M.A. in Curriculum and Instruction
Want to learn more? Speak with a graduate admissions counselor.
Classes are offered in person, on-campus.
The M.A. in Curriculum and Instruction enhances the professionalism and the teaching quality of experienced teachers. Through this 36-credit program, teachers acquire advanced knowledge and develop greater competence in their disciplines, while discovering innovative and effective approaches to teaching and learning.
- Certification concentration
- Supervisor Certificate – 36 credit program
- 3 years of working under a standard certificate
- Principal Certificate – 36 credit program
- 5 years of working under an appropriate New Jersey certificate
- Passing score on School Leader Praxis
- Special Education Certificate (TOSD) – 42 credit program
- Standard teaching certificate required
- ESL Certificate* (Online) – 39 credit program
- WPI and OPI tests are required
- Supervisor Certificate – 36 credit program
Students who have earned 15 graduate credits in the Caldwell University Post-Bac Teacher Certification program and have earned the NJDOE-issued Certificate of Eligibility with Advanced Standing (CEAS) may transfer these credits into the elective portion of the program. In addition, students who have earned 15 credits in an alternate route teacher certification program and are now certified may transfer these credits into the elective portion of the program. However, credits will not transfer until the student has been enrolled in the program for a year (two semesters).
*The ESL certificate is offered based on applicant demand.
RETENTION FOR ALL PROGRAMS IN THE SCHOOL OF EDUCATION
Students may only earn one grade below B- in a graduate level course. This course may be repeated once to earn a higher letter grade. Any student who receives a grade below B- in a second graduate level course will be dismissed from the program.
Some courses are assessed as PASS/FAIL.
Education Department program requirements are subject to change based on the NJ DoE regulations. For most current information, please consult the Caldwell University School of Education Website.
Please refer to Financial Aid for thesis or dissertation enrollment status information.
All students must successfully complete ED 610/611. ED 610/611 guides students through the process of creating an action research project. The study results in a report that includes a statement of the problem, a review of related literature, a description of the methodology used in the study, an analysis of the collected data, and a reflection on the use of the data to improve teaching and learning. Three areas are assessed as the final outcome for this program, subject matter knowledge, pedagogical knowledge, and caring teaching skills. Similarly, the course objectives align with these three components as students identify research questions relevant to their studies, review and analyze important research related to the topic, design a study using qualitative or quantitative methodology, and reflect on the implications of this study to enhance the quality of teaching. ED 610 will be graded in the Pass/Fail. ED 611 will receive a letter grade.
M.A. IN CURRICULUM AND INSTRUCTION
The M.A. in Curriculum and Instruction is designed for experienced teachers as a way to further enhance their professionalism and the quality of their teaching. The graduate program prepares educators for leadership roles in their schools. Integrating theory, practice, and research, the M.A. in Curriculum and Instruction provides teachers with opportunities to conduct action research in their schools. Through this research, teachers will acquire advanced knowledge and develop greater competence in their disciplines, while discovering innovative and effective approaches to teaching and learning. Students are required to take seven core courses and five elective courses for a total of 36 credits. The credits which meet the educational requirements for the Supervisor Certification may be completed as part of the elective requirements within this program. Other concentrations available to students in this degree program include Principal Certification – 36 credits, *ESL Certification – 39 credits, and Special Education (TOSD) – 42 credits. Students who have earned 15 credits in an alternate route teacher certification program and are now certified may transfer these credits into the elective portion of the program. However, credits will not transfer until the student has been enrolled in the program for a year (two semesters). To earn the Supervisor Certification, three years under a standard certificate are required; to earn the Principal Certification, five years of working under an appropriate New Jersey certificate, and passing the School Leader Praxis; to earn the ESL certificate, passing the WPI and OPI tests are required and a teaching certificate; to earn the TOSD Certification a standard certificate is required.
ADMISSION REQUIREMENTS
- Teaching certificate in education
- Undergraduate degree with a minimum GPA of 3.0
- Official undergraduate/graduate transcripts
- Two professional references
- Writing sample: Submission of a 1-2 page typed statement of your goals/ objectives for enrolling in the M.A. in Curriculum and Instruction program
PROGRAM REQUIREMENTS
Required Courses (21 credits)
Course Code : ED 580
Course Description :
Defines good teaching as a process whereby an educator leads students through a planned curriculum. The teacher who is knowledgeable in a specific area will refine instructional skills such as selecting content; pacing instruction; creating an instructional climate; ensuring active participation; focusing students on task; using effective questioning techniques; and providing feedback and evaluation of student learning. The course requires educators to review curriculum and emphasizes the analysis of their own instructional practices in the classroom.
Credit : 3
Course Code : ED 590
Course Description :
Focuses on a multiethnic/multicultural curriculum with goals that are consistent with the needs of a global society. Educators become informed, active citizens capable of making reflective decisions in a world beset by momentous social and human problems. Educators learn how to solve social problems through responsible action, and develop a sense of political efficacy and the ability to influence public policy.
Credit : 3
Course Code : ED 598
Course Description :
Provides an understanding of the processes of change and decision making in developing and implementing curriculum. The historical development of curriculum, how curriculum is organized, and the relationship between curriculum and instruction will be discussed. Educators will develop a written process for curriculum development, as well as a process for evaluating curriculum in order to ensure ongoing curriculum improvement. Educators will develop a comprehensive integrated curriculum guide including content, instructional methods, lesson plans, and assessment.
Credit : 3
Course Code : ED 599
Course Description :
Participants will learn to use and evaluate computer-based tools in educational environments. Included in this set of tools will be general productivity software, special purpose educational software, as well as innovative technology. Participants will develop their own portfolios of products and strategies displaying the use of such tools with students and other clients. Knowing how to access resources to maintain emergent technological literacy will be developed by participants.
Credit : 3
Course Code : ED 674
Course Description :
Examines current statutes and recent case law in the field of education. New Jersey AdministrativeCode and State regulations are also studied. The student will be provided with a context forunderstanding and applying the controlling legal precedents to the school setting. Issues such ascompulsory attendance, student and teacher rights, tort liability, first amendment, sexualharassment, civil rights, tenure rights, and other current legal matters and procedures will be studied. The relationship of statute, code, and regulations to contract stipulations will also be considered.
Credit : 3
Capstone Courses (part of required courses)
Course Code : ED 610
Course Description :
This course guides students through the process of creating a research proposal for action research to be conducted in their school systems. This proposal will include a statement of the problem, a review of related literature, and a description of the methodology to be used in the study. As part of the process, students will develop an understanding of research procedures and analyze published research related to their topic of study. ED 611 continues the research process with a focus on implementing the study, analyzing data collected, and formally writing the results.
Credit : 3
Prerequisites :
At least 27 graduate credits.
(Prerequisite: 27 credits including ED 580, ED 590, ED 599, ED 598, and ED 674)
Course Code : ED 611
Course Description :
Guides students through 1) the process of conducting an action research study and completing a thesis from the proposal developed in Educational Research I, or 2) the process of preparing a journal article suitable for publication. The thesis or article will present a defensible position on a matter of significance in the topic of study. Capstone projects will be published on the Web by ProQuest/UMI; a fee of $60.00 will be billed with course tuition to partially cover publication and copyright costs.
Credit : 3
Prerequisites :
ED610
Electives (15 credits by advisement)
Course Code : ED 500E
Course Description :
The prospective teacher will study curriculum priorities of the school and assessment techniques. He or she will learn how to unit plan, organize content, develop outcomes, and select materials for general and special education students, including those with autism.
Credit : 3
Course Code : ED 500S
Course Description :
The prospective teacher will study students, their characteristics as individuals, their individual interests, how students learn, how to establish a productive learning environment and the needs and characteristics of the special needs population, including students with autism.
Credit : 3
Course Code : ED 505
Course Description :
The prospective teacher will study students, their characteristics as individuals, their individual interests, how students learn, how to establish a productive learning environment and the needs and characteristics of the special needs population, including students with autism.
Credit : 3
Course Code : ED 615
Course Description :
This course is a continuation of the ED 614 LDTC Practicum I. During this practicum the student will have the continued opportunity to function as the LDTC on the Child Study Team under the continued mentorship of a certified Learning Disabilities Teacher consultant. Students will continue to apply the knowledge, skills and values learned throughout the specialized courses in this program. The focus will be on the understanding, diagnosis and assessment, and instructional planning for the education of students with disabilities incorporating the NJCCS mandates and proper placement of each student in the Least Restrictive Environment through collaboration between educational professionals and parents. The student will also participate in the development of the IEP and participate during the Determination of Eligibility IEP parental meetings and other Annual IEP parental meetings throughout the practicum. The outcomes will be discussed during class sessions. (Minimum of 45 hours of Field Experience under LDTC supervisor.)
Credit : 3
Prerequisites :
ED614, ED521, ED525, ED530, ED535, ED540, ED559, ED568, ED523, ED539
Co requisites :
ED610 or ED611
Course Code : ED 510
Course Description :
The prospective teacher will learn about language development, the reading process, the methods and materials necessary to teaching reading, and the application of reading skills to all subject areas and disciplines found within the school curriculum. (30-hour field requirement)
Credit : 3
Course Code : ED 515
Course Description :
The prospective teacher will learn about the classroom as a social unit and the management/organization skills to create an effective learning environment. The prospective teacher will become familiar with the organizational, social, economic, and political forces that impact upon schools.
