MASTER OF EDUCATION HANDBOOK CONTENTS

Contact list of SOE Graduate Programs
INTRODUCTION

Purpose statement and learning outcomes

Conceptual framework
GATE 1: ADMISSION TO THE MASTER OF EDUCATION PROGRAM

Choosing a degree program
Licensure vs. Nonlicensure M.Ed. programs
Initial vs. Advanced M.Ed. programs

Initial M.Ed. programs

Advanced M.Ed. programs
GATE 2: CANDIDACY REQUIREMENTS

Admission to M.Ed. candidacy

Transfer credit, Program continuance, Residency requirement

Graduate research, ACSI certification requirements
COURSE REQUIREMENTS FOR THE MASTER OF EDUCATION PROGRAM
Course Requirements for Initial M.Ed. Programs

Initial education core

Elementary

Secondary

Special education

Gifted add-on
Course Requirements for Advanced M.Ed. Programs

Advanced education core

Administration/supervision

Reading specialist

School counselor

Curriculum and instruction
FIELD AND PROFESSIONAL EXPERIENCES

Sample field experience summary
Cumulative field experience log
Field experience matrix
GATE3: STUDENT TEACHING AND INTERNSHIP

Initial M.Ed. programs: Student teaching

Advanced M.Ed. programs: Internships
TEST REQUIREMENTS FOR GRADUATE PROGRAMS

Praxis I and Praxis II

VCLA, VRA, SLLA

Required scores for Virginia
GATE 4: LICENSURE AND EMPLOYMENT INFORMATION

Licensure procedures, Choosing a school

Portfolios, Interviews, Placement, First year, Advanced degrees
GRADUATE EDUCATION COURSE DESCRIPTIONS
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M.Ed. Handbook 2006-2007

434-582-2445 School of Education 434-582-2632 Teacher Licensure Office
434-582-2468 Fax
Topic Person to contact E-mail
Admissions [Gate 1]
1-800-424-9596 options 2, 4
Advising
Candidacy [Gate 2]
Comprehensive exams (Ed.D.)
Course assignments and grading
Dissertation
Distance learning program
Early education emphasis
Ed.D./Ed.S. programs
Elementary education
Field experience [Gate 3]
Gifted education add-on
Help Desk (Blackboard, WebMail)
(434) 592-7800
Licensure application [Gate 4]
M.Ed.-Curriculum & Instruction
Middle education emphasis
Portfolio
Reading specialist
Registration
1-800-424-9596 options 1,1,1,4
School administration
School counseling
Secondary education
Special education
Graduate admissions
See program
Ronda Heerspink gradadmissions@liberty.edu
rlheerspink@liberty.edu
Dr. Chick Holland
Contact course professor
Dr. Scott Watson
Ronda Heerspink
See Elementary education cholland@liberty.edu
swatson@liberty.edu
rlheerspink@liberty.edu
Dr. Chick Holland
Dr. Michelle Goodwin
Dr. Beth Ackerman
See Special education cholland@liberty.edu
mbgoodwin@liberty.edu
mackerman@liberty.edu
Help Desk
Mrs. Nancy Hesse helpdesk@liberty.edu
nlhesse@liberty.edu
Dr. Scott Watson
See Elementary education swatson@liberty.edu
Dr. Chick Holland
Dr. Karen Parker cholland@liberty.edu
kparker@liberty.edu
Mrs. Anne Scott
Dr. Chick Holland
Dr. Chick Holland
Dr. Scott Watson
Dr. Beth Ackerman ahscott@liberty.edu
cholland@liberty.edu
cholland@liberty.edu
swatson@liberty.edu
mackerman@liberty.edu
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M.Ed. Handbook 2006-2007

Welcome to the exciting world of education! In the next ten years, schools in the United States will need to hire two million new educators to meet rising student enrollment and to replace teachers and school administrators who are retiring. There is an immediate demand for educators in a broad range of subjects and settings. Liberty University is committed to developing competent professionals with a
Christian world view for Christian, public, and private schools. Our school licensure program offers more than 20 endorsements and has been officially approved by the Virginia Department of Education (VDOE), and the Association of Christian Schools International (ACSI). All initial level programs have been approved by the National Council for Accreditation of Teacher Education (NCATE). Graduates may apply for licensure not only in Virginia, but also in other states by reciprocal agreement.
Education courses provide an opportunity to learn about careers in education and to verify the call to teach. The ability to teach is a gift from the Lord. "Having then gifts differing according to the grace that is given to us, whether . . . ministering, let us wait on ministering: or he that teacheth on teaching."
(Romans 12:6-7). It is the goal of our school licensure program to prepare candidates to use the gift of teaching to the best of their ability.
Purpose statement
Excellent teachers and school administrators are an invaluable asset to the home, church, community and nation. The School Licensure Program at Liberty is designed to provide a program of study and preservice experiences that will foster teaching excellence and stimulate improvements in teaching practices in Christian, public, and private schools. The M.Ed. program is designed for candidates who are preparing for initial teaching positions in preK-12 school settings. Advanced level M.Ed. programs are also offered for preparation of school administrators, school counselors, and reading specialists.
Only the abler and finer candidates are accepted in the M.Ed. programs as education candidates. The department maintains that scholarship, character, personality, and personal commitment are essential ingredients in the development of an effective educator. Applicants are screened carefully (Gate 1) and those who are found lacking in any of the above areas are counseled in an effort to remediate their deficiencies. If these counseling efforts are unsuccessful, the department reserves the right to refuse admission to program candidacy (Gate 2).
The mission of the M.Ed. Program at Liberty University is to develop competent professionals with a
Christian world view for Christian, public, and private schools.
Learning Outcomes
1. Demonstrates a broad base of general and professional knowledge.
2. Integrates skills in speaking, writing, reading, and listening for effective classroom communication.
3. Plans effective instruction and selects a variety of strategies based on learners' developmental levels and individual needs.
4. Applies knowledge of content areas and curriculum goals to design appropriate instruction.
5. Models personal integrity and sensitivity to human needs.
6. Enhances the success of all learners, providing for special needs and diverse backgrounds.
7. Manages classroom climate and procedures to motivate students and maximize learning.
8. Uses a variety of assessment strategies aligned with standards to improve student learning.
9. Selects appropriate technology and resources to support instruction.
10. Demonstrates behaviors of a reflective practitioner and seeks opportunities for collaboration and professional development.
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M.Ed. Handbook 2006-2007

Conceptual Framework for Teacher Education
The mission of the Teacher Education Program at Liberty University is to develop competent professionals with a Christian world view for Christian, public, and private schools.
Belief: The Foundation
Commitment and concern: When cooperating teachers and school principals were asked to describe teacher candidates from Liberty
University, a common theme was evident in their statements. They responded that LU teacher candidates can be identified by their level of commitment to classroom duties and their genuine concern for the students in their classes. The observed behavior of LU teacher candidates is consistent with the Christian world view stated in the
University's aims based on a belief in "personal integrity, social responsibility, sensitivity to the needs of others, and commitment to the betterment of humanity."
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M.Ed. Handbook 2006-2007

Emerging in our society are new career expectations that regard the idea of a single career or loyalty to a single organization as obsolete (Peske, Liu, Johnson, Kauffman & Kardos, 2001). Liberty University does not advocate short routes to teaching. If teachers are placed in classrooms following a brief induction, a long-term educational plan and mentoring should follow; because thorough preparation for teaching contributes to a sense of commitment. Horn and Zahn (2001) reported that nearly three-fourths of education majors were employed as teachers four years after receiving their degrees and that education was the only field in which majors were more likely than all graduates to report being very satisfied with the challenge the job offered. In contrast, college graduates who did not prepare to teach were more likely to leave teaching than to remain (NCES, 2001).
Every graduate candidate is required to fulfill field requirements throughout the degree program, which develops a sense of social responsibility (Anderson, 1998). The current emphasis on character education in the schools is viewed as an opportunity by LU teacher candidates to influence the lives of their students in a positive way (Lickona, 1999; Sizer & Sizer, 1999).
Collaboration and reflection: Collaboration and reflection are characteristics of professional educators who believe in a commitment to teaching and who are concerned about their impact on the lives of their students. Assignments during the teacher preparation program that encourage collaborative, reflective thought tend to produce collaborative, reflective behaviors by student teachers as well as by teachers in their own classrooms after graduation (Maxson & Maxson, 2002; Prushick, McCarty & McIntyre, 2001;
Williams & Alawiye, 2001; Breidstein, Liberatore, Lioi, Miro, Weber & Stoeck, 2001).
Knowledge: The Core
General knowledge: "The best way to bring an adequate supply of welltrained teachers into the classroom is not by avoiding collegiate teacher education, but rather by strengthening it" (American Federation of
Teachers, 2000, p. 14). Based on a Christian world view, the goal is to synthesize academic knowledge with Christian values, moral dimensions, and ethical implications. The knowledge core necessary for successful teaching encompasses three areas: general knowledge, content knowledge, and professional knowledge. Therefore, the responsibility for preparing teacher candidates extends to all university faculty and is not limited to the education faculty. In order to understand relationships among concepts related to the specialty areas of the teacher candidates, they must first be immersed in the liberal arts (Coleman & DeBey, 2000). Liberty University has maintained broad general education requirements for teacher candidates as recommended by national reports (Ballou & Podgursky,
2000; Darling-Hammond, 2000; Strom, 1991).
Content knowledge and curriculum goals: Liberty University adheres to the Virginia Department of
Education policy of requiring an academic major for teacher candidates. Recommendations by national reports call for rigorous standards related to knowledge of course concepts as well as an understanding of the structure of the discipline (Darling-Hammond, Wise & Klein, 1999; American Federation of Teachers,
2000; Ballou & Podgursky, 2000; Coleman & DeBey, 2000; Darling-Hammond, 2000; Strom, 1991).
Therefore, LU teacher candidates major in the area of their endorsement.
Professional knowledge: "To know is not necessarily to be able to teach" (Darling-Hammond, Wise &
Klein, 1999). Therefore, education coursework is another essential component in the school licensure program at Liberty University. Linda Darling-Hammond describes "powerful teaching" as "the balance between deep knowledge of content and deep knowledge of children that leads to success." Teachers and other school personnel "need to know how children learn, how different children learn in different ways, and how to use a variety of teaching strategies that will move young people through serious and
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M.Ed. Handbook 2006-2007

