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Degree Options and Requirements

Image of a young male teacher of latino descent in a classroom. He wears a white shirt and tie, and leans against a desk. He is holding a dark blue tablet.

Rosemont offers initial teacher certifications, master’s degrees, as well as additional specialist certification credentials. Approved by the Pennsylvania Department of Education, classes are offered in a traditional or accelerated format in late afternoon and evening.

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Master of Arts Degrees in Education

MA in Education

Typically available to teachers, the MA in Education is also open to other individuals who want to earn a graduate degree credential in education. A thesis option is available for students interested in pursuing a doctorate degree.

Required Courses (30 Credits)

Each Course is 3 Credits

Technology has become a key component in the classroom today and it is imperative that teachers have a solid understanding of how best to utilize this important tool. Students in this course will explore the effective use of technology in the K-12 classroom environment, covering a wide variety of educational applications and websites.

The course will also address the use of technology to facilitate differentiation, critical thinking and problem solving; developing media and information literacy skills; effective use of the internet for information, communication and collaboration; policies and procedures; and current issues and trends in the field. The format of the course will be a combination of virtual and live discussion and collaboration as well as hands-on lab time.

The focus of this course will be the teacher’s role in establishing an academic field of study through which English Language Learners (ELL) are instructed in social, cultural, and academic language skills to improve her/his school performance. Instruction involves the teaching of listening, speaking, reading, and writing at appropriate developmental and proficiency levels with little or no use of the native language.

Classroom and ESL teachers are expected to collaborate for the delivery of an effective learning experience utilizing various assignments, lesson plans, projects, assessments and/or field work. All grade levels (K-12) are discussed, but for these specific certification curriculum purposes, the PK-4 broad ban will be specified in all assignments and activities.

This course examines contemporary issues in education, including the political and social influences on schools. Students will examine relevant educational policy on the local, state, and national levels and the risk factors that many students must overcome to succeed in the classroom.

Trends in curriculum, instruction, and assessment will be analyzed as students reflect on the research and best practices that contribute to effective schools, teaching and student learning.

This course addresses the relationships among three fundamental aspects of the educational process: the subject matter of the curriculum, the diverse abilities of students, and the teacher’s responsibilities to design and implement instruction.

Behavioral, social cognitive, developmental, neuropsychological, and constructivist learning theories that address pedagogy, student achievement and diversity, motivation, and assessment will be examined.

The increase in ethnic diversity has caused many educators to expand their knowledge of multicultural education in schools. Students in this course will study the process that creates a culturally responsive classroom to embrace and maximize student diversity in a positive manner which increases academic achievement.

They will develop the attitudes, knowledge, and skills to work effectively in schools that are diverse in terms of race, ethnicity, gender, ability, language, socioeconomics, and family configurations. Furthermore, students will work together to gain theoretical and practical knowledge and resources applicable in any K-12 setting.

This course examines curriculum, instruction and assessment in the context of standards-based education. It provides school leaders with the ability to understand major curriculum design models, interpret school district curricula, initiate needs analyses, plan and implement a framework for aligning curriculum, instruction, and assessment.

Standards and benchmarks, state and national influence, and curriculum assessments will be examined. Emphasis is given to providing knowledge and skills that will enhance pedagogy, effective school and classroom leadership, and creating a culture that supports learning.

Participants in this course will engage in explorations of action research in theory and practice in relation to serving as an administrator or teacher in their school. Students will make connections between their theoretical understandings of research and their own emergence as practitioner researchers in educational settings.

Participants will view themselves as producers of knowledge who can learn more about administration or instruction by studying their own experiences to improve school effectiveness and student learning. They will have an opportunity to identify a problem in their school, or practice, devise a plan, gather and analyze data, report results and develop implications for their future administrative or teaching practices and action research.

This course is intended to provide the teacher candidate with an in-depth understanding of laws and legal cases that determine current practices in the field of special education. In addition, teacher candidates will review state regulations, state forms, and explore websites providing information and support regarding students / parents / professionals in meeting legal requirements in the education of special needs students.

Professional and educational organizations will be explored parents / professionals in meeting legal requirements in the education of special needs students. Professional and educational organizations will be explored.

This course is designed to explore current research-based instructional strategies and curricular practices that enhance children’s writing. Instruction will integrate technology and writing practice so that teachers can immediately apply, organize, manage, and evaluate a writing curriculum for their classroom that will provide positive results.

