Office: Beatty Hall, Room 104
Telephone: 410‑617‑5095
Website: www.loyola.edu/soe
Dean: Joshua S. Smith, Professor
Associate Dean: Robert J. Helfenbein, Associate Professor
Chair, Teacher Education: Afra Ahmed Hersi, Associate Professor
Program Director, Teacher Education: Stacey A. Williams
Secondary Minors Advisor: Stacy A. Williams
Special Education Minors Advisor: Elana Rock
Urban Education Minors Advisor: Afra Ahmed Hersi
Coordinator of Clinical Experiences: Stacy A. Williams
Professors: Victor R. Delclos (emeritus); Beatrice E. Sarlos (emerita); Joshua S. Smith; Wendy A. Smith
Associate Professors: Robert J. Helfenbein; Afra Ahmed Hersi; Mark A. Lewis; Elana E. Rock
Assistant Professors: Camika Royal; Leah K. Saal; Margarita Gomez Zisselsberger
Clinical Faculty: Laura L. Alpaugh; Kristina Collins; Adell Cothorne; Melissa Mulieri; Stacy A. Williams; James Wolgamott
Educator in Residence: Yun-dih "Wendy" Chia-Smith
Lecturers: Adell Cothorne; Jennifer Zwillenberg; Loretta Holmberg-Masden
Affiliate Faculty: Brian Dunlop; Mara Egorin-Williams; Keenya Golden; Caitlin Gosnell; Perrie Kohel; Lauren McDougle; Michele M. Murphy; Stacy Wagaman
The Reverend Peter-Hans Kolvenbach, S.J., former Superior General of the Society of Jesus, has described the goal of Jesuit education with the following words: "We aim to form...men and women of competence, conscience, and compassionate commitment." In recognition of its connection to the Jesuit mission of the Loyola community, the School of Education has adopted the three words, Competence, Conscience, Compassion as the foundation for its conceptual framework.
Mission
Within the Jesuit traditions of intellectual excellence, social justice, ethical responsibility, and cura personalis, the School of Education—which encompasses the department of teacher education—promotes leadership and scholarship in the development of teachers, counselors, administrators, and other educators.
Accreditation
The School of Education has met all of the components of the Maryland Institutional Performance Criteria and is fully approved by the Maryland State Department of Education (200 West Baltimore Street, Baltimore, MD 21201) to offer undergraduate and graduate programs. This approval covers initial teacher preparation programs and advanced educator programs. However, the approval does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.
Learning Aims
- The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
- The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
- The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
- The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem-solving, and performance skills.
- The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
- The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
- The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual and social development of the learner.
- The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
- The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Education students must meet the knowledge, skills, and disposition standards as set forth by the School of Education's accrediting body. Students will be assessed by faculty at two transition points before internship to identify strengths, areas for improvement, and to recommend for continuation in the program. Students who fail to meet these standards in the area of dispositions will have a Professional Assessment Form filed with the department chair by a Loyola faculty member, followed by a Professional Assessment Review. The Professional Assessment Review may result in removal from the program and/or internship for the protection of both the Loyola student and the K-12 students. Complete details of this procedure are available in the student handbook.
Live Text
LiveText is a web-based software application used by the School of Education for key assignment submission, artifact collection, accreditation standard integration, and student assessment in initial licensure and advanced programs. All students are required to purchase the LiveText Field Experience Edition Student Membership. LiveText accounts can be purchased at the Loyola bookstore or online at www.livetext.com. Using LiveText software in conjunction with Loyola's MSDE-approved, standards-based program allows students to align work with the latest state and federal standards for teacher education programs. Students can also easily show evidence of completing certification requirements. LiveText allows students to showcase their work (worksheets, lesson plans, and other artifacts) at their own discretion to future employers and others. In addition, this software provides powerful tools for creating lesson and unit plans, including built-in standards, resources, and templates.
Elementary Education Pathways
Elementary Education Major
Elementary education majors are prepared for teaching through a program which connects theory to practice. The clinically-based program provides education majors experience working with diverse children in urban and suburban school settings. The program has been nationally recognized by the Association for Childhood Education International and approved by the Maryland State Department of Education (Elementary Education, grades 1-6). Students completing the certification track satisfy requirements for certification in the state of Maryland and are eligible for certification in the majority of states and U.S. territories through the interstate reciprocity agreement. For more details, please see http://www.nasdtec.net/?page=Interstate.
During the spring of the senior year, elementary education majors who are not eligible for the certification track register for the 12-credit, Non-certification Option, consisting of one departmental elective and three free electives (chosen in conjunction with the advisor). The ED 446 requirement is waived for these students and replaced with one free elective. All other requirements for the major must be met. Students who complete this option do not complete the Maryland-approved program and cannot be recommended for certification.