challenging content" (Goldberg, 2001). Effective teaching is both an art and a science (Starnes, 2001;
Ivie, Roebuck & Short, 2001) and there is a definable knowledge base for pedagogy (Strom, 1991). Two essential elements in the knowledge base for teachers are emphasized in the preparation of LU teacher candidates: (1) the developmental levels of students (cognitive, physical, and social/emotional) and (2) diversity of individual needs in the classroom (Alexandroslcz, 2001: McMahon, 2001; Wishnietsky, 2001).
Knowledge of student's developmental levels and individual needs provides the basis for teacher candidates to learn the principles of planning, managing, motivating, and assessing learning.
Implementation: The Evidence
Communication skills: Skill implementation provides the evidence that beliefs exist and that knowledge has been acquired. From a Christian world view, teaching is considered a calling from God and the ability to teach is a gift from God. Enhancing one's teaching skills is viewed as the wise investment of one's gift from God. Three essential skill areas for teacher candidates are communication, technology, and instruction.
The mastery of oral and written communication skills at Liberty
University is accomplished in education courses and through the immersion in the liberal arts (Coleman & DeBey, 2000; American
Federation of Teachers, 2000; Darling-Hammond, Wise & Klein, 1999).
Because communication is the essence of teaching, LU teacher candidates are afforded ample opportunity to apply communication skills in their degree programs. M.Ed. courses require demonstrated competency in public speaking and written composition as part of the program requirements. Class size is limited in to allow each candidate to participate in group discussion as well as oral presentations to their peers. Writing samples are collected and oral presentations are videotaped for evaluation.
Technology skills: According to the National Center for Education Statistics (2001), only one-third of teachers in 1999 felt well prepared to use computers or technology for instruction. M.Ed. candidates must demonstrate the competencies outlined in Virginia's Technology Standards for School Personnel.
Because incorporating technology into the classroom does not automatically increase learning, candidates must also learn to evaluate technology and decide whether it will enhance instruction (Wishnietsky, 2001).
Appropriate technology applications are included in each education course, field experience, and student teaching or internship.
Instructional skills (plan, manage, motivate, assess): Instructional principles learned in education courses must be applied in classroom settings (Darling-Hammond, Wise & Klein, 1999; Huling, 1998; Perl,
Maughmer & McQueen, 1999; Podsen, 2000; Raths, 1999; Silvestri, 2001; Smith, 2000). Recognizing the importance of early and ongoing opportunities for candidates to be involved in the classroom experience, the continuum of field experiences required in Liberty's program includes a 30-hour initial practicum in an elementary or secondary setting and culminates in student teaching or internship during the final semester. Graduate candidates with no teaching experience are required to complete the initial 30-hour practicum within the first nine semester hours of their graduate program. Additional field experiences are required in each education methods course. Field experiences must include multiple grade levels appropriate to the endorsement and interaction with diverse students, including minority, at-risk, and exceptional students. Documentation of field experiences for each candidate is maintained by the candidate and a cumulative field log is submitted to the Teacher Licensure Office.
The culminating experience of the school licensure program is student teaching or an internship in a preK-
12 school setting, which takes place during the candidate's final semester after the completion of all other course requirements. The commitment of the entire semester is required for the final field experience and related coursework. Placements are arranged in accredited public or private schools with qualified cooperating teachers and supervisors. Cooperating teachers must hold a current teaching license in the
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M.Ed. Handbook 2006-2007

candidate's endorsement area, must have a minimum of three years of teaching experience, and must be recommended by their principal. A workshop is conducted for cooperating teachers with their teacher candidates or interns at the beginning of each semester.
Assessment of candidates based on conceptual framework
"The aim of assessment is primarily to educate and improve student performance, not merely to audit it"
(Wiggins, 1998, p. 7). The school licensure program at Liberty University maintains a continuous cycle of evaluation and revision in order to achieve its mission of developing competent professionals with a
Christian world view for Christian, public, and private schools.
An effective assessment system incorporates information from multiple sources based on a variety of content and tasks (Vaughan, 2000). Measures in Liberty's assessment plan incorporate grade point average, scores on standardized tests, work samples, field experiences, and assessment instruments completed at various points in the program by course instructors, teacher candidates, Cooperating teachers, University/On-site supervisors, alumni, and employers. As indicated on the table below, there are four primary checkpoints for all LU teacher candidates:
Gate 1 Admission to M.Ed. Program
Gate 2 Admission to M.Ed. Candidacy
Gate 3 Admission to Student Teaching/Internship
Gate 4 Completion of Student Teaching/Internship
At each of the Gates, 1-4, assessment data is used for advising individual students and for program improvement. A teacher candidate whose GPA or Praxis performance is below acceptable standards meets with an advisor to discuss strategies to improve GPA and test scores. Together they prepare a written Intervention Plan for the candidate's file. If unsuccessful, another Intervention Plan is initiated, which may include a recommendation that the candidate consider a career path other than teaching.
Assessment data for candidates is maintained by the School of Education.
Assessment instruments can also be used as clarifiers of instructional intentions, thereby improving instructional quality (Popham, 2002). Therefore, the School of Education maintains aggregated data, which is analyzed within the unit to identify areas of strength and areas that require improvement.
The Teacher Competency Assessment (TCA) or Advanced Competency Assessment (ACA) is based on the unit's learning outcomes (Part 1) and the standards of the professional society appropriate to each endorsement (Part 2). The TCA and ACA serve as the guide for development of the Portfolio through each of the Gates, 1-4 (Foote & Vermette, 2001). Finally, the STCA or ICA is implemented as the instrument for summative assessment during student teaching or internship.
Assessment data is analyzed for individuals and for aggregated groups at each of the four gates in the school licensure program. Analysis of the data is used to identify program areas of strength and areas that require improvement. The continuous cycle of assessment and improvement is an integral part of achieving the unit's mission of developing competent professionals with a Christian world view.
References
Alexandrowlcz, V. (2001, Summer). Community service learning in culturally diverse settings as a springboard for student constructed case studies. Education, 121 (4), 761-767.
American Federation of Teachers. (2000). Building a profession: Strengthening teacher preparation and induction.
Washington,
DC. (Item No. 36-0697).
Anderson, J. (1998, August 1) Service-learning and teacher education. ERIC Digest.
Ballou, D., & Podgursky, M. (2000, February). Reforming teacher preparation and licensing: What is the evidence? Teachers
College Record, 102 (1), 5-27.
Breidenstein, A., Liberatore, I., Lioi, T., Miro, E., Weber, S., & Stoeck, S. Outcomes of preservice teachers' qualitative research.
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M.Ed. Handbook 2006-2007