This course will introduce students to current best practices in classroom assessment and explore the critical role that assessment plays in the teaching and learning process. Understanding of the use and purpose of formative and summative assessment strategies will be developed, with an emphasis on providing feedback and making adjustments to instructional practices.

The link between assessment and grading will also be discussed. Assessment will also be viewed in light of No Child Left Behind (NCLB) and the emphasis on data-driven decision making and standards-based instruction. Concepts related to assessment and measurement, such as validity, reliability, and other statistical measures will also be explored.

The MA in Education Degree with Thesis Option (10 classes – 3 credits each) is available for students who plan to complete a Doctoral Degree in Education. Students will choose to complete either a qualitative or quantitative thesis. EDU 4545 Research and Statistics course and EDU 4620 Master’s Thesis required.

*Not required for MA Degree with Thesis.


MA in Educational Leadership with PK-12 Principal Certification

Prepare to serve as a principal or assistant principal. Gain the knowledge, expertise, and skills you need to  facilitate student success and to inspire educational leaders in their schools and communities.

This program was developed to meet the PDE Pennsylvania Inspired Leadership (PIL) Standards.

Candidates who successfully complete the course requirements, and pass the School Leaders Licensure Assessment Praxis test, will be issued a PK-12 Principal Certification from the PA Department of Education.

All candidates for admission into the program must possess an Instructional I or Instructional II Certification with three years of teaching experience or, in some cases, provide verification of three years of relevant professional experience. For the purpose of this section, relevant professional experience is “professional experience in an educational setting that is related to the instructional process.” This will be determined by the Director of Teacher Education in conjunction with PDE.

Certification Requirements (24 Credits)

This is the first course in a sequence leading to candidacy for PA administrative certification as a K-12 school principal. The theories of leadership, organizational culture and planned change are studied.

The principal as instructional leader, to improve teaching and learning, is investigated as well as the importance of school visions, missions, strategic planning and data-driven decision making.

The role of the school principal in supporting curriculum and professional development and the research underpinnings of effective schools are reviewed.

This course examines curriculum, instruction and assessment in the context of standards-based education. It provides school leaders with the ability to understand major curriculum design models, interpret school district curricula, initiate needs analyses, plan and implement a framework for aligning curriculum, instruction, and assessment.

Standards and benchmarks, state and national influence, and curriculum assessments will be examined. Emphasis is given to providing knowledge and skills that will enhance pedagogy, effective school and classroom leadership, and creating a culture that supports learning.

This course will introduce students to current best practices in classroom assessment and explore the critical role that assessment plays in the teaching and learning process. Understanding of the use and purpose of formative and summative assessment strategies will be developed, with an emphasis on providing feedback and making adjustments to instructional practices.

The link between assessment and grading will also be discussed. Assessment will also be viewed in light of No Child Left Behind (NCLB) and the emphasis on data-driven decision making and standards-based instruction. Concepts related to assessment and measurement, such as validity, reliability, and other statistical measures will also be explored.

This course provides a theoretical and practical overview of the supervision and evaluation of instruction. Evolving concepts of supervision of instruction are combined with opportunities to acquire skills to function in supervisory roles are introduced.

The domains, current issues, and best practices are studied to develop the practical skills for using the clinical process and developmental approach to supervision. Supervision and evaluation policies, procedures and professional growth opportunities are studied.

This course is intended to provide the teacher candidate with an in-depth understanding of laws and legal cases that determine current practices in the field of special education.

In addition, teacher candidates will review state regulations, state forms, and explore websites providing information and support regarding students/parents/professionals in meeting legal requirements in the education of special needs students.

Professional and educational organizations will be explored parents / professionals in meeting legal requirements in the education of special needs students. Professional and educational organizations will be explored.

This course is designed to introduce the concepts and issues related to public school finance and fiscal control. Key concepts will include the history of school finance; legal basis for finance and court challenges; technical aspects of school finance; implications of financial decisions on instruction; and sources of federal, state and local revenue and support. Current issues regarding school finances, budgeting, and resource allocation will be addressed. 

This course will focus on the study of legal and ethical issues as related to practical problems of school administration. Laws are reviewed that pertain to public schools, including constitutional laws, state laws, and landmark court decisions that have helped to shape school law.

The impact of school law on the formulation and implementation of school-based secondary language and literacy development and academic achievement will be studied.

The administrative internships are field-based assignments to prepare aspiring principals to function as school administrators and leaders on the elementary and secondary levels.

Each course in this certification program includes practicum components, assignments, and projects to contribute to a yearlong concurrent internship. The Administrative Internship will last for one full year and equate to a minimum of 360 hours.

