SCHOOL OF EDUCATION Handbook of GRADUATE PROGRAMS

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1 SCHOOL OF EDUCATION Handbook of GRADUATE PROGRAMS

2 Norfolk State University Administration Mr. Eddie Moore Interim President Office of Academic Affairs Dr. Sandra J. DeLoatch Provost and Vice President for Academic Affairs Dr. Clarence Coleman Vice Provost Dr. Mildred Fuller Vice Provost for Undergraduate Studies School of Education Dr. Denise Littleton Dean Dr. Joan Johnson Associate Dean Dr. Margaret D. Knight Department Chair, Early Childhood, Elementary and Special Education Dr. Delano Tucker Department Chair, Health, Physical Education and Exercise Science Dr. Norma Brumage Department Chair, Secondary Education and School Leadership Dr. June M. Montgomery Director, Center of Professional Development

3 Table of Contents Dean s Letter 1 Norfolk State University 2 Mission Statement 2 Vision Statement 2 Core Values 2 School of Education 3 Mission Statement 3 The Conceptual Framework 3 General Information 7 Academic Calendar 7 Admission to Graduate Programs 7 Licensure Requirements for Initial License 9 Academic Advising 12 Early Childhood/Elementary and Special Education Department 15 Graduate Programs Offered 15 General Admission Information 15 Graduate Program Curricula 16 MA-Pre-Elementary Education 16 MAT-Elementary Education 17 MA-Early Childhood Special Education 18 MA-Special Education (Teaching License) 19 MA-Special Education (Non-Teaching) 20 MA-Special Education (Rehabilitation Counseling) 21 MA-Special Education (Adaptive Curriculum) 22 Severe Disabilities Consortium 23 Visually Impaired Consortium 24 Program Assessments 27 Secondary Education and School Leadership Department 29 Graduate Programs Offered 29 General Admission Information 29 Graduate Program Curricula 29 School Counseling 31 Community Counseling 34 Administration and Supervision (Principal License) 37 Curriculum Development and Supervision 40 MAT Programs 42 MASAC Programs 49 Program Assessments 57 Center for Professional Development 60 Professional Associations 61 School of Education Resources 61 Graduate Advisors and Faculty 62 Support Staff 63 Alma Mater 65

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5 Norfolk State University MISSION STATEMENT Through exemplary teaching, scholarship, and outreach, Norfolk State University transforms lives and communities by empowering individuals to maximize their potential, creating lifelong learners equipped to be engaged leaders and productive global citizens. VISION STATEMENT Norfolk State University will be recognized nationally for its outstanding academic programs, innovative research, scholarship, and global outreach, advancing the transformative power of education to change lives and communities. CORE VALUES Norfolk State University s strength lies in its value system. These core values embody the principles, ideals, and beliefs of our students, faculty, staff, and Board of Visitors. They form the foundation for our actions and reflect what is important to us as members of the Norfolk State University community: 1. Academic Excellence- We are dedicated to fostering the highest educational standards of excellence for student achievement and faculty teaching and scholarship by creating stimulation learning environments that promote intellectual growth, innovation and discovery, and lifelong learning. 2. Student-Centered Focus- Students are our top priority, and we are committed to helping them become globally competitive in an enriching, stimulating and supportive environment. 3. Diversity- We embrace and respect all people, cultures, ideas, beliefs, lifestyles, and perspectives. 4. Integrity and Collegiality- We expect everyone to be accountable for his or her actions and to engage in honest, ethical behavior. We value the contributions of each person, treating all with respect and civility, and affirm our shared responsibility for institutional success. 5. Engagement- We assert our commitment to serve as an important strategic partner and resource for the Hampton Roads region, Commonwealth of Virginia, and the nation by promoting educational attainment, cultural enrichment, and economic development. 2

