Dean: Afra Ahmed Hersi, Professor
Telephone: 410‑617‑5343
Website: www.loyola.edu/soe
Associate Dean: David Marcovitz, Professor
Telephone: 410-617-2250
Assistant Dean of Assessment and Data Management: Heather Moore
Telephone: 410-617-2996
Graduate Department Chairs
Education Specialties: Joseph Stewart-Sicking, Professor
Teacher Education: Stacy Williams, Clinical Professor
Graduate Program Directors
Curriculum and Instruction: Stephanie Flores-Koulish
Educational Leadership: Christine Mahady
Educational Technology: Kelly Keane
Kodály Music Education: Lauren McDougle
Literacy: Kristina Collins and Leah K. Saal
Montessori Education: Carrie Horwitz Lang
Master of Arts in Teaching: Melissa Mulieri
School Counseling: Jennifer Scaturo Watkinson
Professors: Victor R. Delclos (emeritus); Stephanie A. Flores-Koulish; Afra A. Hersi; Peter R. Litchka (emeritus); David Marcovitz; Cheryl Moore-Thomas; Lee J. Richmond (emerita); Joshua S. Smith; Wendy M. Smith (emerita); Joseph Stewart-Sicking
Associate Professors: Carey Borkoski; Margarita Gomez; Camika Royal; Leah K. Saal; Qi Shi; Jennifer Watkinson
Assistant Professors: Marie Heath
Assistant Teaching Professors: Irene Bal; Loretta Holmberg-Masden; Kelly Keane; Christine Mahady; Regina Masella; Myra Smith
Assistant Clinical Professors: Nouf Bazaz; Gayle Cicero; Kristina Collins; Mark Covington; Stephanie Durnford; Jessica Enos; Kharod France; Angela Gerstein; Carrie Lang; Melissa Mulieri; Jennifer Pettey
Clinical Instructors: Kristina Collins; Mark Covington; Angela Gerstein; Carrie Lang; Melissa Mulieri; Jennifer Pettey; Stacy Williams
Division Director of Literacy (Loyola Clinical Centers): Kristina Collins
Coordinator of Clinical Experiences (School Counseling): Gayle Cicero
Affiliate Faculty: Jessica Bernacki; Carla Blackwell; Ashley Cuthbertson; Ashley Davis; Cristina De Leon; Patrick Dempsey; Gabriele Edwards; Jennifer Elkins; Anne Epstein; Andrea Fleener; Samantha Filipiak; Rebecca Foster; Gabriela E. Lopez Gomez; Amanda Issac; Sara Krauss; James Javorsky; Karey Lontz; Tiffany Liddell; Stephanie Lichtenberger; Gabriel E. Lopez Gomez; Kaytee Lurz; Lucia Martin; Taisha Martin; Kia McDaniel; Akintunde Morakinyo; Colleen Mulgrew; Jenny Obrebska; Diana Parisi; Jennifer Peduzzi; Larry Quade; Kerry L. Raup; David Robb; Colleen Roux; Jennifer Shields; Mirani Smith; Sedrick Smith; Sharlyn Smith; Gene Stenger; Nancy Staley; Francois Suhr; Christina Turner; Anne Velasco; Theresa Webster; Kaitlyn Weinberger; Amy Weishaar; Regina Young
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.
These words capture the goals that the School of Education sets for its students and form the organizing structure for its learning outcomes. The division's conceptual framework states that it envisions an extensive learning community grounded in the values of our Jesuit mission, informed by a learner-centered model of instruction, and seeking to cultivate education leaders of competence, conscience, and compassion.
Mission and Educational Objectives
The mission of the School of Education is to provide inspirational teaching, conduct and disseminate innovative scholarship, and actualize social justice practices with school and community partners. Faculty and staff employ the principles inherent in cura personalis, caring for the whole person, in the development of transformational educators who will learn, lead, and serve in the diverse and changing communities of Baltimore, the state, the nation, and the world.
The School of Education offers programs leading to a Postbaccalaureate Certificate (PBC), Master of Arts (MA), Master of Arts in Teaching (MAT), Master of Education (MEd), Post-Master's Certificate (PMC), and the Certificate of Advanced Study (CAS). These programs are designed to advance the study of education as an academic discipline and to further the professional development of teachers, administrators, and other educational personnel in public and independent schools.
Graduate programs in the School of Education are committed to the following university-wide graduate learning goals that embrace the core values and principles inherent in Loyola's mission:
Master Knowledge and Skills
- Master the skills, methods, and knowledge appropriate to the discipline
- Synthesize knowledge using interdisciplinary approaches
- Acquire the tools to continue professional development and lifelong learning
Think Critically
- Access, analyze, and evaluate information effectively
- Disseminate and communicate information effectively
Manifest Leadership and Social Responsibility in the Workplace and Community
- Understand and value individual differences and have the skills for working effectively in a diverse and changing world
- Comprehend the ethical principles appropriate to the discipline, have the ability to identify ethical dilemmas, and understand the frameworks for selecting and defending a right course of action
- Contribute professionally and personally to the broader community
- Consider issues of justice in making decisions
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.
