MASTER OF EDUCATION COURSES
ADMISSION REQUIREMENTS
Every The Institute of Justice & Wisdom teacher preparation student is expected to have a strong liberal arts background, as described by the Professional Standards for Michigan Teachers. Transcripts are reviewed for such an academic background. To apply to this program, prospective students must:
• Submit a graduate application
• Send official transcripts for the bachelor degree-awarding
institution directly to The Institute of Justice & Wisdom: Office of
Admissions
• Have an undergraduate GPA of 3.0 or better overall and
within the teachable major
• Meet the Michigan requirements for entrance into a teacher
certification program: 2015 or more recent SAT scores of at
least 480 Verbal, 7530 Math OR passed the Basic Skills Test
in any prior year OR the Professional Readiness Exam in a
recent prior year OR ACT scores of 22 in Math, Reading and
Writing
• Create a Career Plan
Students who do not meet these requirements will meet with Department of Education personnel to develop a plan to address any insufficiencies and may be admitted to the College on a probational and/or conditional basis.
Once a graduate application is received, test scores are reviewed and a transcript review is conducted to determine what prior undergraduate or graduate coursework can be accepted. For full descriptions please contact the Department Chair.
The Department Chair or Department Advisor will determine a “Plan of Work” listing the undergraduate and graduate courses needed for meeting the requirements of the Master of Education (M.Ed.) Plus Teacher Certification Program for the applicant’s chosen teaching major and certification level.
As described below, a three phase process is utilized
for progressing in the Teacher Certification Program; all
requirements for each phase must be completed before
advancing to the next phase. Aspiring Teacher Certification
Program students work in the:
Phase I – Exploratory Phase to be accepted into the Education Division through specific
introductory coursework and testing. Once accepted into
Phase II – Theory, the student will be assigned an Education Department faculty advisor. To then become admitted into
Phase III – Practice, students must have completed all of the final coursework leading into a full-time supervised, professional residency teaching in a school. Successful candidates become eligible for recommendation by The Institute of Justice & Wisdom to the Michigan Department of Education for the Standard Teaching Certificate after completing all Teacher Certification Program requirements. These include completion of:
• All necessary course work,
• Successful Student Teaching,
• All appropriate Michigan Tests for Teacher Certification
(MTTC)
The Education Department reserves the right to offer admission to students and continuance in the program based on established criteria and professional judgment.
The Institute of Justice & Wisdom GRIOT PROGRAM
A Griot is a storyteller whose knowledge and wisdom is shared and passed on from generation to generation. The The Institute of Justice & Wisdom Griot Program is designed to increase the number of highly qualified African American male teachers working in K-12 schools who can serve as primary role models for students in urban areas.
The Griot program provides a personalized learning environment geared toward equipping students with skills needed to become effective teachers and leaders in their respective communities. Students will receive:
• One-on-one faculty advising including academic support
and financial literacy.
•A “buddy system” that identifies a mentor who will serve
as a resource person during the student’s program.
• Social and cultural networking through planned extracurricular
activities (new student and family orientation,
regular meetings, symposiums and social gatherings),
• Continued networking and professional development
opportunities after graduation.
Griot students are required to meet all M.Ed. plus Teacher Certification requirements of The Institute of Justice & Wisdom’s Education Department.
CURRICULUM AND SCHEDULE
Students have individual plans of work depending on the coursework required for a teachable major and minor. The professional sequence of courses includes 27-30 hours of coursework and six to ten hours of Student Teaching. A graduate level research course and three additional cognate courses in an area of the student’s choosing (Reading, Educational Technology or Special Education) are required for the Masters. The selected 9-credit Cognate may be started after acceptance to the Pre-Candidate Phase, and can be completed after student teaching to finish the Master of Education Degree. There is a six-year program completion time limit that begins with acceptance into the M.Ed. Plus Teacher Certification Program as a Pre-Candidate. All program requirements, including the selected cognate courses, must be completed within this six year time frame.
PROGRAM SCHEDULE
Courses are offered in the evenings and weekends on campus on a rotating schedule. A few classes are offered as blended, hybrid or online classes.