6 School of Education MISSION STATEMENT The aim of the School of Education is to provide the leadership, coordination and evaluation of all teacher education programs at the university. Its central purpose is to provide educational programs to prospective teachers, in-service teachers, administrators, school counselors and others engaged in educational activities in schools and other agencies. Corollary purposes are: 1. To contribute to the knowledge base in the field of educational theory and practice in a multi-cultural, multi-lingual and multi-racial world; 2. To provide leadership involving schools, universities, and communities in collaborative educational efforts; and 3. To provide service to other agencies engaged in education in such a manner as to promote the realization of equal educational opportunity results for all children. Persons completing programs offered in the School of Education are equipped with the knowledge and skills to work in a multi-cultural, multi-lingual and multiracial world. Similarly they are prepared to become productive citizens and contribute as leaders collaboratively in various educational settings to enhance PK-12 student learning globally. This is further upheld in the revised conceptual framework (see excerpt below) embraced by the School of Education faculty and the professional community. THE CONCEPTUAL FRAMEWORK Preparing Competent, Compassionate, Collaborative and Committed Leaders The conceptual framework adopted by Norfolk State University s professional education programs describes the vision and purpose of the School of Education to prepare educators to work in PK-12 schools. Consistent with the institution s mission, its focus is to prepare competent, compassionate, collaborative and committed leaders capable of preparing diverse learners to become productive global citizens in the 21 st century. Supported by a strong knowledge base, the conceptual framework provides a system for ensuring coherence and a well-articulated professional commitment to knowledge, teaching competence, leadership, and student learning. This is reflected in the curriculum, instruction and clinical experiences provided to develop the knowledge, skills and dispositions that are valued in teachers and other professional school personnel. This conceptual framework embraces the university s mission, updated in 2012 (Norfolk State University, 2012). Competence (Advanced or Graduate Level) At the advanced levels candidates must have completed an equivalent liberal arts or sciences degree prior to entering graduate programs. We further believe that master teachers and administrators must first be good teachers, show potential for teacher leadership (York-Barr & Duke, 2004) and 3

7 demonstrate the knowledge and skills listed above for beginning teachers as prerequisites and at an advanced level. Beyond that candidates at the advanced levels in administration and supervision are expected to demonstrate the following knowledge and skills. Knowledge Skills Theories of leadership Facilitate the development and implementation of a strategic plan Information management and evaluation Use appropriate problem solving techniques Curriculum Manifest a professional code of ethics Collect and use data to plan and Instructional techniques assess school programs Encourage staff for continuing Supervision professional development for school improvement Professional development and human resources management Organizational management Financial management Student services Educational law, public policy and political systems Community and media relations Create with teachers, parents, and students a positive school culture Utilize a variety of supervisory models to improve teaching and learning Design and align curricular goals with instructional goals Use various staffing patterns, student grouping plans, class scheduling forms, school organizational structures and facilities to support various teaching strategies and desired student outcomes Assess student progress using a 4

8 variety of techniques Technology Work with faculty and other persons to identify needs for professional Human Relations development Develop a program of student advisement, counseling and guidance services Plan and manage activity programs to fulfill student needs Implement appropriate management techniques Promote multicultural awareness, sensitivity and appreciation Acquire and manage financial and material assets Communicate effectively with various cultural, ethnic, racial and special interest groups Apply knowledge of educational law in educational settings Use technology for administrative management and instruction 5

9 Dispositions (Graduate or Advanced Level) Compassion As a disposition, compassion or being a caring educator is well supported. Caring is as much cognitive as affective (Meier, 1995, p. 63). It has become an attribute considered crucial for student learning because relationships matter for learning. Being compassionate promotes self-esteem. Being compassionate builds trust and trust encourages effort. According to McLaughlin (1994, p.9), students told us, the way teachers treat you as a student or as a personally actually, counted more than any other factor in the school setting in determining their attachment to the school, their commitment to the school s goals and, by extension, the academic nature they imagined for themselves. The relationship to student achievement is clear. Collaboration Cooperation is defined as teamwork whereby individuals act together to achieve a goal. The goal at Norfolk State University is to prepare the educator who is capable of demonstrating the collaborative and cooperative skills considered essential in the development and instruction of Pk-12 students. Committed Leadership It is evident in the literature that teacher leadership (York-Barr & Duke, 2004) as well as administrative leadership are roles critically needed in today s schools. It is also a principle that pervades all programs offered at Norfolk State University. From preparing classroom teachers to school administrators, effective teaching, student learning, and committed leadership are inextricably linked. All programs for school based personnel at the graduate and advanced levels offered within the School of Education have been approved by the Virginia Department of Education and accredited by the National Council for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Avenue NS, Suite 500, Washington, DC *Telephone:

10 General Information ACADEMIC CALENDAR The fall 2014, spring 2015, summer 2015, and fall 2015 academic calendars can be located at the following link: https://www.nsu.edu/enrollment-management/registrar/calendars ADMISSION TO GRADUATE PROGRAMS Qualified graduates of accredited colleges and universities are eligible to seek admission to the Graduate School at Norfolk State University and the School of Education. Graduate programs in the School of Education are offered through the Departments of Early Childhood/Elementary and Secondary Education and the Department of School Leadership and Exercise Science. More information about those programs can be found in this handbook, the department s handbook, and/or the School of Education s website. Applicants are accepted for admission on the basis of qualifications, without regard to sex, age, race, religion, or national origin. Admission to pursue graduate study at Norfolk State University is accomplished in two steps: one, by admission to the University and two, by admission to a graduate degree program. Step one Admission to a graduate program at Norfolk State University will proceeds in the following manner: (1) Retrieve and complete an application for graduate studies. Applications can be retrieved at https://www.nsu.edu/graduate/forms. Applications can be submitted online or in hard copy. (2) Applicants must request the graduate and undergraduate institutions that they have attended to send copies of their official transcripts to the Graduate School. (3) Each transcript must show the complete scholastic record, bear the official seal of the institution, and be signed by the issuing officers. 7

11 (4) The appropriate application fee must accompany the application for admission and is not refundable. Certified checks or money orders should be made payable to Norfolk State University. (5) Three letters of recommendation must be included with the application. (6) A GPA of 2.7 is required for admission to most graduate programs in the School of Education. (7) Application forms, transcripts, and other credentials are to be forwarded to the Graduate School, Norfolk State University, 700 Park Avenue, Norfolk, Virginia 23504, where they will be processed. Admission to Norfolk State University means only that the student will be permitted to enroll in courses at the graduate level. It does not necessarily imply that he/she will be admitted to a program leading to an advanced degree. Admission to a degree program and graduate courses must be approved by the Departmental Admissions Committee of that graduate program. The non-degree graduate student must seek advisement regarding any course enrollment for intended degree matriculation, and for information regarding appropriate prerequisite courses needed to advance him/her to the entry level of the course of his/her choice. Step two After the applicant s file is complete, it is reviewed by the Departmental Admissions Committee of that graduate program housed in the School of Education which makes a recommendation on admission. Upon completion of this process, the Graduate School conveys the decision, in writing, to the applicant with a copy to the appropriate departmental office housing the graduate program. Additional information regarding admission to the graduate school and its policies can be found at https://www.nsu.edu/graduate/policies. Please review as you are responsible for knowing this information. 8

12 Licensure Requirements for Initial Licensure Praxis I or the substitute tests listed below must be passed within the first nine hours of coursework if enrolled in a graduate program leading to an initial teaching license. Effective January 1, 2014, the following assessments are required for all candidates who are seeking an initial license to teach. Contact your advisor for additional information. Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) The Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) require a passing score for each of the three subtests. There is not a composite passing score for the assessments. If a passing score is not obtained on each subtest, a subtest may be retaken as a stand-alone test. The passing scaled scores associated with the passing raw scores approved by the Board of Education are provided in the following table: Test Board Approved Passing Score Effective Date Raw Score Scaled Score Praxis Core Academic Skills for Educators: Reading (5712) Praxis Core Academic Skills for Educators: Writing (5722) Praxis Core Academic Skills for Educators: Mathematics (5732) 31 out of 50 points 156 January 1, out of 70 points 162 January 1, out of 50 points 150 January 1, 2014 Note: The Board of Education did not approve a composite score for the Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) subtests. A passing score is required on each subtest. Substitute Tests for the Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) The Board of Education will continue the currently approved SAT and ACT substitute tests and passing scores for the basic skills entry assessment until comparison studies using the Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) can be completed. The Board also will continue the currently approved Virginia Communication and Literacy Assessment (VCLA) substitute test and passing scores for reading and writing until January 1, 2014, at which time VCLA will continue as a substitute test and the new approved passing raw scores for the VCLA become effective. Substitute Tests for PRAXIS I SAT AS A SUBSTITUTE TEST FOR PRAXIS I 9