Credit : 3
Prerequisites :
ED505, ED510
Course Code : ED 517
Course Description :
The purpose of this course is to provide a framework for considering how language development in bilingual individuals is different from that of monolinguals. This course is designed to assist educators in understanding how being bilingual affects the educational context and, therefore, may influence the academic performance and assessment of bilingual students. This knowledge should lead to more reflective instructional decision making on the part of course participants.
Credit : 3
Course Code : ED 518
Course Description :
The course examines the current theories and practices required to teach English Language Learners through context. The course explores the current methodologies that will assist teachers in the development of the contextual approach to language acquisition. In addition, the course will familiarize the students with WIDA English Language Proficiency Standards adopted by the State of New Jersey and will focus on techniques that foster communicative competence. Field experience 12 hours.
Credit : 3
Prerequisites :
EN520
Course Code : ED 519
Course Description :
This course content will include the development of legislation regarding English language learning opportunities for language minority students, second language acquisition theory, ESL/ Bilingual program models, Language 2 (L2) teaching method theory, specific teaching approaches and techniques and multilingual/multicultural classroom challenges. Class work will focus on practical and hands-on experiences. Field experience12 hours.
Credit : 3
Prerequisites :
EN520
(12-hour field requirement) (Prerequisite: EN 520)
Course Code : ED 520
Course Description :
The prospective teacher will study the common skills for the delivery of instruction including planning, comparative methodology, questioning, instructional skills, use of technology, selection of materials, goal setting, pacing of instruction, and measuring outcomes. The prospective teacher will investigate student creativity and learn how to engage students in active learning. Field component requires a minimum 175 hours of in-school observation.
Credit : 3
Prerequisites :
ED505, ED510
Course Code : ED 522
Course Description :
This course examines both the historical basis and current federal and state statutes and regulations pertaining to special education. In depth analysis of both federal and state law cases will be examined. Issues such as the IDEIA, ADA, NCLB, and Section 504 of the Rehabilitation Act, as well as state issues/regulations governing special education will be analyzed. Students will understand the concept of learning disabilities and the observable characteristics of those who are learning disabled ranging from severe to mild disabilities. Research, attitudes and current practice as they relate to children with individualized differences and special needs will be discussed and evaluated. This course has a 12-hour field component.
Credit : 3
Course Code : ED 527
Course Description :
This course provides a foundation in assessment practices and interpretation of results. Studied tests, applicable to multidisciplinary evaluation of students will include the WISC, WJ-IV, WIAT and other standardized instruments utilized during the referral process. Through individual research, case studies, or small group projects, students will become familiar with diagnostic, technically sound, and culturally responsive batteries. Evaluation of assessment results will inform decisions regarding eligibility and instructional planning. Understanding components of the Individual Education Program (IEP) and its development through a multidisciplinary Child Study Team (CST) will allow the student to transfer assessment competencies to the development and structuring of a learning program for a student with disabilities. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED522
Course Code : ED 530
Course Description :
This course is designed to teach future teachers to create effective learning environments for students with varying levels of skill in attention, academics, behavior and social areas on a variety of learning environments while focusing on the inclusive classroom. It will introduce ways of adapting materials, modifying curriculum and adjusting teaching strategies to meet the needs of the students. This course will also introduce various ways in which technology can enhance the learning experiences of students in a variety of learning environments.
Credit : 3
Prerequisites :
ED522, ED523
Course Code : ED 535
Course Description :
This course provides a comprehensive examination of theories of learning, emphasizing analysis of the commonality and diversity among learners. Objectives include the study of theories relative to learning, intelligence, reading, learning styles, developmental diversity, and the neurophysiological influences upon learning. A course outcome is the research-based examination of how various physical, emotional, and chemical conditions impact human development and thereby influences learning in all areas of the curriculum. This course has a 12- hour field component.
Credit : 3
(12-hour field requirement)
Course Code : ED 536
Course Description :
This course examines reading from historical, theoretical, and pedagogical perspectives that influence research-based intervention approaches. The course builds upon prerequisite understanding of reasons for reading failure. Objectives include implementation of researchbased strategies that optimize direct instruction for teaching reading comprehension. The ability to effectively select, evaluate, and utilize reading interventions based on a CBI/RTI approach that appeals to reluctant readers and students with special needs is an outcome designed to enhance professional development and the ability to identify resources and materials effective for classroom literacy programs. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED535
Course Code : ED 539
Course Description :
Students in this course will be able to focus on identifying, reading, analyzing, evaluating and changing social, emotional and academic behavior of students with disabilities. Theories of comprehensive classroom management will be explored in the field of Special Education with the design of learning environments and application of behavior management techniques for making positive changes in the student’s academic, social and affective behavior. Specific emphasis will focus on Applied Behavior Analysis (ABA), including: defining and targeting behavior, designing intervention to teach responses and collection of graphing data to insure effective intervention. The student will also learn the process of Functional Behavior Assessment (FBA) and the resulting Behavior Intervention Planning (BIP) process all in compliance with IDEIA mandates and regulations. The student will conduct reviews and critiques of current behavior research as well as engage in practical implementation of FBA, BIP, utilizing graphs for data based decisions making, and social skill lesson planning. This course has a 12-hour field component.
Credit : 3
Course Code : ED 540
Course Description :
(formerly called The Special Educator as Collaborator) Provides students with the skills necessary for collaboration and consultation with other professionals and discusses not only how schools and teachers can collaborate with these agencies, but which agencies are the appropriate ones to contact. Communication strategies and skills, with emphasis on communicating with the home, with other teachers, and with professionals outside the field of education, will be practiced. Team building strategies between teachers and other professionals will be developed. Collaborative learning and collaborative planning will be practiced for implementation in in-class support programs. This course includes a 12-hour field component requirement.
Credit : 3
Prerequisites :
ED522, ED521, ED523
Course Code : ED 576
Course Description :
This course examines the foundation of reading: the nature of the reading process, early childhood reading instruction, definitions of reading, current practices in the teaching of reading and the implications for teachers as they influence literacy in a technological society.
Credit : 3
Course Code : ED 635
Course Description :
Prepares students for the supervision of curriculum, instruction, and personnel in subject specificcontent areas. Students will be able to set goals, design instruction, plan programs, develop andevaluate learning materials, design and implement staff development, restructure staffingpatterns and delivery systems for educational programs, and utilize State and NationalStandards in curriculum planning and assessment of student performance.
Credit : 3
Course Code : ED 650
Course Description :
Provides an advanced study of effective curriculum leadership traits needed by urban andsuburban school personnel. The demands of accountability as well as the strategies andtechniques used for recasting curricula will be addressed. Curriculum leadership involves posingproblems that challenge the apparent order in the school and classroom; reflection upon theassumptions, values and meanings of the activities found in the educational setting; and anassessment of the consequences in a process of critical inquiry about curriculum.
Credit : 3
Course Code : ED 670
Course Description :
Introduces students to the process of instructional supervision and models for implementation ofthe supervisory process. The course provides an overview of the relevant theory and researchin supervisory theory and practice. Supervision as ‘coaching’ will be contrasted with traditionalcriterion models and clinical supervision. Data collection to provide feedback to teachers as abasis for instructional improvement will be demonstrated and simulated. Where possibleundergraduates will be critiqued in person or through videotape as a source of supervisoryexperience. Legal requirements that circumscribe the supervision and evaluation process will bereviewed. Methods of addressing the needs of the unsuccessful teacher will also be presented.
Credit : 3
Course Code : ED 671
Course Description :
This course introduces students to Pre K-12 school administration and curriculum supervision andprovides an overview of the historical and research foundations of organizational andcurriculum development theory. Using a problem-based approach, it develops an understandingof curriculum development practice grounded in the understanding of how school organizationswork. This will include such topics as: the school as a social system, open systems theory, usesof power and authority, leadership theory, supervisory approaches, curriculum guidelines, andlong range or strategic planning for curriculum and operational development.
Credit : 3
Course Code : ED 672
Course Description :
Describes the current methods of funding education in the public sector and through variousprivate or parochial school methods. Leads the student to also consider various supplementalfunding sources, public and private. State and federally funded programs and their implicationsfor various school organizations are explained. The Generally Accepted Accounting Procedures(G.A.A.P.) will be introduced and applied by the student. The various functions of a schoolbusiness office will be explained and simulated. Sources of funding in the public and privatesectors and overall governance of finances with considerations of accountability will beexamined and understood.
Credit : 3
Course Code : ED 675
Course Description :
Develops the writing skills and styles needed by the school administrator to communicateeffectively with the many publics who comprise the constituency of the schools. The student willlearn the value of clear verbal and written expression and successful presentation styles.Expressing oneself to a variety of audiences in a manner which is suitable to their needs, interest,and abilities, as well as their right to know will be explained and modeled. Practicalcommunication circumstances will be used whenever possible. The student will be shown howto communicate in a manner that will be most likely to gain support for initiatives and programs.Grant writing and the characteristics of a successfully framed proposal will be included. The roleof modern technology in the communications of today’s school leader will also be stressed.
Credit : 3
Course Code : ED 678
Course Description :
Administering personnel policies, methods and techniques in both the public and private sectors.The student will also examine internal and external environmental influences, relevance toorganizational structure, collective bargaining, tenure, affirmative action, recruitment, selection,induction, development appraisal, termination and legal parameters for all of the above. Thecourse also addresses the process of budgeting for personnel and material resources needed toensure the smooth operation of schools. Bidding requirements and practices for public andprivate sector administrators will be addressed. Purchasing practices, building renovations,capital projects, and the funding of such projects will comprise the subject matter of this course.