Clearing House, 74 (3), 141-143.
Coleman, D., & DeBey, M. (2000, Spring). Weaving teacher education into the fabric of a liberal arts education. Kappa Delta Pi
Record, 36 (3), 116-120.
Darling-Hammond, L. (2000, February). Reforming teacher preparation and licensing: Debating the evidence. Teachers College
Record, 102 (1), 28-56.
Darling-Hammond, L., Wise, A. F., & Klein, S. P. (1999). A license to teach: Raising standards for teaching.
San Francisco:
Jossey-Bass.
Foote, C.J., & Vermette, P.J. (2001, March). Teaching portfolio 101: Implementing the teaching portfolio in introductory courses.
Journal of Instructional Psychology, 28 (1), 31-37.
Goldberg, G. F. (2001, May) Balanced optimisim: An interview with Linda Darling-Hammond. Phi Delta Kappan, 82 (9), 687-690 .
Guillermin, A. P., & Beck, D. (1995). Christian philosophy of education. In P. A. Kienel, O. E. Gibbs & S. R. Berry (Eds.),
Philosophy of Christian school education (pp. 105-125), Colorado Springs: Association of Christian Schools, International.
Horn, L.J., & Zahn, L. (2001, Spring). From bachelor's degree to work: Major field of study and employment outcomes. Education
Statistics Quarterly, 3 (1), 64-71.
Huling, L. (1998, December 1). Early field experiences in teacher education. ERIC Digest.
Ivie, S.D., RoebucK, F., & Short, R. (2001, Spring). Experienced teachers insist that effective teaching is primarily a science.
Education, 121 (3), 519-534.
Knight, G. (1998). Philosophy of education: An introduction in Christian perspective.
Berrien Springs: Andrews University Press.
Lickona, T. (1999, September). Religion and character education. Phi Delta Kappan, 81 (1), 21-27.
Maxson, R.C., & Maxson, S.P. (2002, January). No-fault teacher education. Phi Delta Kappan, 83 (5), 414-416.
McMahon, E.M. (2001, Summer). Calling minority teachers. Connection: New England's Journal of Higher Education & Economic
Development, 16 (1), 30-31.
National Center for Education Statistics. (2001). The Condition of Education 2001.
(NCES 2001-125). Washington, DC.
Perl, M., Maughmer, B., & McQueen, C. (1999, February 16). Co-teaching: A different approach for cooperating teachers and student teachers. Paper presented at the Association of Teacher Educators Annual Conference, Chicago, IL.
Peske, H.G., Lui, E., Johnson, S.M., Kauffman, D., & Kardos, S.M. (2001, December). The next generation of teachers: Changing conceptions of a career in teaching. Phi Delta Kappan, 83 (4), 304-311.
Podsen, I.J., & Denmark, V.M. (2000) Coaching and mentoring: First-year & student teachers. Larchmont, NY: Eye on Education.
Popham, W.J. (2002). Classroom assessment: What teachers need to know (3rd ed.). Boston: Allyn and Bacon.
Power, B., & Perry, C. (2002, January). True confessions of student teaching supervisors. Phi Delta Kappan, 83 (5), 406-413.
Prushiek, J., McCarty, M., & Mcintyre, S. (2001, Summer). Transforming professional development for preservice, inserve and university teachers through a collaborative capstone experience. Education, 121 (4), 704-712.
Raths, J. (1999, October). A consumer's guide to teacher standards. Phi Delta Kappan, 82 (2), 136-142.
Rohn, C.A., & Lee, D. (2001, Spring). A collaborative effort to provide authentic experience in interviewing for pre-service teachers and administrative interns. Education, 121 (3), 549-553.
Silvestri, L. (2001, Spring). Pre-service teachers' self-reported knowledge of classroom management. Education, 121 (3), 575-580.
Sizer, T.R., & Sizer, N.F. (1999, November). Grappling. Phi Delta Kappan, 81 (3), 184-190.
Smith, B.P. (2000, December). Emerging themes in problems experienced by student teachers: A framework for analysis.
Starkes, B.A. (2001, October). My mother's gravy. Phi Delta Kappan, 83 (2), 110-111.
Strom, S. (1991, January 1). The knowledge base for teaching. ERIC Digest.
Vaughn, M., Everhart, B., Sharpe, T., & Schimmel, C. (2000, Winter). Incorporating a multisource assessment approach in a teacher education program. Education, 121 (2), 339-346.
Virginia Department of Education. (2000). Guidelines for uniform performance standards and evaluation criteria for teachers, administrators, and superintendents.
Richmond, VA: Division of Teacher Education and Licensure.
Virginia Department of Education. (2001). Sample evaluation prototypes: Teachers, administrators, and superintendents.
Richmond, VA: Division of Teacher Education and Licensure.
Wishnietsky, D.H. (2001). American education in the 21st century. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance.
San Francisco:
Jossey-Bass.
Williams, H.S., & Alawiye, O. (2001, March). Student teachers perceptions of a teacher training program. College Student Journal,
35 (1), 113-118.
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M.Ed. Handbook 2006-2007

The decision to become an educator should be made prayerfully. Education is a very demanding profession that requires personal dedication, physical stamina, and a loving concern for children and youth. There are several experiences that can help in making the decision. Candidates who do not have prior teaching experience will be assigned to observe/assist for 30 hours in a classroom of the intended level and subject. The 30-hour practicum must be completed prior to Gate 2 Candidacy. Involvement in as many experiences with young people as possible is also helpful, particularly the age level of the intended endorsement. Another option is to volunteer as a teacher's aide in a local school, or children's worker in a local church (Sunday School, Awana, Vacation Bible School) or work at a summer camp. All of these activities will help in confirming a candidate’s call to education. Performance in student teaching or internship is also enhanced by previous experience with groups of young people.
GATE 1: Admission to M.Ed. Program must be completed prior to registration beyond 6 graduate semester hours. Criteria for admission are stated in the Liberty University Graduate Catalog and on the
Graduate Admissions website.
Licensure vs. Non-Licensure M.Ed. Programs
Once the decision is made to become an educator, a degree program must be chosen. It is STRONGLY recommended that candidates choose a program that will add a new licensure area to their professional credentials. For example, candidates who are already licensed as elementary teachers should consider the M.Ed. in Special Education or M.Ed. for Reading Specialists. Choosing a new endorsement area increases marketability for those who are interested in a new position and also enhances performance in the current position.
All M.Ed. programs, except Curriculum and Instruction, have licensure and non-licensure options. Course requirements are identical for licensure and non-licensure options . Therefore, all M.Ed. candidates enter the licensure program. Candidates will have an opportunity to “opt out” of licensure at Gate 3 based on the candidate’s selection of student teaching/internship experiences.
Licensure vs. Non-licensure
Employment in an accredited K-12 school
for final M.Ed. semester?
Non-licensure
EDUC 698 - Practicum
Licensure: Submit Work
Experience Form (one year fulltime teaching in endorsement area in accredited K-12 school]
Licensure
EDUC 590 Student Teaching or EDUC 699 Internship
Complete student teaching
/internship experience at an accredited school [may request part-time, leave of absence]
Licensure
EDUC 591 Student Teaching or EDUC 699 Internship
Complete student teaching
/internship in your current accredited school in a setting appropriate for your endorsement.
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M.Ed. Handbook 2006-2007

In addition, documentation of classroom experience is required for advanced licensure. As indicated in the section on Advanced M.Ed. Programs, classroom experience can be acquired while completing the degree program.
Initial vs. Advanced M.Ed. Programs
Initial Teaching Programs can be completed through either bachelor’s or master’s degree programs with no prior teaching experience. Advanced M.Ed. Programs can only be completed through a maste r’s degree program with teaching experience to be completed by the end of the program.
Initial M.Ed. Programs
Liberty University ’s Initial Teaching Programs meet the guidelines for teacher licensure in Virginia and the federal guidelines of the No Child Left Behind Act for “highly qualified teachers.” The guidelines require a bachelor's degree in a liberal arts area. Initial M.Ed. programs are designed to provide professional studies for candidates who have met the content competencies in their undergraduate program. M.Ed. candidates should have completed an undergraduate major in the area that they plan to teach
.
. For example, a candidate who plans to teach math should have completed an undergraduate major in math. Elementary teacher candidates should have completed a undergraduate liberal arts major that includes the core subjects taught in the elementary school.
Teaching Endorsement
Elementary Education
- with middle school emphasis
- with early childhood emphasis
Special Education
- Learning Disabilities
- Emotionally Disturbed
- Mentally Retarded
Grade
Levels preK-6
6-8 preK-3
K-12
Undergraduate Major
Any liberal arts major with emphasis in all four core areas (math, English, history/social science, and science)
Any liberal arts major
Secondary Education
- Bible [ACSI certificate]
- Biology
- Business
K-12
6-12
6-12
Bible
Biology
Business
- Computer Science
- English
- English as a Second Language
- Health and Physical Education
- History and Social Science
- Mathematics
- Music: Choral or Instrumental
- Spanish
- Theatre Arts
6-12
6-12 preK-12 preK-12
6-12
6-12 preK-12 preK-12 preK-12
Computer Science
English
English as a Second Language
Health and Physical Education
History and Social Science
Mathematics
Music: Choral or Instrumental
Spanish
Theatre Arts
- Work and Family Studies 6-12 Family and Consumer Sciences
To ensure the appropriate content foundation in their undergraduate studies, candidates must follow the content competencies that are provided for each endorsement area [Available on Blackboard in EDUC
005]. It is important to be aware of the competency requirements early in the degree planning process,
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M.Ed. Handbook 2006-2007