13 On March 24, 2004, the Board of Education approved the use of the SAT as a substitute test for Praxis I (Reading, Writing, and Mathematics). The Board approved the following scores: SAT Taken Prior to April 1, a score of 1000 with at least 450 on the verbal and 510 on the mathematics tests; SAT Taken After April 1, a score of 1100 with at least 530 on the verbal and 530 on the mathematics tests as a substitute for Praxis I. ACT AS A SUBSTITUTE TEST FOR PRAXIS I On September 22, 2004, the Board of Education approved the use of the ACT as a substitute test for Praxis I (Reading, Writing, and Mathematics). The Board approved the following scores: ACT Taken Prior to April 1, a composite score of 21, with the ACT mathematics score no less than 21, and an ACT English Plus Reading score no less than 37. [Please note that you must have taken and met passing scores for the ACT Mathematics and English Plus Reading tests. At one time, the English Plus Reading test was not offered.] ACT Taken After April 1, 1995 a composite score of 24, with the ACT mathematics score no less than 22, and an ACT English Plus Reading score no less than 46. VIRGINIA COMMUNICATION AND LITERACY ASSESSMENT (VCLA) AS A SUBSTITUTE TEST FOR PRAXIS I (READING AND WRITING) On June 27, 2013, the Board of Education approved increased raw scores that are needed to obtain passing scores for the VCLA. The score scale has been adjusted to apply these new passing scores. Score reports for individuals who took the VCLA prior to January 1, 2014, will be accepted provided the candidate met the passing score effective at the time the test was taken. An individual choosing to use the VCLA (Reading and Writing) as a substitute assessment for the Praxis Core Academic Skills for Educators Tests: Reading (5712) and Writing (5722) will be required to meet the Praxis Core Academic Skills for Educators: Mathematics (5732) test requirement (or equivalent SAT or ACT test scores). Information regarding changes to the VCLA may be accessed at: The following assessments must be passed before applying for an internship for an initial teaching license. Content Assessment Praxis II (if applicable) For information regarding registration, test administration, fees, the policy for testing individuals with disabilities, etc., please refer to the Web site, or contact the Educational Testing Service (ETS) at or for THE PRAXIS 10

14 SERIES Registration Bulletin or write to THE PRAXIS SERIES, ETS, P. O. Box 6051, Princeton, NJ Hearing impaired individuals using a Telecommunications Device for the Deaf (TDD) may call for information. Please note: Some Praxis II assessments are being added as computer-based tests. If the first digit of the Praxis II test code begins with a 5, it is a computer-based test. Registration for new computer-based tests will become available approximately six weeks prior to the testing dates. Reading for Virginia Educators-RVE - READING ASSESSMENT -The Praxis Series: Reading for Virginia Educators-RVE (if applicable) A reading assessment is required for individuals seeking initial licensure with endorsements in any of the following endorsements (teaching areas): Early/Primary Education prek-3, Elementary Education prek-6, Special Education-General Curriculum, Special Education- Hearing Impairments, and Special Education-Visual Impairments. [This assessment also may apply to those individuals with endorsements in Special Education- Emotional Disturbances, Special Education-Specific Learning Disabilities, and Special Education-Mental Retardation who were advised under previous regulations to meet this assessment requirement for full licensure.] The SLLA is required of all persons seeking an initial endorsement as a principal. School Leaders Licensure Assessment (SLLA) On January 14, 2010, the Board of Education approved a cut score of 163 for the revised version of the School Leaders Licensure Assessment (SLLA). This assessment is the prescribed assessment for all individuals who are seeking an initial endorsement in administration and supervision to serve as principals and assistant principals in Virginia public schools as required in the Licensure Regulations for School Personnel (8VAC ). The SLLA is administered by the Educational Testing Service. Emergency First Aid, (CPR), and (AED) Training Requirement Emergency First Aid, Cardiopulmonary Resuscitation (CPR), and Use of Automated External Defibrillators (AED) Training Requirement The following documentation must be submitted to the Center for Professional Development before you begin your student teaching, practicum, or internship: Candidates are required to complete the Emergency First Aid, Cardiopulmonary Resuscitation (CPR), and Use of Automated External Defibrillators (AED) training. You may get this training from the American Heart Association, American Red Cross, or one of our local hospital facilities. An online program to meet this requirement is offered by the American Heart 11