The Internship must be completed sequentially in three distinct phases; namely, fall, spring, and summer. However, the student can select the starting phase as long as the program is sequential. Interns must complete a minimum of 120 hours in each phase of the Internship.

Interns/Students will receive one hour of credit for successful completion of each phase of the Internship. Two PDE 430 forms will be completed by the college supervisor during each phase of the Internship; thereby, totaling six.

MA in Educational Leadership (additional 6 Credits)

Designed to prepare candidates to serve as principals or assistant principals, the PK-12 Principal Certification program was developed to meet the PDE Pennsylvania Inspired Leadership (PIL) Standards.

Gain the knowledge, expertise, and skills that facilitate student achievement and success. Become an inspiring and effective educational leader in both a school setting and in your community.

Candidates who successfully complete the course requirements, and pass the School Leaders Licensure Assessment Praxis test, will be issued a PK-12 Principal Certificate from the PA Department of Education.

Transfer Credit

A maximum of 6 credits completed within the last five years may be transferred at the time of admission into the program.

Required Courses (6 Credits)

If you complete the following two additional courses for 6 credits (3 credits each), you'll earn an MA in Educational Leadership degree from Rosemont College.

Participants in this course will engage in explorations of action research in theory and practice in relation to serving as an administrator or teacher in their school. Students will make connections between their theoretical understandings of research and their own emergence as practitioner researchers in educational settings.

Participants will view themselves as producers of knowledge who can learn more about administration or instruction by studying their own experiences to improve school effectiveness and student learning. They will have an opportunity to identify a problem in their school, or practice, devise a plan, gather and analyze data, report results and develop implications for their future administrative or teaching practices and action research.

This course examines contemporary issues in education, including the political and social influences on schools. Students will examine relevant educational policy on the local, state, and national levels and the risk factors that many students must overcome to succeed in the classroom.

Trends in curriculum, instruction, and assessment will be analyzed as students reflect on the research and best practices that contribute to effective schools, teaching, and student learning.

MA in Education and PK-4 Certification

If you have a degree in another subject and you want to become certified in PA to teach in elementary school, this degree is ideal for you. The coursework can be completed, including student teaching, in a year and an additional summer of classes or on a part-time basis.

Transfer Credit

A maximum of 6 credits completed within the last five years may be transferred at the time of admission into the program.

Certification Requirements (45.75 Credits)

The purpose of this course is to examine child development through the lenses of strategic learning and instructional practices. Students will learn core content and key strategies which include planning, instruction, assessment, classroom management, and discipline as starting points in order to gain the knowledge, dispositions, and skills necessary to contribute to student learning and achievement.

Students will study different developmentally appropriate teaching models and the competencies required for developing partnerships with families and the school community. This course also prepares prospective teachers to utilize critical, creative, and systems thinking, collaborative skills, and information and communication technology literacy.

This course is designed to give prospective teachers an in- depth introduction to the field of education by examining the diverse roles and responsibilities of teachers. Contemporary theories, issues, and problems will be discussed in light of recent research and best practices in teaching and learning.

Students will learn basic models of effective teaching, methods to assess student achievement, the influence of standards, and efforts to reform schooling. The Charlotte Danielson framework will be studied to further develop classroom observation and analysis skills and to address the required state competencies to satisfactorily complete the field experiences in preparation for student teaching.

This course is designed to examine four essential questions relative to the continued existence of public schools. These questions will initiate discussion on the personal and societal responsibilities for education.

1. What is the purpose of schooling?
2. Who is responsible for our schools?
3. What should be taught?
4. How do we address the problem of inequity in our schools?

The course will conclude with the submission by each student of a five page personal philosophy of education which includes responses to each of the four essential questions.

This course is focused on teaching prospective teachers essential skills and strategies for managing individual student and group behavior in the PK-4 classroom. You will learn specific techniques and you must demonstrate the use of these techniques to successfully pass the course. Students will have opportunities to practice and demonstrate basic classroom management skills in class and through targeted assignments. This course is designed to help teachers understand why young children behave as they do in the classroom. Major concepts such as the drive to belong, private logic, birth order, goals of misbehavior, logical consequences, reflective listening, questioning skills, and class meetings will be explored in detail. Additionally, we will develop the link between the way adults respond to misbehaving children and how it will either feed or extinguish the problem.

This course is a comprehensive study of understanding that self-disciplined children come from being in relationship with self-disciplined adults. It examines adult response patterns to children's misbehavior on three levels: adult thinking/attitudes, adult language, and adult actions.