Credit : 3
Course Code : ED 680
Course Description :
This two semester intern experience is designed to engage the student in experiences toapproximate functioning in the manner of the practicing professional principal. Students’ internexperiences will be guided by a set of prescribed activities that engage him/her in instruction,supervision, school community, budget, cultural, and curriculum development. The internship willbe supervised by university liaison personnel.
Credit : 3
Course Code : EN 520
Course Description :
The course will study form and function in the systems of American English grammatical structure, including phonology, morphology, syntax, lexicon, semantics, and graphics, with particular emphasis on the frames of reference of those who learn English after having mastered a first language other than English. The course will include the historical development of these systems as well as their present state in Standard American English and a sampling of contemporary American dialects. The course will review traditional understanding of English grammar and explore the applications of structural and transformational grammar to the needs of adult learners of English.
Credit : 3
content
1 Required for Principal Certification
2 ED 500, ED 505, ED 510, ED 515, ED 520 are post-baccalaureate students
3 Seven courses required for Teacher of Students with Disabilities Certification
4 Four courses required for Supervisor Certification
5 Elective courses for ESL Certification (18 credits in electives required)
6 Five courses required for Principal Certification
Internship
All students entering the M.A. in Educational Administration must participate in a state-mandated 300-hour internship. There will be a set of specific activities that relate to the duties of a school principal that students will be expected to accomplish. Three (3) credits will be awarded for the 300 hours.
NOTE: It is understood that students must meet the State of New Jersey’s requirements for certification. Fees and requirements are set by the New Jersey Department of Education. Copy of teacher certification and minimum of three years of experience under appropriate New Jersey teacher certification is necessary to begin the program.
Candidates are eligible for New Jersey certification after working five years under appropriate certification and passing School Leader Praxis.
Transfer of Graduate Credit
Caldwell University will accept the transfer of up to six credits of graduate work in education from another accredited institution provided the credits were completed within five years of the student’s registration at Caldwell University. Official transcripts of previous graduate work as well as the description of each course must be submitted for review at the time of application. Approval of transfer credit is based on course content and grade earned in the course which should be B or better. Each transfer request will be reviewed by the Program Coordinator. Students entering this program upon completion of the Post-Baccalaureate Teacher Certification program or Special Education program will receive advanced standing; therefore, no additional transfer credits will be accepted. Such students must show evidence of having received or expecting teacher certification, which is a prerequisite for this program. In addition, students who have earned 15 credits in an alternate route teacher certification program and are now certified may transfer these credits into the elective portion of the program. However, credits will not transfer until the student has been enrolled in the program for a year (two semesters).
M.A. IN CURRICULUM AND INSTRUCTION
The M.A. in Curriculum and Instruction is designed for experienced teachers as a way to further enhance their professionalism and the quality of their teaching. The graduate program prepares educators for leadership roles in their schools. Integrating theory, practice, and research, the M.A. in Curriculum and Instruction provides teachers with opportunities to conduct action research in their schools. Through this research, teachers will acquire advanced knowledge and develop greater competence in their disciplines, while discovering innovative and effective approaches to teaching and learning. Students are required to take seven core courses and five elective courses for a total of 36 credits. The credits which meet the educational requirements for the Supervisor Certification may be completed as part of the elective requirements within this program. Other concentrations available to students in this degree program include Principal Certification – 36 credits, *ESL Certification – 39 credits, and Special Education (TOSD) – 42 credits. Students who have earned 15 credits in an alternate route teacher certification program and are now certified may transfer these credits into the elective portion of the program. However, credits will not transfer until the student has been enrolled in the program for a year (two semesters). To earn the Supervisor Certification, three years under a standard certificate are required; to earn the Principal Certification, five years of working under an appropriate New Jersey certificate, and passing the School Leader Praxis; to earn the ESL certificate, passing the WPI and OPI tests are required and a teaching certificate; to earn the TOSD Certification a standard certificate is required.
ADMISSION REQUIREMENTS
- Teaching certificate in education
- Undergraduate degree with a minimum GPA of 3.0
- Official undergraduate/graduate transcripts
- Two professional references
- Writing sample: Submission of a 1-2 page typed statement of your goals/ objectives for enrolling in the M.A. in Curriculum and Instruction program
PROGRAM REQUIREMENTS
Required Courses (21 credits)
Course Code : ED 580
Course Description :
Defines good teaching as a process whereby an educator leads students through a planned curriculum. The teacher who is knowledgeable in a specific area will refine instructional skills such as selecting content; pacing instruction; creating an instructional climate; ensuring active participation; focusing students on task; using effective questioning techniques; and providing feedback and evaluation of student learning. The course requires educators to review curriculum and emphasizes the analysis of their own instructional practices in the classroom.
Credit : 3
Course Code : ED 590
Course Description :
Focuses on a multiethnic/multicultural curriculum with goals that are consistent with the needs of a global society. Educators become informed, active citizens capable of making reflective decisions in a world beset by momentous social and human problems. Educators learn how to solve social problems through responsible action, and develop a sense of political efficacy and the ability to influence public policy.
Credit : 3
Course Code : ED 598
Course Description :
Provides an understanding of the processes of change and decision making in developing and implementing curriculum. The historical development of curriculum, how curriculum is organized, and the relationship between curriculum and instruction will be discussed. Educators will develop a written process for curriculum development, as well as a process for evaluating curriculum in order to ensure ongoing curriculum improvement. Educators will develop a comprehensive integrated curriculum guide including content, instructional methods, lesson plans, and assessment.
Credit : 3
Course Code : ED 599
Course Description :
Participants will learn to use and evaluate computer-based tools in educational environments. Included in this set of tools will be general productivity software, special purpose educational software, as well as innovative technology. Participants will develop their own portfolios of products and strategies displaying the use of such tools with students and other clients. Knowing how to access resources to maintain emergent technological literacy will be developed by participants.
Credit : 3
Course Code : ED 674
Course Description :
Examines current statutes and recent case law in the field of education. New Jersey AdministrativeCode and State regulations are also studied. The student will be provided with a context forunderstanding and applying the controlling legal precedents to the school setting. Issues such ascompulsory attendance, student and teacher rights, tort liability, first amendment, sexualharassment, civil rights, tenure rights, and other current legal matters and procedures will be studied. The relationship of statute, code, and regulations to contract stipulations will also be considered.
Credit : 3
Capstone Courses (part of required courses)
Course Code : ED 610
Course Description :
This course guides students through the process of creating a research proposal for action research to be conducted in their school systems. This proposal will include a statement of the problem, a review of related literature, and a description of the methodology to be used in the study. As part of the process, students will develop an understanding of research procedures and analyze published research related to their topic of study. ED 611 continues the research process with a focus on implementing the study, analyzing data collected, and formally writing the results.
Credit : 3
Prerequisites :
At least 27 graduate credits.
(Prerequisite: 27 credits including ED 580, ED 590, ED 599, ED 598, and ED 674)
Course Code : ED 611
Course Description :
Guides students through 1) the process of conducting an action research study and completing a thesis from the proposal developed in Educational Research I, or 2) the process of preparing a journal article suitable for publication. The thesis or article will present a defensible position on a matter of significance in the topic of study. Capstone projects will be published on the Web by ProQuest/UMI; a fee of $60.00 will be billed with course tuition to partially cover publication and copyright costs.
Credit : 3
Prerequisites :
ED610
Electives (15 credits by advisement)
Course Code : ED 500E
Course Description :
The prospective teacher will study curriculum priorities of the school and assessment techniques. He or she will learn how to unit plan, organize content, develop outcomes, and select materials for general and special education students, including those with autism.
Credit : 3
Course Code : ED 500S
Course Description :
The prospective teacher will study students, their characteristics as individuals, their individual interests, how students learn, how to establish a productive learning environment and the needs and characteristics of the special needs population, including students with autism.
Credit : 3
Course Code : ED 505
Course Description :
The prospective teacher will study students, their characteristics as individuals, their individual interests, how students learn, how to establish a productive learning environment and the needs and characteristics of the special needs population, including students with autism.
Credit : 3
Course Code : ED 615
Course Description :
This course is a continuation of the ED 614 LDTC Practicum I. During this practicum the student will have the continued opportunity to function as the LDTC on the Child Study Team under the continued mentorship of a certified Learning Disabilities Teacher consultant. Students will continue to apply the knowledge, skills and values learned throughout the specialized courses in this program. The focus will be on the understanding, diagnosis and assessment, and instructional planning for the education of students with disabilities incorporating the NJCCS mandates and proper placement of each student in the Least Restrictive Environment through collaboration between educational professionals and parents. The student will also participate in the development of the IEP and participate during the Determination of Eligibility IEP parental meetings and other Annual IEP parental meetings throughout the practicum. The outcomes will be discussed during class sessions. (Minimum of 45 hours of Field Experience under LDTC supervisor.)
Credit : 3
Prerequisites :
ED614, ED521, ED525, ED530, ED535, ED540, ED559, ED568, ED523, ED539
Co requisites :
ED610 or ED611
Course Code : ED 510
Course Description :
The prospective teacher will learn about language development, the reading process, the methods and materials necessary to teaching reading, and the application of reading skills to all subject areas and disciplines found within the school curriculum. (30-hour field requirement)
Credit : 3
Course Code : ED 515
Course Description :
The prospective teacher will learn about the classroom as a social unit and the management/organization skills to create an effective learning environment. The prospective teacher will become familiar with the organizational, social, economic, and political forces that impact upon schools.
Credit : 3
Prerequisites :
ED505, ED510
Course Code : ED 517
Course Description :
The purpose of this course is to provide a framework for considering how language development in bilingual individuals is different from that of monolinguals. This course is designed to assist educators in understanding how being bilingual affects the educational context and, therefore, may influence the academic performance and assessment of bilingual students. This knowledge should lead to more reflective instructional decision making on the part of course participants.