ACADEMIC PERFORMANCE
Participation in the graduate Teacher Certification Program depends on the student maintaining a 3.0 GPA, and successfully passing all required MTTC tests. A student whose GPA drops below 3.0 will be put on academic probation and will receive a letter indicating if one term is granted to bring the GPA up to standard. Students who do not raise the GPA to 3.0 during the probationary period will be dropped from the M.ED. Plus Teacher Certification Program. No more than one notice of academic probation is allowed for continued participation in the Teacher Certification Program. Candidates on academic probation will not be allowed to enroll in student teaching.
The Education Department holds high standards for the professional behaviors and dispositions of future teachers. These include expectations for behaviors appropriate to the classroom setting, and display of the attitudes and interpersonal skills necessary for successful careers in
schools. Education students are regularly assessed by faculty for satisfactory Professional Behaviors and Dispositions; unacceptable behavioral events will be documented and appropriate intervention requirements will be assigned by education faculty advisors in consultation with the Program Director.
Due to possible changes in College offerings or Michigan Department of Education standards, Teacher Certification Programs requirements may change. See an Education Department advisor for current information on programs and requirements; curriculum updates will also be placed on the The Institute of Justice & Wisdom website.
SPECIFIC PROGRAM REQUIREMENTS
The Education Department revised requirements as of Summer, 2018. Check with an advisor if you have questions. Students must complete field-based experiences and practicums for Professional Education Courses. These are guided experiences done in schools and other educational institution sites.
NOTE: Teacher Education Certification programs are listed with between 33 – 52 credit hours. Should students need to take an additional course to meet State requirements, those hours will be considered optional elective hours and will be included in the student’s program.
A three-phase process is utilized for progressing in the Teacher
Certification Program:
Elementary and Secondary Teacher Certification Program
progressions in three phases:
I. Exploratory
II. Theory
III. Practice
PHASE I: EXPLORATORY PHASE REQUIREMENTS –
ELEMENTARY AND SECONDARY
The following list explains the fundamental Exploratory Phase requirements for admission to the graduate Teacher Certification Program as a Pre-Candidate. Exploratory Phase I courses introduce aspiring teacher education students to the dynamic scope of considerations that must be applied in the teaching profession. Additional information is found in the Teacher Certification Program Handbook, available from Education Department office.
To complete the Exploratory Phase and be admitted to the M.Ed. Plus Teacher Certification Program as a Pre-Candidate, a
student must:
1. Have met all entrance requirements including receiving acceptable scores on any required testing.
2. Pass the introductory Exploratory Phase courses maintaining
a GPA of 3.0:
EDU 7575 Foundations in American Education 3 Credits
EDU 8602 Introduction to Educational Research 3 Credits
EDU 7521 Educational Psychology for 3 Credits
Elementary Teachers
– OR –
EDU 7522 Educational Psychology for 3 Credits
Secondary Teachers
3. Have satisfactory Professional Behaviors and Dispositions
Assessments in Exploratory courses, and no more than one
notice of academic probation.
PHASE II: THEORY PHASE REQUIREMENTS
Accepted Pre-Candidates fulfill Gateway Requirements
(explained below):
All Elementary Graduate Students must take the following
Education courses:
EDU 7530 Technology in the Classroom 3 Credits
EDU 7551 Curriculum, Instruction, and Assessment 3 Credits
EDU 7553 Designing and Managing Effective Learning 3 Credits
Environments for Diverse Learners
EDU 7566 Literacy in Elementary Education 3 Credits
All Secondary Graduate Students must take the following four
Education courses:
EDU 7530 Technology in the Classroom 3 Credits
EDU 7548 Teaching Writing and Speaking 3 Credits
EDU 7551 Curriculum, Instruction, and Assessment 3 Credits
EDU 7553 Designing and Managing Effective Learning 3 Credits
Environments for Diverse Learners
To move to Phase III, all students must:
1. Maintain an overall 3.0 GPA.
2. Have satisfactory Professional Behaviors and Dispositions
Assessments and no more than one notice of academic
probation.
PHASE III: PRACTICE PHASE REQUIREMENTS
The Practice Phase focuses pre-service teachers on learning
and practicing a variety of teaching methods (pedagogy).