There will be a follow-up (1.5 credit) version of this course during your student teaching semester, as part of the Graduate Seminar course, aimed at coaching you through handling classroom management during your student teaching.

This course is designed to explore the various aspects of development of children pre K-4th grade. A special emphasis will be placed on defining the aspects of the whole child and how each person is unique in their own development.

Students will explore the effective use of technology in the K- 12 classroom environment. Topics covered will include computer hardware and software terminology and functions; a wide variety of educational applications; the use of technology to facilitate differentiation and the use of higher order thinking skills; media and information literacy; effective use of the internet for information, communication and collaboration; policies and procedures; and current issues and trends in the field. The format of the course will be a combination of lecture, discussion, online communication and collaboration, and hands-on lab time.

The focus of this course will be on the classroom teacher’s role in establishing a learning environment that promotes children's expressive abilities across the PK-4 age band. Emphasis will be on the "teacher as student," taking risks to learn new things, and understanding what it feels like to be a beginner.

Student/teachers will expand their ability to design and conduct age-appropriate art and music experiences for their PK-4 students in a way that builds on a child's natural enthusiasm for art and music in order to introduce core concepts. We will examine how national and state standards and goals can be combined with core curriculum objectives to create highly engaging lessons that make connections between the visual arts, musical arts, and other disciplines.

The elementary classroom teacher will have in-depth opportunities to learn about and promote children’s motor skills and health related habits across the PK-4 age band. Numerous topics will be covered, including, but not limited to: priorities for high quality and meaningful physical activity and its relationship to learning; self-confidence and enjoyment; priorities for physical education and how it's related to Pennsylvania standards.

The course will preview the overall health curriculum, especially focusing on: nutrition and related healthy choices; safety and preventing hazardous practices and environments. Both National and Pennsylvania standards regarding Physical Education, including the National Association for Sport and Physical Education will be examined and incorporated into their curriculum.

Also, a brief theory and philosophy of ‘the value of play’ will be introduced to provide perspective on selecting valued activities for vital growth and age-appropriate development. Finally, a portion of the course will focus on hands-on opportunities of new and innovated techniques of meaningful kinesthetic movement throughout the elementary classroom teacher’s curriculum. 

The focus of this course will be the teacher’s role in establishing an academic field of study through which English Language Learners (ELL) are instructed in social, cultural, and academic language skills to improve her/his school performance. Instruction involves the teaching of listening, speaking, reading, and writing at appropriate developmental and proficiency levels with little or no use of the native language.

Classroom and ESL teachers are expected to collaborate for the delivery of an effective learning experience utilizing various assignments, lesson plans, projects, assessments and/or field work. All grade levels (K-12) are discussed, but for these specific certification curriculum purposes, the PK-4 broad ban will be specified in all assignments and activities.

This course provides teacher candidates with competencies and knowledge of current topics in special education; a historic overview of special education history and regulations; a general understanding of the IEP/IFSP and organization of special education programs; and knowledge of specific disabilities and appropriate techniques in working with children with special needs. Teacher candidates will explore collaborative efforts of professionals, para-professionals, families, and community supports to accommodate students with various disabilities.

This course is intended to provide the teacher candidate with an in-depth understanding of laws and legal cases that determine current practices in the field of special education.

In addition, teacher candidates will review state regulations, state forms, and explore websites providing information and support regarding students/parents/ professionals in meeting legal requirements in the education of special needs students.

Professional and educational organizations will be explored in meeting legal requirements in the education of special needs students. 

The course objectives are clear and specific expectations including preparation for each class leading to a stimulating and engaging setting for all present beginning with completed homework assignments from each student.

In return, students may expect homework promptly graded and returned, and the instructor available (by appointment) for discussion outside of class in order to clarify questions, concerns, assignments, and evaluations.

Teacher candidates will demonstrate a competent ability in utilizing PK-4 grade language development foundations and literacy skills by connecting these guidelines with standards and instructional strategies through projects, lesson plan writing, research, and oral presentations.

This course is designed to study best practices and strategies employed by elementary school teachers that are effective in motivating children to acquire informational skills and develop modes of reasoning, unique to the curricular areas of Social Studies and Science. The emphasis is on addressing current scientific and technological issues and developments within society through literature.

This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences. Methods for teaching elementary school science are explored including strategies and technologies to support student learning as defined by the state and national science standards. Inquiry-based model of learning and assessment emphasized.