Credit : 3
Course Code : ED 518
Course Description :
The course examines the current theories and practices required to teach English Language Learners through context. The course explores the current methodologies that will assist teachers in the development of the contextual approach to language acquisition. In addition, the course will familiarize the students with WIDA English Language Proficiency Standards adopted by the State of New Jersey and will focus on techniques that foster communicative competence. Field experience 12 hours.
Credit : 3
Prerequisites :
EN520
Course Code : ED 519
Course Description :
This course content will include the development of legislation regarding English language learning opportunities for language minority students, second language acquisition theory, ESL/ Bilingual program models, Language 2 (L2) teaching method theory, specific teaching approaches and techniques and multilingual/multicultural classroom challenges. Class work will focus on practical and hands-on experiences. Field experience12 hours.
Credit : 3
Prerequisites :
EN520
(12-hour field requirement) (Prerequisite: EN 520)
Course Code : ED 520
Course Description :
The prospective teacher will study the common skills for the delivery of instruction including planning, comparative methodology, questioning, instructional skills, use of technology, selection of materials, goal setting, pacing of instruction, and measuring outcomes. The prospective teacher will investigate student creativity and learn how to engage students in active learning. Field component requires a minimum 175 hours of in-school observation.
Credit : 3
Prerequisites :
ED505, ED510
Course Code : ED 522
Course Description :
This course examines both the historical basis and current federal and state statutes and regulations pertaining to special education. In depth analysis of both federal and state law cases will be examined. Issues such as the IDEIA, ADA, NCLB, and Section 504 of the Rehabilitation Act, as well as state issues/regulations governing special education will be analyzed. Students will understand the concept of learning disabilities and the observable characteristics of those who are learning disabled ranging from severe to mild disabilities. Research, attitudes and current practice as they relate to children with individualized differences and special needs will be discussed and evaluated. This course has a 12-hour field component.
Credit : 3
Course Code : ED 527
Course Description :
This course provides a foundation in assessment practices and interpretation of results. Studied tests, applicable to multidisciplinary evaluation of students will include the WISC, WJ-IV, WIAT and other standardized instruments utilized during the referral process. Through individual research, case studies, or small group projects, students will become familiar with diagnostic, technically sound, and culturally responsive batteries. Evaluation of assessment results will inform decisions regarding eligibility and instructional planning. Understanding components of the Individual Education Program (IEP) and its development through a multidisciplinary Child Study Team (CST) will allow the student to transfer assessment competencies to the development and structuring of a learning program for a student with disabilities. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED522
Course Code : ED 530
Course Description :
This course is designed to teach future teachers to create effective learning environments for students with varying levels of skill in attention, academics, behavior and social areas on a variety of learning environments while focusing on the inclusive classroom. It will introduce ways of adapting materials, modifying curriculum and adjusting teaching strategies to meet the needs of the students. This course will also introduce various ways in which technology can enhance the learning experiences of students in a variety of learning environments.
Credit : 3
Prerequisites :
ED522, ED523
Course Code : ED 535
Course Description :
This course provides a comprehensive examination of theories of learning, emphasizing analysis of the commonality and diversity among learners. Objectives include the study of theories relative to learning, intelligence, reading, learning styles, developmental diversity, and the neurophysiological influences upon learning. A course outcome is the research-based examination of how various physical, emotional, and chemical conditions impact human development and thereby influences learning in all areas of the curriculum. This course has a 12- hour field component.
Credit : 3
(12-hour field requirement)
Course Code : ED 536
Course Description :
This course examines reading from historical, theoretical, and pedagogical perspectives that influence research-based intervention approaches. The course builds upon prerequisite understanding of reasons for reading failure. Objectives include implementation of researchbased strategies that optimize direct instruction for teaching reading comprehension. The ability to effectively select, evaluate, and utilize reading interventions based on a CBI/RTI approach that appeals to reluctant readers and students with special needs is an outcome designed to enhance professional development and the ability to identify resources and materials effective for classroom literacy programs. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED535
Course Code : ED 539
Course Description :
Students in this course will be able to focus on identifying, reading, analyzing, evaluating and changing social, emotional and academic behavior of students with disabilities. Theories of comprehensive classroom management will be explored in the field of Special Education with the design of learning environments and application of behavior management techniques for making positive changes in the student’s academic, social and affective behavior. Specific emphasis will focus on Applied Behavior Analysis (ABA), including: defining and targeting behavior, designing intervention to teach responses and collection of graphing data to insure effective intervention. The student will also learn the process of Functional Behavior Assessment (FBA) and the resulting Behavior Intervention Planning (BIP) process all in compliance with IDEIA mandates and regulations. The student will conduct reviews and critiques of current behavior research as well as engage in practical implementation of FBA, BIP, utilizing graphs for data based decisions making, and social skill lesson planning. This course has a 12-hour field component.
Credit : 3
Course Code : ED 540
Course Description :
(formerly called The Special Educator as Collaborator) Provides students with the skills necessary for collaboration and consultation with other professionals and discusses not only how schools and teachers can collaborate with these agencies, but which agencies are the appropriate ones to contact. Communication strategies and skills, with emphasis on communicating with the home, with other teachers, and with professionals outside the field of education, will be practiced. Team building strategies between teachers and other professionals will be developed. Collaborative learning and collaborative planning will be practiced for implementation in in-class support programs. This course includes a 12-hour field component requirement.
Credit : 3
Prerequisites :
ED522, ED521, ED523
Course Code : ED 576
Course Description :
This course examines the foundation of reading: the nature of the reading process, early childhood reading instruction, definitions of reading, current practices in the teaching of reading and the implications for teachers as they influence literacy in a technological society.
Credit : 3
Course Code : ED 635
Course Description :
Prepares students for the supervision of curriculum, instruction, and personnel in subject specificcontent areas. Students will be able to set goals, design instruction, plan programs, develop andevaluate learning materials, design and implement staff development, restructure staffingpatterns and delivery systems for educational programs, and utilize State and NationalStandards in curriculum planning and assessment of student performance.
Credit : 3
Course Code : ED 650
Course Description :
Provides an advanced study of effective curriculum leadership traits needed by urban andsuburban school personnel. The demands of accountability as well as the strategies andtechniques used for recasting curricula will be addressed. Curriculum leadership involves posingproblems that challenge the apparent order in the school and classroom; reflection upon theassumptions, values and meanings of the activities found in the educational setting; and anassessment of the consequences in a process of critical inquiry about curriculum.
Credit : 3
Course Code : ED 670
Course Description :
Introduces students to the process of instructional supervision and models for implementation ofthe supervisory process. The course provides an overview of the relevant theory and researchin supervisory theory and practice. Supervision as ‘coaching’ will be contrasted with traditionalcriterion models and clinical supervision. Data collection to provide feedback to teachers as abasis for instructional improvement will be demonstrated and simulated. Where possibleundergraduates will be critiqued in person or through videotape as a source of supervisoryexperience. Legal requirements that circumscribe the supervision and evaluation process will bereviewed. Methods of addressing the needs of the unsuccessful teacher will also be presented.
Credit : 3
Course Code : ED 671
Course Description :
This course introduces students to Pre K-12 school administration and curriculum supervision andprovides an overview of the historical and research foundations of organizational andcurriculum development theory. Using a problem-based approach, it develops an understandingof curriculum development practice grounded in the understanding of how school organizationswork. This will include such topics as: the school as a social system, open systems theory, usesof power and authority, leadership theory, supervisory approaches, curriculum guidelines, andlong range or strategic planning for curriculum and operational development.
Credit : 3
Course Code : ED 672
Course Description :
Describes the current methods of funding education in the public sector and through variousprivate or parochial school methods. Leads the student to also consider various supplementalfunding sources, public and private. State and federally funded programs and their implicationsfor various school organizations are explained. The Generally Accepted Accounting Procedures(G.A.A.P.) will be introduced and applied by the student. The various functions of a schoolbusiness office will be explained and simulated. Sources of funding in the public and privatesectors and overall governance of finances with considerations of accountability will beexamined and understood.
Credit : 3
Course Code : ED 675
Course Description :
Develops the writing skills and styles needed by the school administrator to communicateeffectively with the many publics who comprise the constituency of the schools. The student willlearn the value of clear verbal and written expression and successful presentation styles.Expressing oneself to a variety of audiences in a manner which is suitable to their needs, interest,and abilities, as well as their right to know will be explained and modeled. Practicalcommunication circumstances will be used whenever possible. The student will be shown howto communicate in a manner that will be most likely to gain support for initiatives and programs.Grant writing and the characteristics of a successfully framed proposal will be included. The roleof modern technology in the communications of today’s school leader will also be stressed.
Credit : 3
Course Code : ED 678
Course Description :
Administering personnel policies, methods and techniques in both the public and private sectors.The student will also examine internal and external environmental influences, relevance toorganizational structure, collective bargaining, tenure, affirmative action, recruitment, selection,induction, development appraisal, termination and legal parameters for all of the above. Thecourse also addresses the process of budgeting for personnel and material resources needed toensure the smooth operation of schools. Bidding requirements and practices for public andprivate sector administrators will be addressed. Purchasing practices, building renovations,capital projects, and the funding of such projects will comprise the subject matter of this course.