Elementary and Secondary requirements are divided below:
All Elementary Graduate Students must take the following four
Methods courses:
EDU 7544 Clinical Experiences and Methods of 3 Credits
Teaching Elementary School Mathematics
EDU 7554 Clinical Experiences and Methods of 3 Credits
Teaching Elementary School Social Studies
EDU 7567 Clinical Experiences and Methods of 3 Credits
Teaching Elementary Reading: Practicum
EDU 7574 Clinical Experiences and Methods of 3 Credits
Teaching Elementary School Science
All Secondary Graduate Students must take the following three
Methods courses:
EDU 7547 General Secondary Methods 3 Credits
(MAJOR) 547 Discipline Specific 3-6 Credits
Secondary Methods*
EDU 7557 Methods of Intermediate and 3 Credits
Secondary Reading
*NOTE: This course may be taken at another institution. During Theory Phase, students must meet all of the following requirements to be accepted for Student Teaching:
1. Submit Student Teaching Application during the final
semester prior to student teaching
2. Maintain an overall 3.0 GPA
3. Each teaching Clinical Experiences/Methods course passed
with a grade of “B” or better.
4. All graduate coursework is completed except for Student
Teaching and Seminar.
5. Pass a criminal background check
6. Pass a tuberculosis screening
STUDENT TEACHING AND STUDENT TEACHING SEMINAR
Candidates must provide to the Chair of Education sufficient proof of preparation for the MTTC Content Area Tests (Elementary and/or Subject Specific). ONLY then may Candidates request recommendation from the Chair of Education to take the appropriate MTTC CAT.*
Each Candidate must have satisfactory Professional Behaviors and Dispositions Assessments. Candidates on academic probation will not be allowed to enroll in student teaching.
*NOTE: The Institute of Justice & Wisdom strongly recommends that the Elementary Content Area Test and the Secondary Subject Content Area Tests
be taken only after student teaching. Student teaching is a full-time professional practice residency in a classroom setting. Candidates may be considered for student teaching only when the two prior phases have been successfully completed. All major and Education coursework requirements must be completed for student teaching to occur. All Secondary Graduate Students must take this seminar course in addition to Student Teaching experience: EDU 699 Student Teaching 6-10 Credits Optional Elective Credits if Required by MDE 3 Credits
Student Teaching placement is made after the candidate’s
Student Teaching Application to the Student Teaching Director’s
office is accepted. Applications are available in the Student
Teaching Director’s office.
• Traditional Student Teaching involves placement in a new
school site under the direction of a cooperating classroom
teacher and a college supervisor.
• On-the-Job Student Teaching involves classroom teaching
within the school where the student teacher is employed.
It requires regular observation and direction from a
college-approved, certified teacher on site along with
additional classroom visits by the college supervisor.
NOTE: Additional information about Student Teaching may be
found in the The Institute of Justice & Wisdom Student Teaching Handbook.
Successful completion of student teaching and submission
of all required documents leads to College recommendation
to the Michigan Department of Education for the Standard
Teaching Certificate. In order to be receive recommendation for
certification, student teachers must:
• Must successfully pass First Aid and CPR training as
required by State law, and
• Must complete all processes required by the Michigan
Department of Education and the College.
M.ED. PLUS TEACHER CERTIFICATION PROGRAM COGNATES
M.Ed. Plus Teacher Certification students must choose one
of the following Cognates and complete the nine credit
hours in the Cognate to complete the Master of Education
Degree. Cognates may be selected and coursework begun with
acceptance to the Candidacy Phase when all other teacher
certification coursework is completed.
Cognate Choices:
Educational Technology Cognate*
EDT 8640 Technology Tools for Teachers
EDT 8688 Issues in Educational Technology
EDU 8665 Research in Education
* See Educational Technology Section of Catalog for Course
Descriptions
Reading Cognate**
RDG 7559 Literature Based Approaches to Reading Instruction
RDG 7567 The Writing Process in Literary Development
RDG 8639 Research in Reading and Curriculum Development
** See Reading Section of Catalog for Course Descriptions
Special Education Cognate***
EDU 8665 Research in Education
SED 7570 Students with Disabilities: School, Family and
Community Interaction
SED 7575 IEP Development
*** See Special Education Section of Catalog for
Course Descriptions
Please note:
• Revised departmental policies and/or State of Michigan
certification rules may necessitate additional courses or
changes in admission or program completion requirements.