This course is an interdisciplinary approach to studying science and social studies which incorporates theoretically sound methodologies that emphasize inquiry and discovery based approaches for assisting pupils to become independent thinkers and learners. Coursework, field experiences, assessments, and intervention strategies will be addressed through the development of strong reading skills and habits.

The graduate students are expected to plan, author, and present instruction plans demonstrating the use of various methods, techniques, and materials and expand their understanding of the fields of social studies and science.

This course focuses on preparing perspective PK-4 teachers for the rigors of instruction in mathematics. The course is designed to enable new teachers to understand core math knowledge and to use effective instructional strategies. Students will develop both the skills to stay current using research concerning best practices for content instruction, and the ability to effectively deliver core academic content.

Students will investigate the NCTM standards and spend considerable time engaged in classroom activities connected directly to numbers and operations, algebra, geometry, measurement, data analysis, and probability. Additionally, students will explore the importance of developing children’s problem solving, reasoning and communication skills.

Students will demonstrate both direct and inquiry instructional strategies. Requirements include access to the Internet, selected readings, discussion, class work, writing assignments, presentations, and reflections. Additionally, students will explore the importance of developing children’s problem solving, reasoning and communication skills.

This course will introduce students to current best practices in classroom assessment and explore the critical role that assessment plays in the teaching and learning process. Understanding of the use and purpose of formative and summative assessment strategies will be developed, with an emphasis on providing feedback and making adjustments to instructional practices.

The link between assessment and grading will also be discussed. Assessment will also be viewed in light of No Child Left Behind (NCLB) and the emphasis on data-driven decision making and standards-based instruction. Concepts related to assessment and measurement, such as validity, reliability, and other statistical measures will also be explored.

Student Teaching represents the culminating experience in the teacher preparation program. It consists of a 14 week placement and is a full-time responsibility. Students are placed in an approved school system and are mentored by a Cooperating Teacher selected for their classroom expertise. A College Supervisor is assigned to serve as the primary liaison between the college and school.

College Supervisors also plan a schedule of Seminars during the semester, on timely topics, to support the student teacher. Student Teaching performance will determine whether or not the student is recommended to the Pennsylvania Department of Education for an Instructional I certificate.

(FE) = FIELD EXPERIENCE hours accompany these course requirements. 

STUDENT TEACHING is a full-time "position," five days/week, minimally 7-8 hours/day for fourteen weeks. Student teaching may be scheduled for the fall or spring semester. Timely SEMINARS are scheduled during the Student Teaching assignment and are conducted by the Supervisors of Student Teachers on campus.

PK-4 Certification Only (42.75 Credits)

Course plan includes all the courses listed for the MA in Education with PK-4 Teacher Certification with the exception of EDU 4510.

The Pennsylvania Department of Education requires all PK-4 Certification candidates to have taken the following courses prior to entry into the PK-4 Certification Program.  These courses may be taken on the undergraduate or graduate level.

  • Two college level mathematics courses
  • One literature course
  • One English composition course

MA in Literacy and PK-12 Reading Certification

The Master's in Literacy and PK-12 Reading Certification prepares you to improve students' reading comprehension and language acquisition abilities. If you want to become a reading specialist, a literacy coach, or simply a better-prepared teacher of reading and writing in PK–12 classrooms, consider this program.The PK-12 Reading Specialist Certification is designed to address the International Literacy Association’s Standards for Reading Professionals:

  • Foundational Knowledge
  • Curriculum and Instruction
  • Assessment and Evaluation
  • Diversity
  • Literate Environment
  • Professional Learning and Leadership

Candidates are also required to demonstrate proficiency on the PDE Reading Specialist competencies and take the Praxis Reading Specialist exam at the conclusion of the program to become certified in the Commonwealth of Pennsylvania.

Admissions Requirements

Candidates must possess an Instructional I or Instructional II Certification for admission to the program.

Transfer Credit

A maximum of 6 credits completed within the last five years may be transferred at the time of admission into the program.

Certification Requirements (24 Credits)

The focus of this course will be the teacher’s role in establishing an academic field of study through which English Language Learners (ELL) are instructed in social, cultural, and academic language skills to improve her/his school performance. Instruction involves the teaching of listening, speaking, reading, and writing at appropriate developmental and proficiency levels with little or no use of the native language.

Classroom and ESL teachers are expected to collaborate for the delivery of an effective learning experience utilizing various assignments, lesson plans, projects, assessments and/or field work. All grade levels (K-12) are discussed, but for these specific certification curriculum purposes, the PK-4 broad ban will be specified in all assignments and activities.