Credit : 3
Course Code : ED 680
Course Description :
This two semester intern experience is designed to engage the student in experiences toapproximate functioning in the manner of the practicing professional principal. Students’ internexperiences will be guided by a set of prescribed activities that engage him/her in instruction,supervision, school community, budget, cultural, and curriculum development. The internship willbe supervised by university liaison personnel.
Credit : 3
Course Code : EN 520
Course Description :
The course will study form and function in the systems of American English grammatical structure, including phonology, morphology, syntax, lexicon, semantics, and graphics, with particular emphasis on the frames of reference of those who learn English after having mastered a first language other than English. The course will include the historical development of these systems as well as their present state in Standard American English and a sampling of contemporary American dialects. The course will review traditional understanding of English grammar and explore the applications of structural and transformational grammar to the needs of adult learners of English.
Credit : 3
content
1 Required for Principal Certification
2 ED 500, ED 505, ED 510, ED 515, ED 520 are post-baccalaureate students
3 Seven courses required for Teacher of Students with Disabilities Certification
4 Four courses required for Supervisor Certification
5 Elective courses for ESL Certification (18 credits in electives required)
6 Five courses required for Principal Certification
Internship
All students entering the M.A. in Educational Administration must participate in a state-mandated 300-hour internship. There will be a set of specific activities that relate to the duties of a school principal that students will be expected to accomplish. Three (3) credits will be awarded for the 300 hours.
NOTE: It is understood that students must meet the State of New Jersey’s requirements for certification. Fees and requirements are set by the New Jersey Department of Education. Copy of teacher certification and minimum of three years of experience under appropriate New Jersey teacher certification is necessary to begin the program.
Candidates are eligible for New Jersey certification after working five years under appropriate certification and passing School Leader Praxis.
Transfer of Graduate Credit
Caldwell University will accept the transfer of up to six credits of graduate work in education from another accredited institution provided the credits were completed within five years of the student’s registration at Caldwell University. Official transcripts of previous graduate work as well as the description of each course must be submitted for review at the time of application. Approval of transfer credit is based on course content and grade earned in the course which should be B or better. Each transfer request will be reviewed by the Program Coordinator. Students entering this program upon completion of the Post-Baccalaureate Teacher Certification program or Special Education program will receive advanced standing; therefore, no additional transfer credits will be accepted. Such students must show evidence of having received or expecting teacher certification, which is a prerequisite for this program.
M.A. IN CURRICULUM AND INSTRUCTION
The M.A. in Curriculum and Instruction is designed for experienced teachers as a way to further enhance their professionalism and the quality of their teaching. The graduate program prepares educators for leadership roles in their schools. Integrating theory, practice, and research, the M.A. in Curriculum and Instruction provides teachers with opportunities to conduct action research in their schools. Through this research, teachers will acquire advanced knowledge and develop greater competence in their disciplines, while discovering innovative and effective approaches to teaching and learning. Students are required to take seven core courses and five elective courses for a total of 36 credits. The credits which meet the educational requirements for the Supervisor Certification may be completed as part of the elective requirements within this program. Other concentrations available to students in this degree program include Principal Certification – 36 credits, *ESL Certification – 39 credits, and Special Education (TOSD) – 42 credits. Students who have earned 15 credits in an alternate route teacher certification program and are now certified may transfer these credits into the elective portion of the program. However, credits will not transfer until the student has been enrolled in the program for a year (two semesters). To earn the Supervisor Certification, three years under a standard certificate are required; to earn the Principal Certification, five years of working under an appropriate New Jersey certificate, and passing the School Leader Praxis; to earn the ESL certificate, passing the WPI and OPI tests are required and a teaching certificate; to earn the TOSD Certification a standard certificate is required.
ADMISSION REQUIREMENTS
- Teaching certificate in education
- Undergraduate degree with a minimum GPA of 3.0
- Official undergraduate/graduate transcripts
- Two professional references
- Writing sample: Submission of a 1-2 page typed statement of your goals/ objectives for enrolling in the M.A. in Curriculum and Instruction program
PROGRAM REQUIREMENTS
Required Courses (21 credits)
Course Code : ED 580
Course Description :
Defines good teaching as a process whereby an educator leads students through a planned curriculum. The teacher who is knowledgeable in a specific area will refine instructional skills such as selecting content; pacing instruction; creating an instructional climate; ensuring active participation; focusing students on task; using effective questioning techniques; and providing feedback and evaluation of student learning. The course requires educators to review curriculum and emphasizes the analysis of their own instructional practices in the classroom.
Credit : 3
Course Code : ED 590
Course Description :
Focuses on a multiethnic/multicultural curriculum with goals that are consistent with the needs of a global society. Educators become informed, active citizens capable of making reflective decisions in a world beset by momentous social and human problems. Educators learn how to solve social problems through responsible action, and develop a sense of political efficacy and the ability to influence public policy.
Credit : 3
Course Code : ED 598
Course Description :
Provides an understanding of the processes of change and decision making in developing and implementing curriculum. The historical development of curriculum, how curriculum is organized, and the relationship between curriculum and instruction will be discussed. Educators will develop a written process for curriculum development, as well as a process for evaluating curriculum in order to ensure ongoing curriculum improvement. Educators will develop a comprehensive integrated curriculum guide including content, instructional methods, lesson plans, and assessment.
Credit : 3
Course Code : ED 599
Course Description :
Participants will learn to use and evaluate computer-based tools in educational environments. Included in this set of tools will be general productivity software, special purpose educational software, as well as innovative technology. Participants will develop their own portfolios of products and strategies displaying the use of such tools with students and other clients. Knowing how to access resources to maintain emergent technological literacy will be developed by participants.
Credit : 3
Course Code : ED 674
Course Description :
Examines current statutes and recent case law in the field of education. New Jersey AdministrativeCode and State regulations are also studied. The student will be provided with a context forunderstanding and applying the controlling legal precedents to the school setting. Issues such ascompulsory attendance, student and teacher rights, tort liability, first amendment, sexualharassment, civil rights, tenure rights, and other current legal matters and procedures will be studied. The relationship of statute, code, and regulations to contract stipulations will also be considered.
Credit : 3
Capstone Courses (part of required courses)
Course Code : ED 610
Course Description :
This course guides students through the process of creating a research proposal for action research to be conducted in their school systems. This proposal will include a statement of the problem, a review of related literature, and a description of the methodology to be used in the study. As part of the process, students will develop an understanding of research procedures and analyze published research related to their topic of study. ED 611 continues the research process with a focus on implementing the study, analyzing data collected, and formally writing the results.
Credit : 3
Prerequisites :
At least 27 graduate credits.
(Prerequisite: 27 credits including ED 580, ED 590, ED 599, ED 598, and ED 674)
Course Code : ED 611
Course Description :
Guides students through 1) the process of conducting an action research study and completing a thesis from the proposal developed in Educational Research I, or 2) the process of preparing a journal article suitable for publication. The thesis or article will present a defensible position on a matter of significance in the topic of study. Capstone projects will be published on the Web by ProQuest/UMI; a fee of $60.00 will be billed with course tuition to partially cover publication and copyright costs.
Credit : 3
Prerequisites :
ED610
Electives (15 credits by advisement)
Course Code : ED 500E
Course Description :
The prospective teacher will study curriculum priorities of the school and assessment techniques. He or she will learn how to unit plan, organize content, develop outcomes, and select materials for general and special education students, including those with autism.
Credit : 3
Course Code : ED 500S
Course Description :
The prospective teacher will study students, their characteristics as individuals, their individual interests, how students learn, how to establish a productive learning environment and the needs and characteristics of the special needs population, including students with autism.
Credit : 3
Course Code : ED 505
Course Description :
The prospective teacher will study students, their characteristics as individuals, their individual interests, how students learn, how to establish a productive learning environment and the needs and characteristics of the special needs population, including students with autism.
Credit : 3
Course Code : ED 510
Course Description :
The prospective teacher will learn about language development, the reading process, the methods and materials necessary to teaching reading, and the application of reading skills to all subject areas and disciplines found within the school curriculum. (30-hour field requirement)
Credit : 3
Course Code : ED 515
Course Description :
The prospective teacher will learn about the classroom as a social unit and the management/organization skills to create an effective learning environment. The prospective teacher will become familiar with the organizational, social, economic, and political forces that impact upon schools.
Credit : 3
Prerequisites :
ED505, ED510
Course Code : ED 517
Course Description :
The purpose of this course is to provide a framework for considering how language development in bilingual individuals is different from that of monolinguals. This course is designed to assist educators in understanding how being bilingual affects the educational context and, therefore, may influence the academic performance and assessment of bilingual students. This knowledge should lead to more reflective instructional decision making on the part of course participants.
Credit : 3
Course Code : ED 518
Course Description :
The course examines the current theories and practices required to teach English Language Learners through context. The course explores the current methodologies that will assist teachers in the development of the contextual approach to language acquisition. In addition, the course will familiarize the students with WIDA English Language Proficiency Standards adopted by the State of New Jersey and will focus on techniques that foster communicative competence. Field experience 12 hours.
Credit : 3
Prerequisites :
EN520
Course Code : ED 519
Course Description :
This course content will include the development of legislation regarding English language learning opportunities for language minority students, second language acquisition theory, ESL/ Bilingual program models, Language 2 (L2) teaching method theory, specific teaching approaches and techniques and multilingual/multicultural classroom challenges. Class work will focus on practical and hands-on experiences. Field experience12 hours.
Credit : 3
Prerequisites :
EN520
(12-hour field requirement) (Prerequisite: EN 520)
Course Code : ED 520
Course Description :
The prospective teacher will study the common skills for the delivery of instruction including planning, comparative methodology, questioning, instructional skills, use of technology, selection of materials, goal setting, pacing of instruction, and measuring outcomes. The prospective teacher will investigate student creativity and learn how to engage students in active learning. Field component requires a minimum 175 hours of in-school observation.
