon the Interstate New Teacher Assessment and Support Consortium (INTASC) and ACEI/NCATE Standards (“Elementary Program Standards”):

Standard 1: Knowledge of Subject Matter- The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make subject matter meaningful for students. (NAEYC 2.1, 6.1, 6.2, 6.3, 6.4).
Standard 2: Knowledge of Human Development and Learning- The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development (NAEYC 1.1, 1.2, 1.3, 6.1, 6.2, 6.3, 6.4).
Standard 3: Adapting Instruction for Individual Needs- The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. (NAEYC 1.2, 2.1, 2.3).
Standard 4: Multiple Instructional Strategies- The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. (NAEYC 2.1, 6.1).
Standard 5: Classroom Motivation and Management Skills- The teacher uses an understanding of individual and group motivation to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (NAEYC 2.2, 2.4).
Standard 6: Communication Skills- The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (NAEYC 2.1, 6.1 3.1),
Standard 7: Instructional Planning Skills- The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. (NAEYC 2.1, 2.3, 2.4).
Standard 8: Assessment of Student Learning- The teacher understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of the learner. (NAEYC 4.1, 4.2).
Standard 9: Professional Commitment and Responsibility- The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. (NAEYC 5.1, 5.5, 5.6).
Standard 10: Partnerships- The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being. (NAEYC 3.1, 3.2, 3.3, 3.4, 3.5, 5.7, 5.8)

ACEI/NCATE Standards

1. Development, learning, and motivation
2. Curriculum
2a. Central concepts, tools of inquiry, and structures of content
2b. English language arts tools
2c. Science
2d. Mathematics
2e. Social Studies
2f. The arts
2g. Health education
2h. Physical education
2i. Connections across the curriculum
3. Instruction
3a. Integrating and applying knowledge for instruction
3b. Adaptation to diverse students
3c. Development of critical thinking, problem solving, and performance skills
3d. Active engagement for learning
3e. Communications to foster learning
4. Assessment
5. Professionalism
5a. Practices and behaviors of developing career teachers
5b. Reflection and collaboration
5c. Collaboration with families
5d. Collaboration with colleagues and community

Applying to the Program

Local school systems provide a limited number of placements for student teachers. Therefore, admission into the post-baccalaureate MEVL certification program is competitive. Not all students applying to the program will be accepted.

Application process:

1. Applicants must request from the Adult Studies Program office (301) 696-3500 an information packet that includes dates, deadlines, and costs.
2. Upon review of all information, the applicant must submit the following materials to the Admission office:

Competed application for Post Baccalaureate MEVL Certification Program
Official transcripts of all undergraduate and graduate work sent directly from colleges/universities to the Admission Office. (Note: a minimum 2.75 g.p.a. on a 4.0 scale on bachelor’s degree work is required to enter the program; a 2.75 g.p.a. is preferred).
Two letters of recommendation from individuals who have known the applicant in a work-related capacity; letters should be sent directly to the
Aadmission Office and must be received by the application deadline.
$30 application fee (may be waived)

3. Completed applications are processed by the Education Department Admissions Committee. Applicants who meet the preliminary criteria are invited for an admissions interview.
4. Applicants participate in an admissions interview with the Hood College education faculty. Applicants also complete a short written essay on campus during the day of the interview.

Final decisions of the Admissions Committee are communicated to the applicant. Students accepting admission into the program are assigned an advisor. The advisor will assist the student with the planning and scheduling of all courses and field experiences required in the program.

Enrolling in Graduate vs. Undergraduate Courses

Education graduate courses are designated as EDUC 500 and higher. Undergraduate courses are designated as EDUC 499 and lower. Education courses at the 500 level are designed for students who are currently certified practicing teachers or students in the MEVL program who have had substantial elementary school classroom experience as professional aides.

Undergraduate courses typically move at a slower pace and enroll students with no or minimal classroom experience. Fall and spring undergraduate course4s most often meet during the day, while fall and spring graduate courses always meet in the evening. Summer courses may meet in either during the day or evening. Only students who have applied and been admitted to the Hood College Graduate School may take graduate-level courses. See the Hood College Catalog for descriptions of the courses listed in the document.

Requirements for the Early Childhood Education Certification Program

Grade Point Average Requirements:

Students must present a 2.75 cumulative grade point average (g.p.a.) for their undergraduate work for admission into the program and maintain a 2.75 g.p.a. in education courses for admission into Phase II of the teacher certification programs. Students are expected to maintain a 2.75 cumulative g.p.a. in education course work.

Liberal Arts and Science Requirements:

All post-baccalaureate students entering the early childhood education certification program are required to have completed an undergraduate major in the liberal arts or sciences area. Furthermore, to demonstrate breadth for an ECE teacher, the candidate must either show satisfactory completion of the following or enroll in these courses as part of the Post-Baccalaureate MEVL program.