because content courses can be included on the program plan for Secondary Education. If additional courses are required, candidates should investigate CLEP credit, local community colleges, and other local or distance college credits. Any deficiencies must be addressed prior to student teaching. In addition, candidates must successfully complete the appropriate Praxis II exam in content knowledge prior to student teaching.
Although Liberty University is only authorized to recommend candidates for the initial programs listed above, candidates whose undergraduate major is not listed should check the Virginia Licensure
Regulations for School Personnel on the VDOE website http://www.pen.k12.va.us/ or the website of their respective state agency.
Other endorsements may be added to one of the majors listed above. For primary endorsements in both areas, the competencies for the majors in both areas must be completed. Add-on endorsements require fewer hours than a major, but they are only available to teacher candidates who complete one of the initial programs listed above. The following add-on endorsements are offered at LU:
Add-On Endorsements
Algebra I 6-12
Bible [ACSI Certificate] 6-12
Chemistry [only with Biology] 6-12
Computer Science
Gifted Education
Journalism
Speech
6-12
6-12
6-12
Theatre Arts preK-12
Advanced M.Ed. Programs
Advanced M.Ed. Programs can only be completed through a master’s degree program with teaching experience to be completed by the end of the program. When applying for advanced school licensure, candidates must provide copies of their teaching certificate(s) and Work Experience Form(s) verifying fulltime teaching experience in an accredited K-12 public or nonpublic school, as indicated on the table below. Part-time or substitute teaching does not meet the requirement. Teaching experience is not required for admission or graduation for the degree program. Therefore, candidates who have an initial teaching license may earn teaching experience at the same time they are completing the M.Ed. program.
Upon completion of both the degree program and teaching experience, the candidate will be eligible for
Virginia school licensure. If the teaching experience requirement has not been met upon completion of the degree program, the degree will be awarded but the candidate will not be eligible for licensure until the teaching experience has been completed. (Provisional licensure may be an option.)
Endorsement
Administration/Supervision preK-12
Reading Specialist preK-12
School Counselor preK-12
Experience Required for Licensure
Three years of successful, full-time experience as a classroom teacher in an accredited nonpublic or public school.
Three years of successful classroom experience in which the teaching of reading was an important responsibility.
Two years of successful, full-time teaching experience or two years of successful, full-time experience in guidance and counseling. Two years of successful, full-time experience in guidance and counseling under a provisional license may be accepted to meet this requirement.
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M.Ed. Handbook 2006-2007

Candidates pursuing the M.Ed. degree at Liberty University must meet the requirements for admission to candidacy in the M.Ed. Program. The standards of admission to candidacy are inclusive of those for admission to the University and include other criteria outlined by the Graduate Education Department as indicated below. Policies governing candidacy originate in, or are channeled through, the Graduate
Education Department. The Department formulates policies, coordinates the School Licensure Program, and works for selective recruitment, admission, and retention of candidates for and in school licensure. It must be clearly understood that admission to the University is not synonymous with candidacy in the
M.Ed. Program. Failure to observe the procedures will generally result in the candidate's graduation and program completion being delayed for a minimum of one semester.
Gate 1 Admission to M.Ed. Program Within 0-6 semester hours
Gate 2 Admission to M.Ed. Candidacy Within 9-15 semester hours
Gate 3 Admission to Student Teaching/Internship One semester prior to ST/Internship
Gate 4 Completion of Student Teaching/Internship Final semester/Application for licensure
GATE 2: Admission to M.Ed. Candidacy must be completed prior to registration beyond 15 graduate semester hours. Instructions and forms are available in the Blackboard course EDUC 005 Graduate
Education Programs
 submission of application for candidacy
 completion of 9-15 graduate semester hours, including required residency course
[EDUC 504 for initial programs or EDUC 645 for advanced programs]
 cumulative GPA 3.0 minimum
 submission of Program Plan with content competencies
 approval of transfer courses, if applicable (6 hours maximum transfer)
 submission of Work Experience Form or 30-hour practicum
 submission of field matrix and TCA or ACA
( Teacher Competency Assessment or Advanced Competency Assessment )
 passing Praxis I scores (or qualifying ACT/SAT scores)
 graduate education faculty approval
Transfer Credit
All graduate transfer credits are subject to approval of the SOE Graduate Committee. Such courses must carry a grade of at least a “B” and be comparable to Liberty University graduate courses. Transfer credit will only be considered from regionally accredited institutions or schools accredited by another accrediting agency recognized by the U.S. Department of Education . With approval, up to six semester hours may be transferred into an M.Ed. program. It is the responsibility of each applicant to supply official transcripts along with a written request to have the credit applied to the degree program . Transfer credits must have been completed within the previous five years. Courses used in the completion of an undergraduate, masters, or any other degree cannot be approved as a part of the coursework for a masters degree program. Life experience credit cannot be awarded at the graduate level. No correspondence study or life experience credit may be transferred into the SOE graduate program.
Praxis I: Academic Skills Assessments
Initial teacher candidates must demonstrate minimum competency in oral and written communication and computational skills. Candidates may meet the Praxis I assessment requirement by achieving the scores established by the Virginia Board of Education for each of the three Praxis I tests - mathematics, reading, and writing – or by achieving the established composite score on a combined total of all three tests.
13
M.Ed. Handbook 2006-2007

Praxis I: Required Scores for Virginia
Praxis I Test
Reading
Writing
Math
Test Code
Paper/pencil Computer
10710
10720
10731
10711
20730 20721
or Composite Score
Minimum
Score
178
176
178
532
The Virginia Board of Education has also approved the SAT or ACT as a substitute test for the Praxis I tests required for initial licensure. Please note that the SAT or ACT was approved as a substitute only for Praxis I; candidates must also meet Praxis II (subject area assessment) for initial licensure.
SAT or ACT scores that may substitute for Praxis I in Virginia
SAT score* taken after April 1, 1995 530: Verbal taken prior to April 1, 1995 450: Verbal
530: Mathematics 1100: Total score
510: Mathematics 1000: Total score
ACT score* taken after April 1, 1995 46: English+Reading 22: Mathematics 24: Composite taken prior to April 1, 1995 37: English+Reading 21: Mathematics 21: Composite
Program Continuance
In order to remain in the program, students must maintain a cumulative GPA of 3.0, with no more than two
“C’s” permitted in an entire program. While all course grades are averaged in the GPA, course credit toward degree completion is not granted for a grade of D or F. A student may petition the SOE Graduate
Committee to repeat one course in which a C or below was received with the most recent grade to be calculated in the GPA.
Residency Requirement
Required residence courses:
 Initial M.Ed. Programs: EDUC 504 Historical and Philosophical Foundations of Education
 Advanced M.Ed. programs: EDUC 645 Foundations for Educational Leaders
The residence requirement for each program is a minimum of 9 total hours, which is 6 hours in addition to the required residence course stated above.
Graduate Research
The School of Education implements the APA format for all graduate work assigned. The guide to be used for all M.Ed. programs in the Concise Rules of APA Style , which is based on the current edition of the
Publication Manual of the American Psychological Association. Academic integrity is expected.
ACSI Certification Requirements
Additional courses will be required for the ACSI Certificate for candidates who did not meet the biblical studies requirements in their undergraduate major.
14
M.Ed. Handbook 2006-2007

The course requirements for the Master of Education programs are summarized below. Course requirements are divided into three sections: core courses, concentration courses, and professional courses. Additional coursework may also be required to meet content competencies applicable to the endorsement.
Initial Education Core: Core Courses
INITIAL EDUCATION CORE (15 hours)
EDUC 500 Advanced Educational Psychology
EDUC 504 Historical & Philosophical Foundations of Education 
EDUC 508 Understanding Educational Research & Assessment
Hours
3
3
3
EDUC 521 Foundations of Exceptionality
EDUC 571 Curriculum Fundamentals
 Residency requirement
3
3
Elementary: Content and Professional Courses [with Early or Middle Education emphasis]
CONCENTRATION COURSES (12 hours)
Prerequisites : See Elementary/Middle Content Competency chart
EDUC 530 Teaching Mathematics
EDUC 531 Teaching the Natural and Social Sciences
EDUC 532 Language Acquisition and Instruction
EDUC 554 Reading and Language Acquisition
PROFESSIONAL COURSES (9 hours)
EDUC 556 Teaching Content Area Reading
EDUC 570 Curriculum and Methods for Early Childhood or or 573 Curriculum and Methods for Middle School
EDUC 590 Student Teaching
Secondary: Content and Professional Courses
CONCENTRATION COURSES (12 hours)
See Content Competencies for subject endorsement
PROFESSIONAL COURSES (9 hours)
EDUC 535 Secondary Instructional Procedures
EDUC 536 Secondary Instructional Procedures Practicum
EDUC 556 Teaching Content Area Reading
EDUC 590 Student Teaching (Secondary)
Hours
3
3
3
3
Hours
3
3
3
Hours
3
3
3
3
Hours
2
1
3
3
15
M.Ed. Handbook 2006-2007