15 Association and the American Red Cross. Any course taken through a community college or university must include all three components: first aid, CPR, and AED before it is accepted. Online training or certification that includes emergency first aid, CPR, and the use of AEDs are accepted if based on the current national evidence-based emergency cardiovascular care guidelines for cardiopulmonary resuscitation and the use of automated external defibrillator, such as a program developed by the American Heart Association or the American Red Cross. Universal Background Check Report You will have to get a Universal Background check report before you begin your student teaching, practicum, or internship. Once these items are completed, please submit the documents to Dr. June M. Montgomery, Director of the Center for Professional Development. ACADEMIC ADVISING Each student at NSU is assigned to a faculty member who is an advisor for both educational and vocational guidance. The advising process is designed to help you make important decisions related to your academic progress at the University. Once admitted, you should work together with your advisor and meet frequently. Your advisor has the most up to date information regarding the policies and steps you will need to take to complete your program. Here are some guidelines to follow throughout the year to make the advising process a successful part of your university experience. WHEN TO SEE YOUR ADVISOR 1. To discuss your academic progress. 2. To discuss course selection. 3. To add or drop courses. 4. To change your major 5. To apply for graduation 6. To discuss career considerations. WHAT YOU AND YOUR ADVISOR SHOULD DO You should contact and keep in touch with your advisor. 12

16 Your advisor should post office hours. You should make and keep appointments or call if it is necessary to change or cancel an appointment. Your advisor should keep appointments or call if it is necessary to change or cancel an appointment. You should come with specific questions. Your advisor should provide accurate and specific answers along with resource information when necessary. You should come with necessary materials (pen, class schedule, process form, etc.). Your advisor should have resource materials on hand. You should be open to discussion concerning academic progress, study habits, time management, etc. Your advisor should listen and help you work through pertinent issues. You should build a schedule free of conflicts in time. Your advisor should check your schedule for appropriate selection of courses. You should make decisions concerning choice of majors and selection of courses. Your advisor should suggest options concerning choice of majors and selection of courses. HOW TO SEE YOUR ADVISOR 1. Become familiar with your advisor s office hours/schedule. 2. Call to make an appointment (if required). 3. Allow plenty of time in case you have to wait. 13

17 4. Schedule longer conferences. Adapted from How You and Your Advisor Will Work Together, University of Iowa Undergraduate Advising Center. 14

18 The Department of Early Childhood/Elementary and Special Education The Early Childhood/Elementary and Special Education Department provides graduate programs for students seeking preparation to work with young people and students in the community, agencies, and the prek-12 school settings. The following graduate programs are offered through the Department of Early Childhood/Elementary and Special Education. Graduate Education Programs Master of Arts in Pre-Elementary Education-designed primarily for teachers who are previously licensed in early childhood, elementary, or special education Online Program Master of Arts in Teaching Elementary Education (PreK-6) Online Program Master of Arts in Pre-Elementary Education (endorsement in Early Childhood Special Education, birth-age 5) Online Program Master of Arts in Special Education (endorsement in the General Curriculum K- 12) Master of Arts in Special Education (endorsement in the Adapted Curriculum K-12) Master of Arts in Special Education for meeting the needs of persons in special education non-school settings General (non-teaching) Master of Arts in Special Education ( Rehabilitation Counseling) Graduate Certificate Programs Online: o Bilingual Special Education (15 credit hours) o Transition Special Education (12 credit hours) General Requirements for Admission to Graduate Programs Submit required application materials meeting requirements to the Graduate School and the graduate program in the School of Education Submit passed Praxis I scores or its equivalent if applying for admission to teacher preparatory programs leading to initial licensure. A 2.7 GPA overall is required to enroll in graduate programs. 15

19 Graduate Program Curricula NORFOLK STATE UNIVERSITY School of Education Department of Early Childhood/Elementary and Special Education MASTER OF ARTS IN PRE-ELEMENTARY EDUCATION MA.PRE.EE.Online This curriculum is designed primarily for teachers with teacher licensure in early childhood education, early childhood special education, or elementary education. This curriculum DOES NOT lead toward licensure. Student must have completed an undergraduate degree from a regionally accredited college or university. Students must have a grade point average of 2.7 in their major field. Students must be admitted to a Master of Arts degree program in the education department. CORE COURSES Course Title Sem. Hrs. EDU 605 Human Growth and Development 3 SPE 510 Introduction to the Exceptional Individual 3 ECS 626 Parent Participation in Educational Systems 3 EED 500G Language and Developmental Reading in Elem. Educ. 3 SPE 613 Assessment and Evaluation 3 ECS 683 Intervention Strategies for High Risk Children 3 UED 691 Research and Writing 3 EED 695 Thesis and one Elective or Two (2) Electives plus Comprehensive Exam 6 Course SPECIALIZATION (select 12 hours from this group) EED 501 Diagnostic Reading 3 EDU 636 Instruction and Classroom Management 3 UED 637 Curriculum Development and Technology 3 EED 503 Teaching and Learning in the Elementary Schools (PK-3) 3 ECS 580 Developmental Delays in Early Childhood 3 Course FIELD EXPERIENCE EED 696A Practicum 3 All students must complete a field experience that totals 100 clock hours. TOTAL HOURS= 42 16