Credit : 3
Prerequisites :
ED505, ED510
Course Code : ED 522
Course Description :
This course examines both the historical basis and current federal and state statutes and regulations pertaining to special education. In depth analysis of both federal and state law cases will be examined. Issues such as the IDEIA, ADA, NCLB, and Section 504 of the Rehabilitation Act, as well as state issues/regulations governing special education will be analyzed. Students will understand the concept of learning disabilities and the observable characteristics of those who are learning disabled ranging from severe to mild disabilities. Research, attitudes and current practice as they relate to children with individualized differences and special needs will be discussed and evaluated. This course has a 12-hour field component.
Credit : 3
Course Code : ED 527
Course Description :
This course provides a foundation in assessment practices and interpretation of results. Studied tests, applicable to multidisciplinary evaluation of students will include the WISC, WJ-IV, WIAT and other standardized instruments utilized during the referral process. Through individual research, case studies, or small group projects, students will become familiar with diagnostic, technically sound, and culturally responsive batteries. Evaluation of assessment results will inform decisions regarding eligibility and instructional planning. Understanding components of the Individual Education Program (IEP) and its development through a multidisciplinary Child Study Team (CST) will allow the student to transfer assessment competencies to the development and structuring of a learning program for a student with disabilities. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED522
Course Code : ED 530
Course Description :
This course is designed to teach future teachers to create effective learning environments for students with varying levels of skill in attention, academics, behavior and social areas on a variety of learning environments while focusing on the inclusive classroom. It will introduce ways of adapting materials, modifying curriculum and adjusting teaching strategies to meet the needs of the students. This course will also introduce various ways in which technology can enhance the learning experiences of students in a variety of learning environments.
Credit : 3
Prerequisites :
ED522, ED523
Course Code : ED 535
Course Description :
This course provides a comprehensive examination of theories of learning, emphasizing analysis of the commonality and diversity among learners. Objectives include the study of theories relative to learning, intelligence, reading, learning styles, developmental diversity, and the neurophysiological influences upon learning. A course outcome is the research-based examination of how various physical, emotional, and chemical conditions impact human development and thereby influences learning in all areas of the curriculum. This course has a 12- hour field component.
Credit : 3
(12-hour field requirement)
Course Code : ED 536
Course Description :
This course examines reading from historical, theoretical, and pedagogical perspectives that influence research-based intervention approaches. The course builds upon prerequisite understanding of reasons for reading failure. Objectives include implementation of researchbased strategies that optimize direct instruction for teaching reading comprehension. The ability to effectively select, evaluate, and utilize reading interventions based on a CBI/RTI approach that appeals to reluctant readers and students with special needs is an outcome designed to enhance professional development and the ability to identify resources and materials effective for classroom literacy programs. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED535
Course Code : ED 539
Course Description :
Students in this course will be able to focus on identifying, reading, analyzing, evaluating and changing social, emotional and academic behavior of students with disabilities. Theories of comprehensive classroom management will be explored in the field of Special Education with the design of learning environments and application of behavior management techniques for making positive changes in the student’s academic, social and affective behavior. Specific emphasis will focus on Applied Behavior Analysis (ABA), including: defining and targeting behavior, designing intervention to teach responses and collection of graphing data to insure effective intervention. The student will also learn the process of Functional Behavior Assessment (FBA) and the resulting Behavior Intervention Planning (BIP) process all in compliance with IDEIA mandates and regulations. The student will conduct reviews and critiques of current behavior research as well as engage in practical implementation of FBA, BIP, utilizing graphs for data based decisions making, and social skill lesson planning. This course has a 12-hour field component.
Credit : 3
Course Code : ED 540
Course Description :
(formerly called The Special Educator as Collaborator) Provides students with the skills necessary for collaboration and consultation with other professionals and discusses not only how schools and teachers can collaborate with these agencies, but which agencies are the appropriate ones to contact. Communication strategies and skills, with emphasis on communicating with the home, with other teachers, and with professionals outside the field of education, will be practiced. Team building strategies between teachers and other professionals will be developed. Collaborative learning and collaborative planning will be practiced for implementation in in-class support programs. This course includes a 12-hour field component requirement.
Credit : 3
Prerequisites :
ED522, ED521, ED523
Course Code : ED 576
Course Description :
This course examines the foundation of reading: the nature of the reading process, early childhood reading instruction, definitions of reading, current practices in the teaching of reading and the implications for teachers as they influence literacy in a technological society.
Credit : 3
Course Code : ED 635
Course Description :
Prepares students for the supervision of curriculum, instruction, and personnel in subject specificcontent areas. Students will be able to set goals, design instruction, plan programs, develop andevaluate learning materials, design and implement staff development, restructure staffingpatterns and delivery systems for educational programs, and utilize State and NationalStandards in curriculum planning and assessment of student performance.
Credit : 3
Course Code : ED 650
Course Description :
Provides an advanced study of effective curriculum leadership traits needed by urban andsuburban school personnel. The demands of accountability as well as the strategies andtechniques used for recasting curricula will be addressed. Curriculum leadership involves posingproblems that challenge the apparent order in the school and classroom; reflection upon theassumptions, values and meanings of the activities found in the educational setting; and anassessment of the consequences in a process of critical inquiry about curriculum.
Credit : 3
Course Code : ED 670
Course Description :
Introduces students to the process of instructional supervision and models for implementation ofthe supervisory process. The course provides an overview of the relevant theory and researchin supervisory theory and practice. Supervision as ‘coaching’ will be contrasted with traditionalcriterion models and clinical supervision. Data collection to provide feedback to teachers as abasis for instructional improvement will be demonstrated and simulated. Where possibleundergraduates will be critiqued in person or through videotape as a source of supervisoryexperience. Legal requirements that circumscribe the supervision and evaluation process will bereviewed. Methods of addressing the needs of the unsuccessful teacher will also be presented.
Credit : 3
Course Code : ED 671
Course Description :
This course introduces students to Pre K-12 school administration and curriculum supervision andprovides an overview of the historical and research foundations of organizational andcurriculum development theory. Using a problem-based approach, it develops an understandingof curriculum development practice grounded in the understanding of how school organizationswork. This will include such topics as: the school as a social system, open systems theory, usesof power and authority, leadership theory, supervisory approaches, curriculum guidelines, andlong range or strategic planning for curriculum and operational development.
Credit : 3
Course Code : ED 672
Course Description :
Describes the current methods of funding education in the public sector and through variousprivate or parochial school methods. Leads the student to also consider various supplementalfunding sources, public and private. State and federally funded programs and their implicationsfor various school organizations are explained. The Generally Accepted Accounting Procedures(G.A.A.P.) will be introduced and applied by the student. The various functions of a schoolbusiness office will be explained and simulated. Sources of funding in the public and privatesectors and overall governance of finances with considerations of accountability will beexamined and understood.
Credit : 3
Course Code : ED 675
Course Description :
Develops the writing skills and styles needed by the school administrator to communicateeffectively with the many publics who comprise the constituency of the schools. The student willlearn the value of clear verbal and written expression and successful presentation styles.Expressing oneself to a variety of audiences in a manner which is suitable to their needs, interest,and abilities, as well as their right to know will be explained and modeled. Practicalcommunication circumstances will be used whenever possible. The student will be shown howto communicate in a manner that will be most likely to gain support for initiatives and programs.Grant writing and the characteristics of a successfully framed proposal will be included. The roleof modern technology in the communications of today’s school leader will also be stressed.
Credit : 3
Course Code : ED 678
Course Description :
Administering personnel policies, methods and techniques in both the public and private sectors.The student will also examine internal and external environmental influences, relevance toorganizational structure, collective bargaining, tenure, affirmative action, recruitment, selection,induction, development appraisal, termination and legal parameters for all of the above. Thecourse also addresses the process of budgeting for personnel and material resources needed toensure the smooth operation of schools. Bidding requirements and practices for public andprivate sector administrators will be addressed. Purchasing practices, building renovations,capital projects, and the funding of such projects will comprise the subject matter of this course.
Credit : 3
Course Code : ED 680
Course Description :
This two semester intern experience is designed to engage the student in experiences toapproximate functioning in the manner of the practicing professional principal. Students’ internexperiences will be guided by a set of prescribed activities that engage him/her in instruction,supervision, school community, budget, cultural, and curriculum development. The internship willbe supervised by university liaison personnel.
Credit : 3
Course Code : EN 520
Course Description :
The course will study form and function in the systems of American English grammatical structure, including phonology, morphology, syntax, lexicon, semantics, and graphics, with particular emphasis on the frames of reference of those who learn English after having mastered a first language other than English. The course will include the historical development of these systems as well as their present state in Standard American English and a sampling of contemporary American dialects. The course will review traditional understanding of English grammar and explore the applications of structural and transformational grammar to the needs of adult learners of English.
Credit : 3
content
Transfer Credits (6 credits maximum)
1 Required for Principal Certification
2 ED 500, ED 505, ED 510, ED 515, ED 520 are post-baccalaureate students
3 Seven courses required for Teacher of Students with Disabilities Certification
4 Four courses required for Supervisor Certification
5 Elective courses for ESL Certification (18 credits in electives required)
6 Five courses required for Principal Certification
Internship
All students entering the M.A. in Educational Administration must participate in a state-mandated 300-hour internship. There will be a set of specific activities that relate to the duties of a school principal that students will be expected to accomplish. Three (3) credits will be awarded for the 300 hours.