Secondary Education Pathways
Secondary Minor
Secondary education minors are also prepared for teaching through a program which connects theory to practice. The clinically-based program gives candidates experience working with diverse children in urban and suburban school settings. Candidates completing the certification track will be certified to teach grades 7-12 in biology, chemistry, English, mathematics, physics, or social studies or in grades PK-12 in art, French, Spanish, German, or music (instrumental or vocal). Students completing the certification track satisfy requirements for certification in the state of Maryland and are eligible for certification in the majority of states and U.S. territories through the interstate reciprocity agreement. For more details, please see http://www.nasdtec.net/?page=Interstate.
Combined B.A./B.S.-M.A.T.
A combined B.A./B.S.-M.A.T. five-year program is a second pathway available for students who wish to be certified in secondary education. Applicants to the program for grades 7-12 must have a major or significant coursework in one of the following certification areas: biology, chemistry, English, mathematics, physics, or social studies. Applicants to the certification program for grades PK-12 must have a major or significant coursework in one of the following certification areas: art, French, Spanish, German, or music (instrumental or vocal). Students submit an application to the Office of Graduate Admission by February 15th of the junior year and take three graduate-level education courses in the senior year. Students completing the combined program satisfy requirements for certification in the state of Maryland and are eligible for certification in the majority of states and U.S. territories through the interstate reciprocity agreement. For more details, please see http://www.nasdtec.net/?page=Interstate.
Application to the Teacher Certification Track
No later than September 15th of the junior year, Elementary Education majors and secondary education minors wishing to pursue teacher certification must apply and be accepted to the Teacher Certification Track. Secondary certification is offered in the following areas: Biology, Chemistry, English, French, German, Mathematics, Music (vocal or instrumental), Physics, and Social Studies, Spanish, and Visual Arts.
Students completing the Teacher Certification Track will complete an internship in a Professional Development School (PDS). The PDS is a collaborative effort between local schools and Loyola's School of Education.
Candidates must provide the following materials and meet deadlines listed below.
| September 15 |
Deadline for candidates to submit application to School of Education |
| September 30 |
Candidates receive letter of admission status: full acceptance, probationary acceptance, or rejection |
| December |
Transition point assessments conducted |
| May 15 |
Undergraduate Program Director reviews candidate prior to internship acceptance |
Application Materials
- Unofficial Loyola transcript indicating successful completion (a grade of C or higher) of the education foundation courses listed below. Transfer students must submit official transcripts from all previous institutions for evaluation by the School of Education.
- Transcript indicating a minimum GPA of 2.750. Candidates must maintain a 2.750 GPA to be eligible for Internship I and Internship II.
- An official score report indicating passing scores for Praxis CORE Academic Skills for Educators or equivalent passing test score (see required scores below). Paper and electronic copies are accepted.
- Completed Criminal Background Check (Maryland State and FBI for childcare). Criminal background checks must be completed no earlier than May of sophomore year. Any student not cleared by this process will not be eligible to complete a certification program.
- Completed self-assessment of dispositions.
Minimum Required Test Scores by Exam Type
| Praxis CORE |
Reading (Test #5721) - 156
Writing (Test #5722) - 162
Math (Test #5732) - 150 |
| |
or |
| ACT |
Composite score of 24 |
| |
or |
| SAT (2005 or later) |
Combined Math and Critical Reading - 1100 |
Approved Program Completion
By May 1 of senior year, certification candidates are required to provide official scores to the School of Education for the Praxis II content and pedagogy tests related to the certification area in order to complete the requirements for May graduation. In place of Praxis II tests, candidates for certification in French, German, or Spanish are required to provide official scores for the ACTFL Oral Proficiency Interview and the Writing Proficiency Test. The testing requirements are listed on the Maryland State Department of Education (MSDE) website, http://www.marylandpublicschools.org/about/Pages/DEE/Certification/testing_info/praxis2.aspx.
Non-Certification Minors
Special Education Minor
To enable education majors and other majors to respond to the needs of exceptional children, students seeking study in this area may choose to minor in special education. Maryland certification requirements for special education teachers are not completed by this minor.
Urban Education Minor
A minor in Urban Education provides students with an overview of the historical, social, political, economical, and cultural complexities of urban education in the United States. This program of study allows students to consider the unique challenges faced by students and educators in, and the communities surrounding, urban schools. While there is an emphasis on the social, political, and historical impacts on educational systems in large cities in the US, students also study issues that equip them to be social justice thinkers and practitioners in urban, suburban, and/or rural contexts, public or private schools, or beyond schools altogether. The minor in Urban Education consists of five courses, one required and four electives from a variety of disciplines across campus. Students must complete at least three of the five courses in the School of Education.
Accelerated
Major
Minor
Education
Literacy
Special Education