Special Education: Content and Professional Courses
CONCENTRATION COURSES (12 hours) Hours
EDUC 524 Learning Disabilities: Characteristics & Intervention 3
EDUC
EDUC
EDUC
525
622
623
Mental Retardation: Characteristics & Intervention
Educational Assessment and Intervention
Principles of Behavior Management

3
3
3
PROFESSIONAL COURSES (9 hours)
EDUC 530 Teaching Mathematics
EDUC 554 Reading and Language Acquisition
EDUC 590 Student Teaching (Special Education)
Gifted Add-On:
Hours
3
3
3
Gifted Add-on Endorsement (12 hours)
EDUC 526 *Principles and Practices in Gifted Education
EDUC 527 *Reading and Research in Gifted Education
Hours
3
3
EDUC 620 *Organization & Design of Gifted Ed Programs
EDUC 622 Educational Assessment and Intervention

3
3
* 15 hours practicum with each course -
Advanced Education Core: Core Courses
ADVANCED EDUCATION CORE (15 hours)
EDUC 500 Advanced Educational Psychology
EDUC 508 Understanding Educational Research & Assessment
EDUC 521 Foundations of Exceptionality
EDUC 645 Foundations for Educational Leaders

EDUC 672 Curriculum Development

Residency requirement
Administration/Supervision: Content and Professional Courses
Hours
3
3
3
3
3
CONCENTRATION COURSES (12 hours)
EDUC 545 School Law
EDUC 546 School-Community Relations
EDUC 548 School Finance and Management
EDUC 640 School Administration
PROFESSIONAL COURSES (9 hours)
EDUC 541 Supervision of Instruction
EDUC 6-- Elective (600 level)
EDUC 699 Internship
Hours
3
3
3
3
Hours
3
3
3
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M.Ed. Handbook 2006-2007

Reading Specialist: Content and Professional Courses
CONCENTRATION COURSES (12 hours)
EDUC 554 Reading and Language Acquisition
EDUC 622 Educational Assessment and Intervention

EDUC 650 Reading Specialist and the School Program
EDUC 652 Current Issues in Reading
PROFESSIONAL COURSES (9 hours)
EDUC 532 Language Acquisition and Instruction
EDUC 556 Teaching Content Area Reading
EDUC 699 Internship
School Counselor: Content and Professional Courses
CONCENTRATION COURSES (21 hours)
COUN 501 Counselor Professional Identity, Function, Ethics
COUN 504 Ethnicity, families, and Counseling
COUN 505 Counseling Techniques & Helping Relationship

COUN 510 Theories of Counseling and Psychology
COUN 512 Group Process

COUN 522 Career Guidance and Counseling
COUN 611 Counseling the Child
or 620 or Counseling the Adolescent
PROFESSIONAL COURSES (9 hours)
EDUC 622 Educational Assessment and Intervention

EDUC 660
Organization/Administration of Guidance
Programs
EDUC 661 Consultation, Coordination, and Referral
EDUC 699 Internship
Curriculum and Instruction: Content and Professional Courses
CONCENTRATION COURSES (12 hours)
EDUC
EDUC
EDUC
EDUC
EDUC
EDUC or
541
608
EDUC or
690
698
PROFESSIONAL COURSES (9 hours)
Elective
Supervision of Instruction or

Technological Applications in Educational
Research
Master’s Thesis or
Directed Practicum
Hours
3
3
3
3
Hours
3
3
3
Hours
3
3
3
3
3
3
3
Hours
Hours
3
3
3
3
3
3
3
Hours
3
3
3
3
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M.Ed. Handbook 2006-2007

Early and ongoing classroom experiences are crucial to teacher preparation. The continuum of field experiences required in Liberty's program includes a 30-hour initial practicum in an elementary or secondary setting and culminates in student teaching or internship during the final semester. Graduate candidates with no teaching experience are required to complete the initial 30-hour practicum within the first nine semester hours of their graduate program. Additional field experiences are required in each education methods course. Field experiences must include multiple grade levels appropriate to the endorsement and interaction with diverse students, including minority, at-risk, and exceptional students.
Documentation of field experiences for each candidate is maintained by the candidate and a cumulative field log is submitted to the Teacher Licensure Office. All forms related to field experience are available on Blackboard in EDUC 005.
Placement for Field Experiences
All field experience placements in Lynchburg and surrounding counties must be approved by Liberty
University’s field placements director (unless the candidate is completing the experience in the school in which he is employed). A candidate completing field experiences outside the Lynchburg area may make arrangements by submitting the appropriate paperwork directly to the school or school system .
Cumulative Field Experience Log
Please list all of the field experiences on this log that you have completed in your endorsement area.
Experience prior to your degree program should be listed first*. Then list the total experiences completed during your program at Liberty University including the student teaching/internship, which is listed at the end of the log.
[*Submit Work Experience Form if one or more years of full-time teaching experience.]
These experiences should also be included in the Field Matrix, on the next page, to show the variety of experience you have received throughout your education career.
Candidate: Program: Special Education
Date
Years (FT/PT) or Hours
Observe Teach/Assist
Student Teaching Semester [EDUC 590 or 591]
Total:
Location/School Name
Grade/
Category
Minimum: 500 cumulative hours required in
K-12 special education classrooms
(minimum: 300 hours of directed student teaching)
18
M.Ed. Handbook 2006-2007

[Sample]
Field Experience Matrix: Special Education
Directions: As you proceed through the program, you should select a combination of field experience settings that allows you to complete the field experience matrix. Fill in the cells below using the field experiences listed on the Cumulative Log on the previous page. Each accomplished cell is to be completed with the number of years (FT/PT) or hours in the setting and the school in which the field experience was done. If the experience was completed as a course requirement, indicate the course number/semester, including Student Teaching. An experience may be used in more than one cell as appropriate. One entry is required in every setting (row) with variety indicated in the grade levels
(columns).
Membership and participation in professional organization(s) is also listed below. One year membership is required in an organization for your endorsement area (e.g., CEC, Council for Exceptional Children, state, local, and student organizations)
Candidate
Required Settings
Learning Disability
Emotional Disturbance
Grades K – 6
Mental Retardation
Christian School
Public School
Diversity
(specify TWO: ethnicity, race, SES, gender, language, urban, rural)
Exceptionalities (specify
TWO: gifted, speech/hearing, motor, other)
Other settings (specify TWO: alternative, private, charter, classical, other)
Totals
(minimum: 50 collective hours in elementary special education)
Professional Organization(s) Specify ONE
SCORING RUBRIC A = 11-22 cells
Program: Special Education
Grades 6-12 Totals
(minimum: 50 hours in
LD setting)
(minimum: 50 hours in
ED setting )
(minimum: 50 hours in
MR setting)
(minimum: 50 collective hours in secondary special education)
Role(s)
B =14-16 cells
Year(s)
C = 11-13 cells
19
M.Ed. Handbook 2006-2007

Internship/student teaching requires one full semester at the end of the degree program. It is the culmination of all coursework and pre-professional experience. Therefore, it is important to prepare thoroughly and decrease outside responsibilities during this semester.
GATE 3: Admission to internship/student teaching
It is the M.Ed. candidate's responsibility to secure forms and materials necessary to apply for Admission to Student Teaching (Gate 3) . The application packet is available on Blackboard in EDUC 005 and must be returned prior to established deadlines . Student Teaching Handbook and Internship Handbook is also available in EDUC 005 on Blackboard.
The application deadlines for internship/student teaching are: September 15 for placement in the spring semester; February 15 for placement in the fall semester.
Praxis Tests
An important requirement for meeting Teacher Licensure standards in the Commonwealth of Virginia is successful completion of the required Praxis tests taken by all candidates for licensure. It is permissible to repeat any section if your score is below the Virginia requirement. Praxis I and II tests must meet
Virginia's minimum requirement prior to student teaching. VRA and VCLA scores that meet Virginia requirements must be submitted for teacher licensure. Current information about Virginia test requirements is available on the Virginia Department of Education website: http://www.pen.k12.va.us/
Information regarding minimum score qualifications in various states and registration for the Praxis are available online at www.ets.org/praxis Tests are administered several times per year. Liberty is one of the
Praxis Series testing sites. It is not necessary that Praxis testing be completed at this institution. A teacher candidate who finds it more convenient may complete the Praxis at another location.
COURSE SETTING REQUIREMENTS
Licensure track: Candidates e-mail application packet to Mrs. Nancy Hesse in Teacher Licensure
Office nlhesse@liberty.edu
. Mrs. Hesse checks packet completion including GPA, Praxis scores, verified status sheets, faculty approval and posts list of candidates eligible for placement.
EDUC 590-001
(3 hrs)
Initial licensure Minimum: 500 cumulative hours,
Student Teaching I
Course fee: $150
(for Coop Teacher)
Traditional student teaching with cooperating teacher
 Elementary: preK-3 & 4-6

