Dean: Joshua S. Smith, Associate Professor
Office: Xavier Hall
Associate Dean: Robert J. Helfenbein, Jr.
Office: Xavier Hall
Graduate Department Chairs
Education Specialties: Peter L. Rennert-Ariev
Teacher Education: Robert L. Helfenbein, Jr.
Graduate Program Directors
Curriculum and Instruction: Victor Delclos
Educational Leadership: Peter R. Litchka
Educational Technology: David Marcovitz
Kodály Music Education: Lauren McDougle
Literacy: Dana M. Reinhardt
Montessori Education: Jack H. Rice
School Counseling: Jennifer Watkinson
Special Education: Cathy A. Rosensteel
Washington Montessori Institute at Loyola
Director of AMI Training (Elementary Level): Carol L. Hicks
Director of AMI Training (Primary Level): Janet R. McDonell
Professional Development Schools: Laura L. Alpaugh; Deborah Anthony; Susan Felts; Kathleen Nawrocki; Allan Olchowski; Maryann Ralls; Stacy A. Williams; James Wolgamott
School Counseling: Theresa Mitchell
Special Education: Cathy A. Rosensteel
Director of Field Experiences: Stacy A. Williams
Professors: Victor R. Delclos; Bradley T. Erford; L. Mickey Fenzel; Peter C. Murrell, Jr.; Donald J. Reitz (emeritus); Lee J. Richmond; Beatrice E. Sarlos (emerita)
Associate Professors: Marie Celeste; Stephanie A. Flores-Koulish; Afra A. Hersi; Peter R. Litchka; David Marcovitz; Cheryl Moore-Thomas; Joseph Procaccini; Peter L. Rennert-Ariev; Elana E. Rock; Robert W. Simmons III; Joshua S. Smith; Wendy M. Smith
Assistant Professors: Kalinda R. Jones; Mark A. Lewis; Lynn Linde; Oren L. McClain; Allan J. Olchowski; Qi Shi; Jennifer Watkinson; Margarita Zisselsberger
Instructors: Laura L. Alpaugh; Deborah Anthony; Kathleen Nawrocki; Maryanne Ralls; Stacy A. Williams; James R. Wolgamott
Clinical Faculty: Angela Gerstein; Carol L. Hicks; Dana M. Reinhardt; Cathy A. Rosensteel; Jennifer Shields
Affiliate Faculty: Sarah W. Andrews; Alison Awes; Joen Bettmann; Yun-Dih Chia-Smith; Jacqueline Cossentino; Patricia L. Darby; Ashey Davis; Diane Delaney; Silvia Dubovoy; Kevin L. Ensor; Kenneth T. Gill; Annette M. Haines; Nicholas G. Hobar; Elise Huneke-Stone; Sharon G. Kachur; Marcia R. Lathroum; Gregory MacDonald; Lauren McDougle; Carol Z. A. McGinnis; Judith McKeever; Martha Milli; John D. Mojzisek; Silvia Montanaro; Judith A. Orion; Molly E. O'Shaughnessy; Jennifer Peduzzi; Richard Prodey; Larry Quade; Kerry L. Raup; Kelly L. Russo; Ginni Sackett; Kathleen A. Sears; Darla Sinclair; Allyn S. Travis; Patricia Wallner; Ashley Wensien; Naoko O. Wilsey
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
Within the Jesuit traditions of intellectual excellence, social justice, ethical responsibility, and cura personalis, the School of Education promotes leadership and scholarship in the development of teachers, counselors, administrators, and other educators.
The School of Education offers programs leading to a Master of Arts (M.A.), Master of Arts in Teaching (M.A.T.), Master of Education (M.Ed.), and the Certificate of Advanced Study (C.A.S.). 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
- 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
The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), www.ncate.org. This accreditation covers initial teacher preparation programs and advanced educator preparation programs. However, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes. The graduate program in school counseling is also accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
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 students with a QPA between 2.750 and 3.000. Letters of recommendation, standardized tests, or a personal interview may be required.
Applicants for teacher certification in special education are required to submit evidence of passing each subtest on the Praxis I: Pre-Professional Skills Tests. A composite score for the Praxis I will not be accepted. Students may substitute qualifying scores on the SAT, ACT, or GRE for any area. An SAT score of 550 or more (500 if taken prior to April 1995) may be substituted for each corresponding area: reading, math, or writing. An ACT score of 24 in an area will substitute for the corresponding Praxis I area. Similarly, GRE scores of 500 verbal, 550 quantitative, and 4.5 on the writing essay may be substituted.
Applicants for the Master of Arts in Teaching (M.A.T.) are required to submit evidence of a passing composite score (based on the Maryland cutoff level) on the Praxis I: Pre-Professional Skills Tests. Consistent with new regulations for teacher certification set forth by the state of Maryland, qualifying scores on the SAT, ACT, or GRE may be substituted for Praxis I performance for the M.A.T. program (contact the Office of Graduate Admission). In addition, applicants to the M.A.T. program must have an undergraduate degree with a major or significant coursework in the desired certification area.
All new students are required to purchase and use LiveText. 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 in an initial licensure or advanced program are required to purchase the Standard LiveText Student Membership; LiveText accounts can be purchased at the Loyola bookstore or online (www.livetext.com). In addition, all current students taking a course that requires a LiveText assignment must purchase a membership. Using LiveText software in conjunction with Loyola's NCATE-approved, standard-based program allows students to easily align all work with the latest state and federal standards for teacher education programs. They can also easily show proof that they have completed requirements for certification. 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.
Many of the field, practicum, and internship sites now require students 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 students in meeting this requirement before they begin their field placements. Any student not cleared by this process will not be eligible to complete a certification program.
Education students must meet the knowledge, skills, and disposition standards as set forth by our national accrediting body. 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. 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 K-12 students.
In order to complete the requirements for graduation, candidates must submit passing results for the Praxis II: Content Knowledge test and provide proof of taking the Praxis II pedagogy test related to the certification area. In place of Praxis II tests, candidates for certification in French or Spanish are required to provide proof of taking the ACTFL Oral Proficiency Interview and the Writing Proficiency Test. Students are responsible for taking these tests prior to April of the last semester. Testing requirements cited above are as listed on the Maryland State Department of Education (MSDE) website, www.msde.maryland.gov.
Detailed admission information (application procedures, required documents, deadlines, etc.) can be found under Admission.
Requirements for each degree and program are specified within the description for that program.
Master of Arts (M.A.)
This option is designed for individuals who wish to undertake a significant scholarly project as part of their degree program. This option is especially appropriate for those who plan to pursue an advanced degree beyond the master's level. For all programs except curriculum and instruction, students complete a six-credit thesis project under the guidance of an advisor in place of six general elective credits. Guidelines for the development and completion of the proposal and thesis are available from departmental advisors. In the curriculum and instruction program, students choosing the thesis option begin the thesis project in ED 670 and complete it in ED 800 ; guidelines for the development and completion of this thesis are provided in the associated courses and in conjunction with the advisor.
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 must be substituted in its place. No more than three courses may be waived in any graduate program.
Special students admitted to the School of Education are limited to enrollment in two graduate courses before deciding to pursue a master's degree, postbaccalaureate certification, or certificate of advanced study. Special 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 special student may be advanced into a degree or certificate program with the approval of the academic advisor if the courses conform to the requirements of the degree or certificate.