Admission Criteria
The School of Education seeks graduates from accredited institutions of higher learning who demonstrate significant academic ability. A minimum QPA of 3.000 in undergraduate work or a master's degree from an accredited institution is required for full acceptance. Probationary acceptance may be granted for applicants under a 3.000 QPA. Letters of recommendation, standardized tests, or a personal interview may be required.
Master of Arts in Teaching (MAT) Admission Criteria
Applicants for the Master of Arts in Teaching (MAT) with a GPA lower than 3.0 are required to submit evidence of a passing score (based on the Maryland cutoff level) on the Praxis Core Academic Skills for Educators or equivalent consistent with new regulations for teacher certification set forth by the state of Maryland, (please refer to the Maryland Department of Education for details on Basic Skills)). In addition, applicants to the MAT program must have an undergraduate degree with a major or significant coursework in the desired certification area.
Transcripts will be reviewed to determine if content area qualifications are met for the type of certification sought. Applicants for elementary certification must meet course requirements in English, math, science, and social studies. For certification in secondary teaching in grades 7-12, a major and/or 27 credits in the area of certification are required. Secondary education certification programs focusing on grades 7-12 are offered in biology, chemistry, earth/space science, English, mathematics, physics, and social studies. For certification in grades PK-12, a major and/or 27 credits in the area of certification are required. Grades PK-12 certification programs are offered in art, French, music (both instrumental and vocal), and Spanish.
A transcript analysis determines the content area prerequisites you may be required to complete in addition to the MAT program coursework. A full list of required prerequisites courses can be found on the elementary or secondary education program pages. Students missing no more than three prerequisite courses may be admitted conditionally to the part-time program. These courses are taken outside of Loyola and must be completed by the end of your second semester in the program. Students are encouraged to take the courses at their local community college.
Master of Arts in Teaching candidates may submit acceptable College-Level Examination Program (CLEP) scores to satisfy up to 6 prerequisite credits. Exams may not duplicate courses on candidates' transcripts.
Education candidates must meet the knowledge, skills, and disposition standards as set forth by our accrediting body. Candidates will be assessed by faculty before Internship I or Practicum I to identify strengths, areas for improvement, and to recommend continuation in the program. Candidates who fail to meet these standards will have a Professional Assessment Form filed with the department chair by a Loyola faculty member. The resulting Professional Assessment Review may result in removal from the program and/or internship for the protection of both the Loyola student and the PK-12 students. Complete details of this procedure are available in the student handbook.
Assessment
Students in the School of Education are required to use Student Learning and Licensure, a web-based software application, used to assess, document, and analyze student learning in coursework and in clinical experiences. Students must complete assignments, submit artifacts, and reflections, and log time spent in the field. Evaluators provide feedback and assess student progress. The resulting ePortfolio becomes a digital record of the full scope of the student's development through the program.
Fingerprinting and Criminal Background Checks
Many of the field, practicum, and internship sites require candidates placed in their facilities to submit fingerprints and criminal background checks before they are allowed to begin their placement. The School of Education will assist candidates in meeting this requirement before they begin their field placements. Any candidate not cleared by this process will not be eligible to complete a certification program.
Credits Required
Requirements for each degree and program are specified within the description for that program.
Waivers by Substitution
Any specific course requirement may be waived by a student's advisor based upon prior completion of graduate coursework in the same content area. The student must request a waiver in writing. The advisor's written approval will be sent to the student and the Records Office. In the event a course requirement is waived, an elective course may be required in its place.
Nondegree and Visiting Students
Nondegree students have at least a bachelor's degree and wish to enroll in graduate degree seeking courses at Loyola without pursuing a graduate degree or certificate. As a non-degree student, candidates may take no more than 11 credits. Nondegree students who wish to take courses must email the Director of Undergraduate and Graduate Programs prior to registration for permission to register. Priority will be given to master's degree students. Non-degree students are welcome to take courses in our Educational Leadership, Curriculum and Instruction, Educational Technology, Literacy Education, Special Education, Teacher Education, and Montessori (Evergreen Online) Education programs only. Special permission may be granted for students that wish to take courses in the School Counseling program.
Nondegree students who wish to pursue a master's degree, certification, or certificate of advanced study must reapply to the specific program of interest. Courses taken as a nondegree student may be advanced into a degree or certificate program with the approval of the academic advisor if the courses meet the requirements of the degree or certificate.