- emphasis: Early prek-3; Middle 6-8
Special Ed: ED, LD, MR (K-6 & 6-12)


Secondary: 6-12 (6-8 & 9-12 preferred)
PreK-12: 2 settings (preK-6 & 6-12) with 300 directed student teaching
EDUC 591-001 (3 hrs)
Student Teaching II
Initial licensure
Teaching in own classroom with On-site
Minimum: 500 cumulative hours, with 300 directed student
Course fee: ($150 for Onsite Supervisor)
Supervisor and outside experiences teaching
20
M.Ed. Handbook 2006-2007

*Advanced licensure – Copy of teaching license and work experience form required
COURSE
EDUC 699-001
Internship:
(3 hrs)
Admin/ Supervision
Course fee: ($150 for Onsite Supervisor)
EDUC 699-002
Internship:
( 3 hrs)
School Counseling
Course fee: ($150 for Onsite Supervisor)
EDUC 699-003
Internship:
(3 hrs)
Reading Specialist
Course fee: ($150 for On-
SETTING
*Advanced licensure
Two settings (preK-6, 6-12)
Internship plan approved by Dr. Holland
*Deliberately structured internship over the duration of a preparation program
*Advanced licensure
Two settings (preK-6, 6-12)
Internship plan approved by Dr. Holland
*Advanced licensure
Diagnosis and remediation
Internship plan approved by Dr. Parker
[IRA- 6 cred/hr supervised practicum]
REQUIREMENTS
Minimum 500 hrs. cumulative
320 hours of structured internship*
Majority of school level supervised experience takes place during school day, in concentrated blocks of time when preK-12 students are present
Minimum: 500 hrs. cumulative
240 hours of direct service to K-12 students with at least 100 hrs in each level – K-6 and 6-12; also, 2 yrs of successful, full-time teaching or counseling in accredited school
Minimum: 200 hrs. cumulative
Practicum in the diagnosis and remediation of reading difficulties; also 3 yrs. teaching of reading an important responsibility site Supervisor)
Non-licensure track: Candidates submit paperwork to Dr. Beth Ackerman mackerman@liberty.edu
EDUC 698-302 (3 hrs)
Non-licensure 120 hrs. cumulative
Directed Practicum Practicum plan approved by Dr.
Ackerman
21
M.Ed. Handbook 2006-2007

TEST REQUIREMENTS FOR GRADUATE PROGRAMS
The Virginia Department of Education (VDOE) has made several recent changes regarding the professional assessment required for school licensure. The following is a summary of the professional assessment requirements currently in effect for LU program completion and for * Virginia licensure:
* Note regarding out-of-state licensure: Application for Virginia licensure may facilitate the process of obtaining out-of-state licensure . Out-of-state candidates should not assume that they are exempt from
Virginia licensure requirements. The LU Licensure Office will assist in completion of paperwork, but outof-state licensure requirements are the responsibility of the candidate.
PRAXIS I
- Must be passed at Gate 2
Exemptions:
 Qualifying SAT/ACT scores
 Two years out-of-Virginia teaching experience: must be full-time in an accredited school.
(Experience as substitute or teacher’s aide does not meet requirement)
 Not required for Advanced School Personnel (school principals, school counselors, reading specialists)
PRAXIS II
- Must be passed at Gate 3 prior to EDUC 590 Student Teaching
Exemptions:
 Two years out-of-Virginia teaching experience: must be full-time in an accredited school.
(Experience as substitute or teacher’s aide does not meet requirement)
 Out-of-state test score may be substituted if seeking *out-of-state licensure
VCLA: VIRGINIA COMMUNICATIONS AND LITERACY ASSESSMENT
Must be passed at Gate 4 for ALL Virginia licensure effective January 1, 2007
Minimum scores: Reading: 235; Writing: 235; or Composite: 470
VRA: VIRGINIA READING ASSESSMENT
- Must be passed at Gate 4 for Virginia licensure of:
 Elementary education - Test 001 (in addition to Praxis II) [score: 235]
 Special education – Test 001 (replaces Praxis II) [score: 235]
 Reading specialists – Test 002 (replaces Praxis II) [score: 245]
Exemptions for VCLA and VRA:
 Two years out-of-state teaching experience: must be full-time in an accredited school. (Experience as substitute or teacher’s aide does not meet requirement)
 Not required if seeking *out-of-state licensure
SLLA: SCHOOL LEADERS LICENSURE ASSESSMENT
 Required for school administration [score: 165]
2/15/06
22
M.Ed. Handbook 2006-2007

http://www.ets.org/praxis
updated March 2006
Praxis I: Academic Skills Assessments
All applicants requesting initial teaching licensure in Virginia are required to achieve passing scores on Praxis I. In addition to Praxis I, applicants must present a passing score for Praxis II.
Paper-pencil PPST
Praxis I Test Test Code Score
Reading
Writing
Math or Composite
10710
20720
10730
178
176
178
532
Computerized-PPST
Test Code Score
5710
5720
178
176
5730
C-PPST
178
532
SAT or ACT scores may substitute for Praxis I only [individual AND total scores must be met]
SAT score taken after April 1, 1995 530: Verbal taken prior to April 1, 1995 450: Verbal
530: Mathematics
510: Mathematics
1100: Total score
1000: Total score
ACT score taken after April 1, 1995 46: English+Reading 22: Mathematics taken prior to April 1, 1995 37: English+Reading 21: Mathematics
24: Composite
21: Composite
Virginia Communication and Literacy Assessment Required for student teachers in Spring 2007 and after
Minimum scores Writing Reading Composite www.vcla.nesinc.com
235 235 470
Praxis II: Subject Content Knowledge Tests The following tests are required for the endorsement (teaching specialty) areas indicated. Only one Specialty Area test is required, but it must match an endorsement area in which initial licensure is granted. The Specialty Area tests are listed under Praxis II tests at: www.ets.org/praxis
* VRA-Virginia Reading Assessment information available at www.vra.nesinc.com
Endorsement
Area
Test
Code
20235
Passing
Score
155
Specialty
Area Test
Biology: Content Knowledge Biology
Business Education
Computer Science
10100
10650
590
**
Business Education (4-function calculator permitted)
Computer Literacy/Data Processing
Elementary Education 10014 143 Elementary Education: Content Knowledge
[also with Early emphasis] * VRA 235 Virginia Reading Assessment 001 (for Elem/SpecEd)
[with Middle emphasis] - Must submit test scores for TWO concentrations – which replace 10014
English
Mathematics
Science
History or Social Science
English
English as a Second Lang
Health/Physical Education
History/Social Studies
Mathematics
Music: Choral or Instrumental
Spanish
Special Education: ED,LD,MR
Work and Family Studies
10049
20069
10439
20089
10041
20360
20856
10081
10061
10113
10191
20353
* VRA
10120
164
163
162
160
172
**
151
161
147
160
161
**
235
550
Middle School English Language Arts
Middle School Mathematics ( calculator allowed)
Middle School Science
Middle School Social Studies
English Language, Lit, Comp: Content Knowledge
Teaching English as a Second Language
Health & Physical Education: Content Knowledge
Social Studies: Content Knowledge
Math: Content Knowledge (graphing calculator req)
Music: Content Knowledge
Spanish: Content Knowledge
Ed of Exceptional Students: Core Content Knowledge
Virginia Reading Assessment 001 (for Elem/SpecEd)
Family & Consumer Sciences
Graduate Programs Only
Administration/Supervision 11010 165 SLLA: School Leadership Licensure Assessment
Reading Specialist * VRA or 20300
245
**
Virginia Reading Assessment 002 (for Rdg Spec)
Praxis II: Reading Specialist
School Counselor 20420 ** School Guidance/Counseling [includes Listening]
** No minimum score determined for Virginia [check Praxis Score Recipient Guide for other states]
23
M.Ed. Handbook 2006-2007

GATE 4: Licensure procedures
The M.Ed. Program is designed to meet licensure requirements of the Commonwealth of Virginia in the teacher candidate's approved specialization. The University has approval from the State Council of
Higher Education for Virginia and is accredited by the Southern Association of Colleges and Schools. The
School Licensure Program has been officially approved by the Virginia Department of Education, the
Association of Christian Schools International, and all initial programs are approved by NCATE (National
Council for Accreditation of Teacher Education). In addition to state licensure, candidates who complete the School Licensure Program at Liberty are eligible for the Association of Christian Schools International certificate.
Licensure in other states
Candidates who have successfully completed Liberty's school licensure programs, and who have met all standards for school licensure in Virginia will also be recommended for licensure in other states. The
Commonwealth of Virginia operates within the Interstate Licensure Compact, which means that other states in the compact recognize and freely accept incoming licensure applications from Virginia-based programs.
In most cases, other states will require proof that the teacher candidate has successfully completed a state-approved licensure program. It is the candidate’s responsibility to acquire the forms and procedures for out-of-state licensure. Licensure personnel will assist teacher candidates in preparation and submission of the required documents.
Time Frame for Professional Licensure:

Within five years after completion of the degree, teacher candidates must have completed all requirements necessary for professional licensure.