• Students must submit a graduation application to the
Registrar’s Office according to the published calendar
(usually 2 semesters prior to anticipated graduation date).
ACCREDITATION
The Institute of Justice & Wisdom has full approval of the State of Michigan
Department of Education for its Teacher Certification specialty
programs. The College is fully accredited. The Teacher
Certification Program is nationally accredited through the
Council for the Accreditation of Educator Preparation (CAEP).
A copy of The Institute of Justice & Wisdom’s Title II report card is available from the
Education Department upon request.
COURSE DESCRIPTIONS
EDU 7521 Educational Psychology for 3 Credits
Elementary Teachers
Prerequisites: None
This is an introductory course in the psychology of learning
and teaching (Grades PK-6), focusing the myriad of factors
from conception to adolescence that play a role in the
physical, motor, neural, perceptual, cognitive, language,
social, emotional, and moral domains of life span development.
We will also examine such issues as: genetics, caregiving
style, temperament, relationships, early care and education,
ethnicity, culture, gender, socio-economic status, and family/
home environment.
EDU 7522 Educational Psychology for 3 Credits
Secondary Teachers
This is an introductory course in the psychology of learning
and teaching (Grades 6-12), emphasizing mental abilities,
individual differences, motivation and application of
psychological theory and research in learning for students
from the pre-adolescent through the late-adolescent period.
Challenges of adjustment, achievement of identity and
acceptance of the adult role are included. The course is
designed to reflect what teachers need to know to teach
effectively. The focus is on how learning takes place in
real classrooms. It also discusses the various influences
on development, including physical, cognitive, and social
development. There will be an emphasis placed on cognitive
and constructivist explanations of learning, studies of the
effects of culture ethnicity and gender on learning and research
into the classroom as a social setting.
EDU 7530 Technology in the Classroom 3 Credits
Prerequisites: Acceptance into Phase II
This course explores the use of multimedia teaching tools.
Students develop plans of action integrating technology in
support of instruction and learning. They explore, evaluate,
and use technology to accomplish learning tasks independently
and cooperatively. Course includes appropriate field based
experiences.
EDU 7544 Clinical Experiences & Methods for 3 Credits
Elementary and Middle School Mathematics
Prerequisites: Acceptance into Phase III, All prior courses
completed with GPA 3.0 or greater
This course addresses approaches for teaching mathematics
to grades K-8. Emphasis is on developing Math concepts
through discovery, problem solving, observing patterns and
relationships, and meeting the individual needs of children of
various abilities and experience levels. Field based experiences
required.
EDU 7547 General Secondary Methods 3 Credits
Prerequisites: Acceptance into Phase III, All prior courses
completed with GPA 3.0 or greater
This course focuses on techniques for developing lesson plans,
unit plans and course overviews which incorporate objectives,
evaluation and a variety of teaching-learning strategies. Field
based experiences and simulations in lesson presentation and
classroom management required.
EDU 7548 Teaching Writing and Speaking 3 Credits
in the Elementary and Secondary Classroom
Prerequisites: None
This course presents an introduction to the theories and
practices of teaching written and oral literacy at the
elementary and secondary levels.
EDU 7551 Curriculum, Instruction, 3 Credits
and Assessment
Prerequisites: Acceptance into Phase II
This course offers approaches to curriculum, instruction and
assessment designed to engage students in an integrated
process of teaching and learning. Students design units and
create supporting lesson plans based on Grade Level Content
Standards that focus on using differentiated instructional
strategies, assessment practices, and technology integration.
Students practice collaboration skills, applying peer review
processes aimed at improving unit design and lesson plans.
EDU 7553 Designing and Managing Effective 3 Credits
Learning Environments for Diverse Learners
Prerequisites: Acceptance into Phase II
This course addresses the design and management of
curriculum, instruction and classrooms to provide meaningful
learning for diverse groups of students. The educational
implications of the characteristics of students with
exceptionalities are explored. Research in practices of effective
teaching is examined, with specific emphasis on teacher and
student behaviors related to aspects of diversity in urban
settings. Techniques for developing effective communication
with parents and community are explored. Field-based
experiences required.