20 NORFOLK STATE UNIVERSITY School of Education Department of Early Childhood/Elementary and Special Education MASTER OF ARTS IN TEACHING PK6 ELEMENTARY EDUCATION (PRE K-6) - MAT.ECE.Online FOR STUDENTS WHO HAVE A LIBERAL ARTS DEGREE. Student must have completed an undergraduate degree from a regional accredited college or university. Students must have a grade point average of 2.7 in their major field. Students must be admitted to a Master of Arts degree program in the education department. SEMESTER ONE SEM HRS EDU 605 Human Growth and Development 3 EED 5OOG Language and Developmental Reading in Elementary 3 EED 5O1* Diagnostic Reading 3 SEMESTER TWO EDU 501 Foundations of Education 3 EED 503* Teaching and Learning in the Primary School (Pre K-3)3 3 EED 603* Teaching and Learning in the Elementary School (4-6) 3 SEMESTER THREE EED 601 Methods and Materials for Teaching Mathematics, Science and Technology 3 EDU 636* Instruction and Classroom Management 3 UED 69l Research and Writing 3 EED 500* Teaching Social Studies in Elementary Schools 3 SEMESTER FOUR EED 696C Practicum (Student Teaching) 9 TOTAL HOURS= 39 Students are allowed to enroll in 9 hours before submitting passing scores on Praxis I (or equivalent). *Course enrollment requires passing Praxis I (or equivalent) scores. Before entering the Master of Arts in Teaching Program, all students must present passing scores on the Praxis I (or equivalent) Examination. Students must pass the Praxis II, VRE, and VCLA to be approved for student teaching. 17

21 NORFOLK STATE UNIVERSITY School of Education Department of Early Childhood/Elementary and Special Education MASTER OF ARTS IN PRE-ELEMENTARY EDUCATION With Licensure in Early Childhood Special Education Birth-Age 5 MA.PRE.ECS.Online This program is designed for persons who a;ready have a license to teach either elementary or special education. Student must have completed an undergraduate degree from a regionally accredited college or university. Students must have a grade point average of 2.7 in their major field. Students must be admitted to a Master of Arts degree program in the education department. CORE COURSES: Course Title Sem. Hrs. EDU 605 Human Growth and Development 3 ECS 626 Parent Participation in Educational Systems 3 EED 500G Language and Developmental Reading in EE 3 ECS 684 Assessment and Evaluation Early Childhood 3 Special Education ECS 683 Intervention Strategies for High Risk Children 3 UED 691 Research and Writing 3 EED 695 Thesis and 1 elective or 3 *Comprehensive Examination and 2 electives 0 *Students selecting comprehensive examination will be required to take an additional 3 hour course in the disciplines of Elementary Education, Secondary Education, or Special Education. LICENSURE REQUIRMENTS Course Title ECS 580 Developmental Delays in Early Childhood 3 ECS 685 Attributes and Medical Conditions Associated With Early Childhood Special Education 3 ECS 686 Communication Disorders for Early Childhood Special Education 3 ECS 687 Instructional and Classroom Management for Early Childhood Special Education 3 SPE 545 Collaboration, Inclusion, Transition, and other Curriculum Adjustments 3 EED 503 Teaching and Learning in the Primary Schools (PK-3) 3 **Students must have passing scores on Praxis I (or equivalent) before enrolling in more than nine (9) credit hours. Students must pass the RVE and VCLA before enrollment in the Practicum if they do not possess a Post Graduate Professional License. Please note that passing Praxis II in ECSE will be required when mandated by the Commonwealth of Virginia. FIELD EXPERIENCE Course Title EED 696D Practicum 3 All students must do a field experience that totals 300 clock hours. TOTAL HOURS= 42 18

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