NOTE: It is understood that students must meet the State of New Jersey’s requirements for certification. Fees and requirements are set by the New Jersey Department of Education. Copy of teacher certification and minimum of three years of experience under appropriate New Jersey teacher certification is necessary to begin the program.
Candidates are eligible for New Jersey certification after working five years under appropriate certification and passing School Leader Praxis.
Transfer of Graduate Credit
Caldwell University will accept the transfer of up to six credits of graduate work in education from another accredited institution provided the credits were completed within five years of the student’s registration at Caldwell University. Official transcripts of previous graduate work as well as the description of each course must be submitted for review at the time of application. Approval of transfer credit is based on course content and grade earned in the course which should be B or better. Each transfer request will be reviewed by the Program Coordinator. Students entering this program upon completion of the Post-Baccalaureate Teacher Certification program or Special Education program will receive advanced standing; therefore, no additional transfer credits will be accepted. Such students must show evidence of having received or expecting teacher certification, which is a prerequisite for this program.
M.A. IN CURRICULUM AND INSTRUCTION
The M.A. in Curriculum and Instruction is designed for experienced teachers as a way to further enhance their professionalism and the quality of their teaching. The graduate program prepares educators for leadership roles in their schools. Integrating theory, practice, and research, the M.A. in Curriculum and Instruction provides teachers with opportunities to conduct action research in their schools. Through this research, teachers will acquire advanced knowledge and develop greater competence in their disciplines, while discovering innovative and effective approaches to teaching and learning. Students are required to take seven core courses and five elective courses for a total of 36 credits. The credits which meet the educational requirements for the Supervisor Certification may be completed as part of the elective requirements within this program. Other concentrations available to students in this degree program include Principal Certification – 36 credits, *ESL Certification – 39 credits, and Special Education (TOSD) – 42 credits. Students who have earned 15 credits in an alternate route teacher certification program and are now certified may transfer these credits into the elective portion of the program. However, credits will not transfer until the student has been enrolled in the program for a year (two semesters). To earn the Supervisor Certification, three years under a standard certificate are required; to earn the Principal Certification, five years of working under an appropriate New Jersey certificate, and passing the School Leader Praxis; to earn the ESL certificate, passing the WPI and OPI tests are required and a teaching certificate; to earn the TOSD Certification a standard certificate is required.
ADMISSION REQUIREMENTS
- Teaching certificate in education
- Undergraduate degree with a minimum GPA of 3.0
- Official undergraduate/graduate transcripts
- Passing Praxis scores
- Two professional references
- Personal interview
- Writing sample: Submission of a 1-2 page typed statement of your goals/ objectives for enrolling in the M.A. in Curriculum and Instruction program
*Offering of this certification is dependent on enrollment numbers.
PROGRAM REQUIREMENTS
Required Courses (21 credits)
Course Code : ED 580
Course Description :
Defines good teaching as a process whereby an educator leads students through a planned curriculum. The teacher who is knowledgeable in a specific area will refine instructional skills such as selecting content; pacing instruction; creating an instructional climate; ensuring active participation; focusing students on task; using effective questioning techniques; and providing feedback and evaluation of student learning. The course requires educators to review curriculum and emphasizes the analysis of their own instructional practices in the classroom.
Credit : 3
Course Code : ED 590
Course Description :
Focuses on a multiethnic/multicultural curriculum with goals that are consistent with the needs of a global society. Educators become informed, active citizens capable of making reflective decisions in a world beset by momentous social and human problems. Educators learn how to solve social problems through responsible action, and develop a sense of political efficacy and the ability to influence public policy.
Credit : 3
Course Code : ED 598
Course Description :
Provides an understanding of the processes of change and decision making in developing and implementing curriculum. The historical development of curriculum, how curriculum is organized, and the relationship between curriculum and instruction will be discussed. Educators will develop a written process for curriculum development, as well as a process for evaluating curriculum in order to ensure ongoing curriculum improvement. Educators will develop a comprehensive integrated curriculum guide including content, instructional methods, lesson plans, and assessment.
Credit : 3
Course Code : ED 599
Course Description :
Participants will learn to use and evaluate computer-based tools in educational environments. Included in this set of tools will be general productivity software, special purpose educational software, as well as innovative technology. Participants will develop their own portfolios of products and strategies displaying the use of such tools with students and other clients. Knowing how to access resources to maintain emergent technological literacy will be developed by participants.
Credit : 3
Course Code : ED 674
Course Description :
Examines current statutes and recent case law in the field of education. New Jersey AdministrativeCode and State regulations are also studied. The student will be provided with a context forunderstanding and applying the controlling legal precedents to the school setting. Issues such ascompulsory attendance, student and teacher rights, tort liability, first amendment, sexualharassment, civil rights, tenure rights, and other current legal matters and procedures will be studied. The relationship of statute, code, and regulations to contract stipulations will also be considered.
Credit : 3
Capstone Courses (part of required courses)
Course Code : ED 610
Course Description :
Guides students through the process of creating a research proposal for action research to be conducted in their school systems. This proposal will include a statement of the problem, a review of related literature, and a description of the methodology to be used in the study. As part of this process, students will develop an understanding of research procedures and analyze published research related to their topic of study. This course is graded as PASS/FAIL.
Credit : 3
Prerequisites :
At least 27 graduate credits.
(Prerequisite: 27 credits including ED 580, ED 590, ED 599, ED 598, and ED 674)
Course Code : ED 611
Course Description :
Guides students through 1) the process of conducting an action research study and completing a thesis from the proposal developed in Educational Research I, or 2) the process of preparing a journal article suitable for publication. The thesis or article will present a defensible position on a matter of significance in the topic of study. Capstone projects will be published on the Web by ProQuest/UMI; a fee of $60.00 will be billed with course tuition to partially cover publication and copyright costs.
Credit : 3
Prerequisites :
ED610
Electives (15 credits by advisement)
Course Code : ED 500E
Course Description :
The prospective teacher will study curriculum priorities of the school and assessment techniques. He or she will learn how to unit plan, organize content, develop outcomes, and select materials for general and special education students, including those with autism.
Credit : 3
Course Code : ED 500S
Course Description :
The prospective teacher will study students, their characteristics as individuals, their individual interests, how students learn, how to establish a productive learning environment and the needs and characteristics of the special needs population, including students with autism.
Credit : 3
Course Code : ED 505
Course Description :
The prospective teacher will study students, their characteristics as individuals, their individual interests, how students learn, how to establish a productive learning environment and the needs and characteristics of the special needs population, including students with autism.
Credit : 3
Course Code : ED 510
Course Description :
The prospective teacher will learn about language development, the reading process, the methods and materials necessary to teaching reading, and the application of reading skills to all subject areas and disciplines found within the school curriculum. (30-hour field requirement)
Credit : 3
Course Code : ED 515
Course Description :
The prospective teacher will learn about the classroom as a social unit and the management/organization skills to create an effective learning environment. The prospective teacher will become familiar with the organizational, social, economic, and political forces that impact upon schools.
Credit : 3
Prerequisites :
ED505, ED510
Course Code : ED 517
Course Description :
The purpose of this course is to provide a framework for considering how language development in bilingual individuals is different from that of monolinguals. This course is designed to assist educators in understanding how being bilingual affects the educational context and, therefore, may influence the academic performance and assessment of bilingual students. This knowledge should lead to more reflective instructional decision making on the part of course participants.
Credit : 3
Course Code : ED 518
Course Description :
The course examines the current theories and practices required to teach English Language Learners through context. The course explores the current methodologies that will assist teachers in the development of the contextual approach to language acquisition. In addition, the course will familiarize the students with WIDA English Language Proficiency Standards adopted by the State of New Jersey and will focus on techniques that foster communicative competence. Field experience 12 hours.
Credit : 3
Prerequisites :
EN520
Course Code : ED 519
Course Description :
This course content will include the development of legislation regarding English language learning opportunities for language minority students, second language acquisition theory, ESL/ Bilingual program models, Language 2 (L2) teaching method theory, specific teaching approaches and techniques and multilingual/multicultural classroom challenges. Class work will focus on practical and hands-on experiences. Field experience12 hours.
Credit : 3
Prerequisites :
EN520
(12-hour field requirement) (Prerequisite: EN 520)
Course Code : ED 520
Course Description :
The prospective teacher will study the common skills for the delivery of instruction including planning, comparative methodology, questioning, instructional skills, use of technology, selection of materials, goal setting, pacing of instruction, and measuring outcomes. The prospective teacher will investigate student creativity and learn how to engage students in active learning. Field component requires a minimum 175 hours of in-school observation.
Credit : 3
Prerequisites :
ED505, ED510
Course Code : ED 522
Course Description :
This course examines both the historical basis and current federal and state statutes and regulations pertaining to special education. In depth analysis of both federal and state law cases will be examined. Issues such as the IDEIA, ADA, NCLB, and Section 504 of the Rehabilitation Act, as well as state issues/regulations governing special education will be analyzed. Students will understand the concept of learning disabilities and the observable characteristics of those who are learning disabled ranging from severe to mild disabilities. Research, attitudes and current practice as they relate to children with individualized differences and special needs will be discussed and evaluated. This course has a 12-hour field component.