Teacher candidates who have received a degree and wish to return to Liberty University to do practicum work (student teaching or internships) for licensure will be subject to the same five year time frame.

Each case will be evaluated on an individual basis according to time elapsed from completion of course work, transcripts, program changes, and recent experiences in the field of education.
Choosing a school
The selection of a school for the first teaching assignment is one of the most important decisions in an educator’s career. There are several critical factors to be considered. First, the Christian school or public school environment must be considered. God's will should be carefully sought in determining a place of ministry and individual choices made by peers should be respected. It is important to pray for each other regardless of the setting chosen for service.
The Christian school environment offers a unique opportunity to educate the whole child: spiritually, as well as mentally, physically, and socially (Luke 2:52). Educators in Christian schools have the freedom to speak to the whole class, as well as personally with every student, about salvation and other spiritual matters. Educators can pray with students and their parents, and they can integrate a Christian world view in every subject area. Principals of Christian schools actively recruit Liberty graduates. Dr. Falwell frequently states, "If it's Christian, it ought to be better!" God is calling some of the best and brightest educators to minister in Christian schools.
The public school environment offers the opportunity to be "salt" and "light" to the world (Matthew 5:13-
16). Classroom teachers in public schools can model a godly lifestyle and exert a moral influence on students and their parents, fellow educators, and on curriculum and textbook decisions. The freedom to express faith will vary according to individual situations, but it is unrealistic to expect to evangelize openly in the public schools. Some student teachers have found that the burden for the eternal destiny of their
24
M.Ed. Handbook 2006-2007

students was too great to face the class every day without the freedom to share the gospel. Yet the
Christian influence is desperately needed in the public school system.
Other factors about the school should also be considered, including: geographic location, urban or rural setting, ethnic diversity, school size, class size, curriculum, academic freedom, administrative style, and school atmosphere (students as well as faculty). Salary and benefits are also important, but should not be the sole deciding factors (Philippians 4:19). In a Christian school, church affiliation should be considered.
In a public school inquiries about local union requirements should be considered.
Professional portfolio
Every candidate in Liberty's M.Ed. Program is required to maintain a professional portfolio that is submitted during the internship/student teaching semester. Candidates begin collecting portfolio materials in their first education course. Materials are to be collected in hard copy and in digital format in the following areas:

Course projects should demonstrate mastery of the content and ability to plan, manage, motivate, and assess K-12 students.

Previous teaching experience or other experience with K-12 students

College curricular and extracurricular activities , along with any certificates, awards, letters of commendation, and other documentation, including transcripts.

Student teaching or internship experience . In addition to samples of student teaching materials or internship projects, include photographs of student activities and projects, samples of student products, and any other materials that support individuality and creativity. Prospective employers may request a sample lesson video.
Interviews
Employers begin by screening applications to decide which individuals should be called for interviews.
Therefore, both the quantity and quality of applications is critical. Applications should be typed and free of any spelling or grammatical errors. Candidates for interviews should dress professionally, arrive a few minutes early, and prepare thoroughly - approacing the interview with a list of questions, expecting to ask questions as well as answer them. The professional portfolio CD should be taken to the interview, and the candidate should be prepared to explain teaching philosophy, classroom management/discipline, and current trends.
Teacher recruitment
Teacher Recruitment is scheduled each February at Liberty University. Principals from Christian schools across the nation and personnel directors from local public school systems are invited to interview Liberty candidates as prospective teachers and administrators for their schools. Candidates may visit with the school representatives at tables set up in the DeMoss Lobby. Previous Liberty graduates who are seeking school positions are also invited to participate. www.liberty.edu/education
Placement services
Notices of teaching positions available are posted online on the Career Center webpage. Prospective employers may post vacancies online and request from the Teacher Education Office a list of graduating seniors and/or a booklet of their resumes. (Booklets are provided to each school that participates in
Teacher Recruitment.) Several placement listings are available, including an ACSI newsletter
(Association of Christian Schools International) and a computer network for public schools. Credential file will be mailed to prospective employers for a nominal fee at the candidate’s request. To protect candidate privacy, written authorization is required for any materials released from candidates’ files. Additional assistance in locating employment is available through the Career Center or the Teacher Licensure Office teacher@liberty.edu
.
First-year teaching or administration
25
M.Ed. Handbook 2006-2007