12 credits in English
12 credits in science (at least one course in a biological science and at least one course in physical science)
12 credits in mathematics (to include fundamental concepts of mathematics and statistics)
9 credits in social sciences to include U.S. history and introduction to psychology

Continuous, Extended Field Experiences:

Our goal is that each teacher candidate will spend the equivalent of one day per week during the first semesters prior to the year-long internship. During the first semester of the year-long internship, the teacher candidate will complete five days/week of field experiences in designated professional development schools (PDS). Most methods courses will be taught in the PDS during the semester for two days, and student internship for three days in a classroom. The second semester will be all student teaching, five days a week. The settings for the field experiences are public school classrooms, selected by the Hood faculty and the local school district. The intent is for a smooth transition of the teacher candidate into the student teaching experience (student internship).

Prerequisite Program:

Field experiences relate to EDUC 204 and EDUC 223 or EDUC 532. Teacher candidates spend the equivalent of one day per week in a classroom, observing and/or assisting the teacher.

Phase I

Our goal is for field experiences to relate to EDUC 316 and 324. Teacher candidates spend the equivalent of one day per week in a classroom, observing and/or assisting the teacher.

Phase II

Field experiences relate to the first semester of the year-long internship in the Professional Development School along with many methods courses.

Phase III

Field experiences relate to the culminating semester of student teaching within the Professional Development School.

Portfolio Requirements:

Twice during a student’s time in the teacher education program, he/she submits a portfolio. Students begin preparing an Entry Portfolio during EDUC 204. In addition, demonstration of professionalism, and precision in oral and written expression will be necessary to continue in the program, as well as evidence of successful field experiences.

The Entry Portfolio is presented to the education faculty as a condition to admission to Phase II, prior to the Professional Development School experience. The second portfolio will be the Exit Portfolio that a student submits during the last semester in the teacher preparation program and will serve as one of the criteria for recommendation to the Maryland State Department of Education for certification.

Professional Education Course Requirements:

Required Foundation Courses: Both the following foundation courses must be taken prior to the Curriculum and Instruction Courses.

EDUC 204
Foundations for Effective Teaching
3 credits

EDUC 223
Child Development OR EDUC 532 Human Development: Childhood
3 credits

Required Curriculum and Instruction Courses:

EDUC 224
Processes and Acquisition of Reading
3 credits

EDUC 316/518
Reading Instruction
3 credits

EDUC 320
Science Curriculum, Methods, and Materials
2 credits

EDUC 324
Theory and Practice in Early Childhood Education. Lecture followed by morning laboratory experience
4 credits

EDUC 330
Social Studies Curriculum, Methods, and Materials
2 credits

The following courses are taken during the semester of student teaching and require satisfactory completion of the above courses as prerequisites:

EDUC 317	Materials for Teaching Reading	3 credits
EDUC 321.	ECE Mathematics Concepts, Curriculum, Methods, and Materials	3 credits
EDUC 340	Assessment for Reading Instruction	3 credits
EDUC 347	Classroom Organization and Management	3 credits
EDUC 349/459	Student Internship in Special Education	14 credits over two semesters
EDUC 360/460	Student Internship Seminars	4 credits over two semesters

Student teaching in the Professional Development School is the culminating experience in the professional educational sequence and requires a full-time, five days-per-week commitment during the second semester of the year-long student internship. Students may not enroll in other courses in Phase II of the student internship other than EDUC 317, EDUC 321, EDUC 340, and EDUC 347 because student teaching requires enormous mental, physical, and emotional energy. The Department also strongly discourages student employment during either Phase II or Phase III of the student internship for the same reasons. Frederick and Montgomery counties serve as the primary locations for the student internship.

Continuing in the Program

After students are admitted into the program, they must maintain a 2.75 g.p.a. for their course work at Hood. Admittance into the post-baccalaureate MEVL certification program does not guarantee admission into student teaching. After several courses have been completed, students are reviewed for admission to student teaching (the internship).
The education faculty evaluates each student on having maintained a 2.75 grade point average, having demonstrated success in field experiences, and having demonstrated proficiency in oral and written communication.

Education Department Facilities

The Onica Prall Child Development Laboratory School is a nursery school for children ages three and four years. The curriculum, adhering to the constructivist philosophy, addresses the social, emotional, intellectual, and physical development of the preschool child. The observation booth in each classroom allows students to observe daily classroom interactions. Early childhood education students enrolled in EDUC 324 spend a semester teaching in the lab school.

The science and mathematics workroom contains curriculum, materials, and equipment currently in use in public schools. Students may select materials to be used in teaching science and math during placements.

The Microcomputer Classroom, housed in Room 107, Tatem Arts Center, contains over twenty computers. The Education Department maintains a library of representative software. The Microcomputer Classroom hours are posted on the door: check the hours because classes may meet in the lab and computer access may be limited during those times.

Hood Professional Clubs

The Hood College Education Club and the Best Buddies Club, student organizations, serve to bring together early childhood, special education, and elementary teacher candidates to discuss and explore current topics in education. These clubs also participate in local community activities that highlight children and youth. The enthusiasm and friendship that come naturally to an education student are qualities that make these clubs a unique blend of friends as well as of fellow students.

For more information, contact Dr. John George, program coordinator, at (301) 696-3461 or georgej@hood.edu

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