Credit : 3
Course Code : ED 527
Course Description :
This course provides a foundation in assessment practices and interpretation of results. Studied tests, applicable to multidisciplinary evaluation of students will include the WISC, WJ-IV, WIAT and other standardized instruments utilized during the referral process. Through individual research, case studies, or small group projects, students will become familiar with diagnostic, technically sound, and culturally responsive batteries. Evaluation of assessment results will inform decisions regarding eligibility and instructional planning. Understanding components of the Individual Education Program (IEP) and its development through a multidisciplinary Child Study Team (CST) will allow the student to transfer assessment competencies to the development and structuring of a learning program for a student with disabilities. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED522
Course Code : ED 530
Course Description :
This course is designed to teach future teachers to create effective learning environments for students with varying levels of skill in attention, academics, behavior and social areas on a variety of learning environments while focusing on the inclusive classroom. It will introduce ways of adapting materials, modifying curriculum and adjusting teaching strategies to meet the needs of the students. This course will also introduce various ways in which technology can enhance the learning experiences of students in a variety of learning environments.
Credit : 3
Prerequisites :
ED522, ED523
Course Code : ED 535
Course Description :
This course provides a comprehensive examination of theories of learning, emphasizing analysis of the commonality and diversity among learners. Objectives include the study of theories relative to learning, intelligence, reading, learning styles, developmental diversity, and the neurophysiological influences upon learning. A course outcome is the research-based examination of how various physical, emotional, and chemical conditions impact human development and thereby influences learning in all areas of the curriculum. This course has a 12- hour field component.
Credit : 3
(12-hour field requirement)
Course Code : ED 536
Course Description :
This course examines reading from historical, theoretical, and pedagogical perspectives that influence research-based intervention approaches. The course builds upon prerequisite understanding of reasons for reading failure. Objectives include implementation of researchbased strategies that optimize direct instruction for teaching reading comprehension. The ability to effectively select, evaluate, and utilize reading interventions based on a CBI/RTI approach that appeals to reluctant readers and students with special needs is an outcome designed to enhance professional development and the ability to identify resources and materials effective for classroom literacy programs. This course has a 12-hour field component.
Credit : 3
Prerequisites :
ED535
Course Code : ED 539
Course Description :
Students in this course will be able to focus on identifying, reading, analyzing, evaluating and changing social, emotional and academic behavior of students with disabilities. Theories of comprehensive classroom management will be explored in the field of Special Education with the design of learning environments and application of behavior management techniques for making positive changes in the student’s academic, social and affective behavior. Specific emphasis will focus on Applied Behavior Analysis (ABA), including: defining and targeting behavior, designing intervention to teach responses and collection of graphing data to insure effective intervention. The student will also learn the process of Functional Behavior Assessment (FBA) and the resulting Behavior Intervention Planning (BIP) process all in compliance with IDEIA mandates and regulations. The student will conduct reviews and critiques of current behavior research as well as engage in practical implementation of FBA, BIP, utilizing graphs for data based decisions making, and social skill lesson planning. This course has a 12-hour field component.
Credit : 3
Course Code : ED 540
Course Description :
(formerly called The Special Educator as Collaborator) Provides students with the skills necessary for collaboration and consultation with other professionals and discusses not only how schools and teachers can collaborate with these agencies, but which agencies are the appropriate ones to contact. Communication strategies and skills, with emphasis on communicating with the home, with other teachers, and with professionals outside the field of education, will be practiced. Team building strategies between teachers and other professionals will be developed. Collaborative learning and collaborative planning will be practiced for implementation in in-class support programs. This course includes a 12-hour field component requirement.
Credit : 3
Prerequisites :
ED522, ED521, ED523
Course Code : ED 576
Course Description :
This course examines the foundation of reading: the nature of the reading process, early childhood reading instruction, definitions of reading, current practices in the teaching of reading and the implications for teachers as they influence literacy in a technological society.
Credit : 3
Course Code : ED 635
Course Description :
Prepares students for the supervision of curriculum, instruction, and personnel in subject specificcontent areas. Students will be able to set goals, design instruction, plan programs, develop andevaluate learning materials, design and implement staff development, restructure staffingpatterns and delivery systems for educational programs, and utilize State and NationalStandards in curriculum planning and assessment of student performance.
Credit : 3
Course Code : ED 650
Course Description :
Provides an advanced study of effective curriculum leadership traits needed by urban andsuburban school personnel. The demands of accountability as well as the strategies andtechniques used for recasting curricula will be addressed. Curriculum leadership involves posingproblems that challenge the apparent order in the school and classroom; reflection upon theassumptions, values and meanings of the activities found in the educational setting; and anassessment of the consequences in a process of critical inquiry about curriculum.
Credit : 3
Course Code : ED 670
Course Description :
Introduces students to the process of instructional supervision and models for implementation ofthe supervisory process. The course provides an overview of the relevant theory and researchin supervisory theory and practice. Supervision as ‘coaching’ will be contrasted with traditionalcriterion models and clinical supervision. Data collection to provide feedback to teachers as abasis for instructional improvement will be demonstrated and simulated. Where possibleundergraduates will be critiqued in person or through videotape as a source of supervisoryexperience. Legal requirements that circumscribe the supervision and evaluation process will bereviewed. Methods of addressing the needs of the unsuccessful teacher will also be presented.
Credit : 3
Course Code : ED 671
Course Description :
This course introduces students to Pre K-12 school administration and curriculum supervision andprovides an overview of the historical and research foundations of organizational andcurriculum development theory. Using a problem-based approach, it develops an understandingof curriculum development practice grounded in the understanding of how school organizationswork. This will include such topics as: the school as a social system, open systems theory, usesof power and authority, leadership theory, supervisory approaches, curriculum guidelines, andlong range or strategic planning for curriculum and operational development.
Credit : 3
Course Code : ED 672
Course Description :
Describes the current methods of funding education in the public sector and through variousprivate or parochial school methods. Leads the student to also consider various supplementalfunding sources, public and private. State and federally funded programs and their implicationsfor various school organizations are explained. The Generally Accepted Accounting Procedures(G.A.A.P.) will be introduced and applied by the student. The various functions of a schoolbusiness office will be explained and simulated. Sources of funding in the public and privatesectors and overall governance of finances with considerations of accountability will beexamined and understood.
Credit : 3
Course Code : ED 675
Course Description :
Develops the writing skills and styles needed by the school administrator to communicateeffectively with the many publics who comprise the constituency of the schools. The student willlearn the value of clear verbal and written expression and successful presentation styles.Expressing oneself to a variety of audiences in a manner which is suitable to their needs, interest,and abilities, as well as their right to know will be explained and modeled. Practicalcommunication circumstances will be used whenever possible. The student will be shown howto communicate in a manner that will be most likely to gain support for initiatives and programs.Grant writing and the characteristics of a successfully framed proposal will be included. The roleof modern technology in the communications of today’s school leader will also be stressed.
Credit : 3
Course Code : ED 678
Course Description :
Administering personnel policies, methods and techniques in both the public and private sectors.The student will also examine internal and external environmental influences, relevance toorganizational structure, collective bargaining, tenure, affirmative action, recruitment, selection,induction, development appraisal, termination and legal parameters for all of the above. Thecourse also addresses the process of budgeting for personnel and material resources needed toensure the smooth operation of schools. Bidding requirements and practices for public andprivate sector administrators will be addressed. Purchasing practices, building renovations,capital projects, and the funding of such projects will comprise the subject matter of this course.
Credit : 3
Course Code : ED 680
Course Description :
This two semester intern experience is designed to engage the student in experiences toapproximate functioning in the manner of the practicing professional principal. Students’ internexperiences will be guided by a set of prescribed activities that engage him/her in instruction,supervision, school community, budget, cultural, and curriculum development. The internship willbe supervised by university liaison personnel.
Credit : 3
Course Code : EN 520
Course Description :
The course will study form and function in the systems of American English grammatical structure, including phonology, morphology, syntax, lexicon, semantics, and graphics, with particular emphasis on the frames of reference of those who learn English after having mastered a first language other than English. The course will include the historical development of these systems as well as their present state in Standard American English and a sampling of contemporary American dialects. The course will review traditional understanding of English grammar and explore the applications of structural and transformational grammar to the needs of adult learners of English.
Credit : 3
content
Transfer Credits (6 credits maximum)
1 Required for Principal Certification
2 ED 500, ED 505, ED 510, ED 515, ED 520 are post-baccalaureate students
3 Seven courses required for Teacher of Students with Disabilities Certification
4 Four courses required for Supervisor Certification
5 Elective courses for ESL Certification (18 credits in electives required)
6 Five courses required for Principal Certification
Internship
Effective with program admission in fall 2008, students entering the M.A. in Educational Administration, Post-Master Principal Certification program or, the M.A. in Curriculum and Instruction with a Principal Certification must participate in a state-mandated 300-hour internship. This will be accomplished on the basis of 10 hours per week over two 15-week semesters. There will be a set of specific activities that relate to the duties of a school principal that students will be expected to accomplish. Three (3) credits will be awarded for the 300 hours.
NOTE: It is understood that students must also meet the State of New Jersey’s requirements for certification. Fees and requirements are set by the New Jersey Department of Education.
Transfer of Graduate Credit
Caldwell University will accept the transfer of up to six credits of graduate work in education from another accredited institution provided the credits were completed within five years of the student’s registration at Caldwell University. Official transcripts of previous graduate work as well as the description of each course must be submitted for review at the time of application. Approval of transfer credit is based on course content and grade earned in the course which should be B or better. Each transfer request will be reviewed by the Program Coordinator. Students entering this program upon completion of the Post-Baccalaureate Teacher Certification program or Special Education program will receive advanced standing; therefore, no additional transfer credits will be accepted. Such students must show evidence of having received or expecting teacher certification, which is a prerequisite for this program.