First year teaching or administration is a challenge that will require total commitment. Many schools assign an experienced educator as a mentor for a beginning teacher or principal. If a mentoring program is not provided, an experienced educator should be identified as a first-year "partner." Subscriptions to professional journals and membership in professional organizations also provide resources to survive the first year. In addition, an open line to the School of Education Department provides further assistance upon request. teacher@liberty.edu
Teacher Education survey are distributed periodically to obtain feedback from graduates. Information is also requested for an employer questionnaire. The information is used to plan any revisions that may be needed in our Teacher Licensure Program. Photos of graduates and their classes are also requested for the School of Education website.
Education is a profession which demands constant awareness of current trends and information in the field. Educators are required to renew licensure on a regular basis throughout their careers. Liberty
University offers a Doctorate and an Educational Specialist degree in Educational Leadership. For additional information, visit the website at www.liberty.edu/education.
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EDUC 500 Advanced Educational Psychology 3 hours
An overview of the contributions of psychology to the teaching-learning process. Topics include learning theory, individual differences, motivation, human development, exceptionality, teaching methodology, measurement and evaluation.
EDUC 501 Advanced Child Development 3 hours
An examination of physical, cognitive, spiritual and social/emotional development, and guidance of a young child.
EDUC 503 History of Education 3 hours
A comprehensive survey of the historical development of education. Emphasis is placed upon American education and the emergence of the Christian School Movement.
EDUC 504 Historical and Philosophical Foundations of Education 3 hours
A comprehensive survey of the historical and philosophical development of education. Emphasis is placed upon analysis of religious and public educational trends in the past and present. The candidates will be required to formulate a personal, Christian world view philosophy.
EDUC 506 Tests and Measurements 3 hours
Focuses on the development of the ability to evaluate and interpret standardized tests, and to construct, evaluate and interpret the results of teacher-made tests.
EDUC 507 Educational Statistics 3 hours
Prerequisite: EDUC 506 or equivalent course in tests and measurements
An examination of descriptive statistics and basic inferential statistical techniques. Also, hypothesis testing, confidence intervals and correlation techniques will be studied.
EDUC 508 Understanding Educational Research and Assessment 3 hours
Overview of the nature of research on human development, learning, and pedagogical knowledge and skills.
Topics include current trends and issues in education, skills in data collection and assessment, and application of research in the school setting.
EDUC 521 Foundations of Exceptionality 3 hours
Prerequisite: EDUC 500, 501 or equivalent.
A comprehensive course dealing with the characteristics of children and youth with disabilities and topics related to models of service delivery, documentation procedures, and legal/ethical issues. Recommended as the first special education course.
EDUC 524 Learning Disabilities: Characteristics and Intervention 3 hours
Prerequisite: EDUC 500, 501 or equivalent
A study of the types and characteristics of students with learning disabilities. Emphasis will be placed on classroom intervention strategies. Field experience required.
EDUC 525 Mental Retardation: Characteristics and Intervention 3 hours
Prerequisite: EDUC 500, 501 or equivalent
A study of the characteristics of students with mental retardation. Curriculum and techniques will be investigated to enable achievement of individual potential academically, socially, and functionally.
EDUC 526 Principles and Practices in Gifted Education 3 hours
Prerequisite: EDUC 500, 501 or equivalent
Candidates will explore the characteristics of gifted students as well as the emotional, academic, and social needs of gifted learners, with emphasis on those from special populations. Theories and strategies for differenti ating curriculum designed for gifted students in heterogeneous and homogeneous groups will be analyzed.
EDUC 530 Teaching Mathematics 3 hours
Prerequisite: EDUC 500, 501 or equivalent
An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project.
EDUC 531 Teaching the Natural and Social Sciences 3 hours
Prerequisite: EDUC 500, 501 or equivalent
Using a thematic approach, the integration of sciences with other areas of the curriculum is the focus of this course. Candidates will participate in hands-on demonstration in the areas of biological and physical science, chemistry, geography, political science, and history. Candidates will generate and implement a thematic teaching unit which includes instructional activity in each of eight subject areas.
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EDUC 532 Language Acquisition and Instruction 3 hours
Prerequisite: EDUC 500, 501 or equivalent
A study of the major perspectives on the acquisition of oral and written language, including language differences and difficulties; methods of evaluating oral and written language performance; and strategies for improving the quality and quantity of oral and written language in classroom settings. Field experience required.
EDUC 535 Secondary Instructional Procedures 2 hours
Prerequisite: EDUC 500, 501 or equivalent
A course in secondary methodology focusing on competencies associated with individualizing instruction, grouping students for cognitive subject-matter learning, and preparing advanced organizers for cognitive instruction. An emphasis will be placed on transferring theory into practice through selection and use of materials appropriate for the secondary classroom..
EDUC 536 Secondary Instructional Procedures Practicum
Prerequisite: EDUC 500, 501 or equivalent
1 hour
Micro-teaching will be used as a means of providing an opportunity for students to model and role play appropriate teaching methods and activities in the secondary school. Candidates will be required to observe in secondary classrooms, prepare a lesson, teach the lesson, and evaluate the experience.
EDUC 541 Supervision of Instruction 3 hours
Prerequisite: 6 hours in the core area of the program
Methods, theories and research applying to supervision at all levels of education: analyses made concerning the work of curriculum directors, general supervisors, special supervisors, supervising principals department heads; study of supervisory methods, current plans for staff utilization and use of instructional materials; and stress on evaluation of educational programs and the effects of supervision.
EDUC 545 School Law
Prerequisite: 6 hours in the core area of the program
EDUC 546 School-Community Relations
Prerequisite: 6 hours in the core area of the program
3 hours
An examination of the legal aspects of education affecting administrators, teachers, students, parents and board members; various forms of liability; separation of church and state.
3 hours
Concepts and specific techniques in school-community relations involving the development and maintenance of purposeful programs of communication and collaboration between school personnel and the community. Includes appropriate field projects relating theory to practice.
EDUC 548 School Finance and Management 3 hours
Prerequisite: 6 hours in the core area of the program
Basic methods of school finance and business management and principles of plant, finance, budgeting and accounting will be discussed. Federal and State regulations and grants will be studied.
EDUC 554 Reading and Language Acquisition
Prerequisite: EDUC 500, 501 or equivalent
EDUC 556 Teaching Content Area Reading
Prerequisite: EDUC 500, 501 or equivalent
3 hours
A study of foundations of reading and language acquisition, principles, techniques, and materials for developmental reading programs. Field experience required.
3 hours
Develops instructional competencies necessary for teaching reading and study skills essential in learning the concepts of content subjects. Applicable to teaching in grades 4-12.
EDUC 570 Curriculum and Methods for Early Childhood 3 hours
Prerequisite: EDUC 501 or equivalent
The course is designed to show current trends in curriculum organization, the effects of environment on learning and adapting curriculum content and methods to maturity level of the young child. Emphasis will be placed on designing individual educational programs for all children.
EDUC 571 Curriculum Fundamentals 3 hours
An introduction to basic concepts and issues related to curriculum design, development, change and evaluation.
EDUC 573 Curriculum and Methods for the Middle School 3 hours
Prerequisite: EDUC 571, 672 or equivalent
A review of the history of education as it affects the development of the middle school. Emphasis on characteristics of preadolescents, personalizing curri-culum for the middle school student, and strategies for motivating middle grades education and curriculum improvement planning to involve teachers and community.
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EDUC 590 Student Teaching I 3 hours
Prerequisite: Completion of all program course work
Co-teaching with a responsible classroom teacher in an accredited K-12 institution and participation in professional activities. Applies what has been learned to the actual process of teaching and guiding K-12 students. Offers practice in all phases of teacher responsibility. Lab fee.
EDUC 591 Student Teaching II 3 hours
Prerequisite: Completion of all program coursework and employment as a full-time K-12 teacher.
Teaching in an accredited K-12 institution and participation in related professional activities. Applies what has been learned to the actual process of the classroom for which the candidate has been employed. Lab fee.
EDUC 603 Comparative Education 3 hours
A study of selected national systems of education in their differing cultural settings, with particular reference to administration, curriculum development and educational opportunity.
EDUC 608 Technological Applications in Educational Research 3 hours
Prerequisite: EDUC 506, 507, 508 or equivalent
Principles and techniques of the utilization of technology as a tool in qualitative and quantitative educational research.
EDUC 620 Organization and Design of Gifted Education Programs 3 hours
Candidates will examine model programs for gifted students that include organizational strategies for heterogeneous and homogeneous groupings. The study will include programs that are field specific, integrated content, and extracurricular models. Strategies for securing funding for gifted programs will be explored.
EDUC 622 Educational Assessment and Intervention 3 hours
A study of the techniques and procedures of educational identification and intervention strategies, collaboration and referral. Field experience required.
EDUC 623 Principles of Behavior Management 3 hours
Prerequisite: EDUC 500, 501 or equivalent
An examination of the principles of behavior management as applied to children and youth in the classroom setting. Characteristics of behavior problems and positive interventions are emphasized. Contemporary research in the area is analyzed and discussed..
EDUC 627 Reading and Research in Gifted Education 3 hours
Candidates will explore the contemporary issues and research in gifted education including the systematic gathering, analyzing, and reporting of formative and summative data and current issues on a local, state, and national level.
EDUC 630 Technology Practices for Instructional Improvement 3 hours
A study of technology practices as they impact the effectiveness of the education process and support educational activities including administration, instruction, service to students and parents, and support activities.
EDUC 640 School Administration 3 hours
An examination of the administration roles in the design, implementation and improvement of the total educational program in private and public schools. Specific areas of study include curriculum and instruction, pupil and staff personnel, student activities, school organization and management.
EDUC 645 Foundations for Educational Leaders 3 hours
Prerequisites: EDUC 503, 504 or equivalent history and/or philosophy of Christian Education
A study in the philosophy, precepts, and principles of education applied to Christian leadership in the educational setting. Emphasis is placed on self-investigation and analysis of leadership skills, strengths, and styles.
EDUC 650 The Reading Specialist and the School Program 3 hours
An investigation of research-based interventions for reading difficulties. The role of the reading specialist in relationship to the total school program is also examined. Field experience required.
EDUC 652 Current Issues in Reading 3 hours
An examination of current reading standards and exploration of controversies related to reading instruction..
EDUC 655 Organization and Administration of Pre-Schools 3 hours
Philosophy, objectives and methods for organizing and operating a kindergarten, nursery school, day-care center and play group for children below six years of age. Also includes the planning of pre-school facilities and the selection of equipment and personnel
EDUC 660 Organization and Administration of Guidance Programs 3 hours
The planning and initiation of guidance programs with emphasis upon counselor’s duties, organizational structure, goals and purposes and evaluation. Some attention will also be given to budgets, legal cases, ethical problems and physical facilities. Field experience required.
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M.Ed. Handbook 2006-2007

EDUC 661 Consultation, Coordination, and Referral 3 hours
Prerequisites: EDUC 660 and COUN 501 or COUN 660
Attention is given to the role of the School Counselor as it relates to working with parents/guardians, teachers, administration, and community agencies. Principles, methods, and models of consultation and referrals are considered. Field experience required.
EDUC 671 Curriculum Evaluation 3 hours
A study of the curriculum evaluation process focusing on the beliefs and practices of curriculum evaluation, the relationship between evaluation and curriculum improvement, and the relationship between theory and practice of curriculum evaluation.
EDUC 672 Curriculum Development Elementary/Secondary 3 hours
A study of the construction, organization and function of the curriculum. Special attention is given to objectives, sequence, major problems and recent developments in each school program area.
EDUC 690 Master’s Thesis 3 hours
Prerequisite: EDUC 508 or permission of the instructor
Research project completed on an educational topic related to the concentration in the master’s degree. Credit is not awarded until the thesis has been accepted.
EDUC 695 Directed Research 1 to 6 hours
Offers opportunity and challenge of selfdirective, independent study; that is, it develops the individual’s ability as an independent student and enables the student to pursue needed study or to pursue a particular interest (thesis or project). May be repeated for credit to a maximum of 6 hours.
EDUC 697 Seminar in Education 1 to 6 hours
Topics of special interest not included in the regular department offerings, may be taken more than once, but no topic may be repeated. Up to six hours may be earned for completing the National Board Certification process.
EDUC 698 Directed Practicum 1 to 6 hours
Prerequisites: Completed application and approval of Department Chair
A planned program of practice in an educational setting under the direct supervision of University faculty and/or appropriate school administrator. May be repeated to a maximum of six hours.
EDUC 699 Internship 1 to 6 hours
Prerequisites: Proposal submitted one semester in advance and approved by the Chair of the Graduate Program
Requires completion of the projects and minimum number of hours as specified in proposal. May be repeated to a maximum of six hours.
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M.Ed. Handbook 2006-2007