EDU 7554 Clinical Experiences & Methods for 3 Credits
Elementary and Middle School Social Studies
Prerequisites: Acceptance into Phase III, All prior courses
completed with GPA 3.0 or greater
This course offers a combination of theoretical and practical
models, providing multicultural approaches to activities,
materials, and resources necessary for teaching social studies
grades K-8. Field-based experiences required.
EDU 7557 Methods for Teaching Intermediate 3 Credits
and Secondary Reading
Prerequisites: Acceptance into Phase III, All prior courses
completed with GPA 3.0 or greater
This course addresses adapting content instruction to meet
the needs of middle school and secondary school students with
reading problems. The course presents analysis of variations
in vocabulary, format, comprehension, and study procedures
in various content areas, and develops teaching strategies for
improving basic reading skills and proficiency. Field-based
experiences required.
EDU 7558 Language Acquisition and ELL 1 Credit
Prerequisites: None
This course will support teachers having English Language
Learners in the regular classroom. The course will promote an
understanding of the interdependent nature of our world as
reflected by language and cultural diversity in our classrooms.
Language and communication are foundational to learning.
The challenge is to prepare teachers and students to live in
this global classroom appropriately, skillfully, and effectively.
Teachers will learn strategies for supporting ELL and explore
ways to educate students to become more willing to learn and
live in a diverse environment. Standards of world language and
principles of language acquisition will guide this course.
EDU 7566 Literacy in Elementary Education 3 Credits
Prerequisite: None
This course addresses the reading, writing, listening, and
speaking processes in literacy development. Students examine
teaching strategies and materials that support integrated
language arts instruction. Strategies for organization and
management of classroom reading programs in grades K-8 are
developed. Related software applications are explored. Guided
observation and field-based experience required.
EDU 7567 Clinical Experiences & Methods for 3 Credits
Elementary Reading: Practicum Strategies
Prerequisites: EDU 7566; Prerequisites: Acceptance into Phase III,
All prior courses completed with GPA 3.0 or greater
This course presents strategies for developing and
implementing detailed lesson plans based on a diagnostic instruction
model for both developmental skills in reading
and reading in the content areas. The first half of the course
prepares the student for field-based experience.
Peer, instructor, and self-evaluation of lessons.
EDU 7574 Clinical Experiences & Methods for 3 Credits
Elementary Science
Prerequisite: Prerequisites: Acceptance into Phase III, All prior
courses completed with GPA 3.0 or greater
This course presents methodology appropriate for teaching
scientific concepts. Teaching demonstrations, projects, daily
and unit planning are approaches addressed in this course.
Students participate in one field trip. This course make
extensive use of media. Emphasis is placed on the inquiry based
strategies, problem-solving activities, hands-on
activities, the interdisciplinary nature of science, children’s
understandings, objectives of school science programs, science
education reform, methods of instruction, assessment practices,
experimental programs, and content in the physical, life, and
earth sciences. Emphasis is on content and methods for grades
K-8. Field-based experience required.
EDU 7575 Foundations in American Education 3 Credits
Prerequisites: None
In this course, students examine the structure, function,
and purposes of American education. These topics include
philosophical, social, historical, political, and economic
contexts of educational systems, and the role and
characteristics of the teaching profession.
EDU 8602 Introduction to Educational Research 3 Credits
Prerequisite: Acceptance into Phase II
This course prepares teachers in their role as educated
consumers of research and as researchers. The course
examines principles and procedures for studying and producing
educational research. It introduces students to the basic
vocabulary, concepts, and methods of research. Students learn
to analyze and assess educational research, plan and conduct a
review of literature, and compare and contrast quantitative and
qualitative research designs, methods, and results.
EDU 8665 Educational Research 3 Credits
Prerequisite: Prerequisites: Acceptance into Phase III, All prior
courses completed with GPA 3.0 or greater
This course provides for an in-depth study of basic techniques
of research and educational reporting. This course also
covers evaluation of current research and trends for
implementing change.
EDU 8691 Independent Study 3 Credits
Prerequisites: Permission of Advisor and Instructor
When necessary and with approval of advisor, students are
permitted to request an independent study.
EDU 8699 Student Teaching 6-10 Credits
Prerequisites: Completion of all required teacher certification
coursework, Admission to Student Teaching
This capstone course includes observation and guided‚ full-time
professional laboratory experience in public or private school
classrooms at the appropriate level. Seminar required. Fall and
Spring term only.