The course objectives are clear and specific expectations including preparation for each class leading to a stimulating and engaging setting for all present beginning with completed homework assignments from each student.

In return, students may expect homework promptly graded and returned, and the instructor available (by appointment) for discussion outside of class in order to clarify questions, concerns, assignments, and evaluations.

The course objectives are clear and specific expectations including preparation for each class leading to a stimulating and engaging setting for all present beginning with completed homework assignments from each student. In return, students may expect homework promptly graded and returned, and the instructor available (by appointment) for discussion outside of class in order to clarity questions, concerns, assignments, and evaluations.

The focus of this course will be the teacher’s role in establishing an academic field of study through which English Language Learners (ELL) are instructed in social, cultural, and academic language skills to improve her/his school performance. Instruction involves the teaching of listening, speaking, reading, and writing at appropriate developmental and proficiency levels with little or no use of the native language.

Classroom and ESL teachers are expected to collaborate for the delivery of an effective learning experience utilizing various assignments, lesson plans, projects, assessments and/or field work. All grade levels (K-12) are discussed, but for these specific certification curriculum purposes, the PK-4 broad ban will be specified in all assignments and activities.

The purpose of this course is to acquaint students with the theoretical bases and the nature of differences in literacy acquisition. The developmental nature of literacy growth and the importance of instruction within the learner's zone of proximal development will be explored.

How literacy differences are influenced by social, emotional, psychological, physical, and educational factors will be investigated. Best practices in teaching, supporting, and assessing students with literacy difficulties will be an integral part of the course. 

Multicultural Literature addresses ILA Standard 4 (Diversity) through readings and discussion of writings by and about diverse cultures, ethnicities, religions, genders, and socioeconomic groups. We will work together to critically examine K-12 literature and the context in which it is read.

Categories of differences will be considered to explore relationships between ourselves and others including interpersonal and institutional relationships. This course is designed to engage us as critical readers and consumers of K- 12 literature.

The Literacy Practicum and Seminar focuses on assessment and instruction of students experiencing literacy difficulties. A required field experience is scheduled across elementary and secondary levels under the supervision of a licensed Reading Specialist or other certificated mentor.

Program participants will provide individualized and small group instruction at assigned schools and will meet on a regular basis with their college supervisor, or instructor, in a seminar format for additional instruction and support to attain and demonstrate the competencies and performance levels of effective Reading Specialists.

MA in Literacy Degree Requirements - Additional 6 Credits

Each course in 3 credits. Candidates who successfully complete the program of studies (30 credits) will be awarded a MA in Literacy degree from Rosemont College.

This course focuses on the refinement of individual knowledge and skills to enhance logical reasoning and thinking, reflective judgement, and problem solving abilities.

Students will interpret, analyze, and critically evaluate current and changing factors and events in society that influence the culture of schools and the educational issues that must be addressed to meet the diverse needs of students and their communities.

Technology has become a key component in the classroom today and it is imperative that teachers have a solid understanding of how best to utilize this important tool. Students in this course will explore the effective use of technology in the K-12 classroom environment, covering a wide variety of educational applications and websites.

The course will also address the use of technology to facilitate differentiation, critical thinking and problem solving; developing media and information literacy skills; effective use of the internet for information, communication and collaboration; policies and procedures; and current issues and trends in the field.

The format of the course will be a combination of virtual and live discussion and collaboration as well as hands-on lab time.

Rosemont Offers the Following Pennsylvania Certifications

PK-4 Teacher Certification

PK-4 Certification Only. Course plan includes all the courses listed, MA in Education and PK-4 Certification above except for EDU 4510. Total 42.75 credits

Admissions Requirements

The Pennsylvania Department of Education requires all PK-4 Certification candidates to have taken the following courses prior to entry into the PK-4 Certification Program. These courses may be taken on the undergraduate or graduate level.

  • Two (2) College Level Mathematics Courses
  • One (1) Literature Course
  • One (1) English Composition Course

PK-12 Reading Certification

The PK-12 Reading Specialist Certificate is designed to address the International Literacy Association’s Standards for Reading Professionals:
  • Foundational Knowledge
  • Curriculum and Instruction
  • Assessment and Evaluation
  • Diversity
  • Literate Environment
  • Professional Learning and Leadership

Candidates are also required to demonstrate proficiency on the PDE Reading Specialist competencies and take the Praxis Reading Specialist exam at the conclusion of the program to become certified in the Commonwealth of Pennsylvania. 

Certification Requirements (24 Credits)

Each course is 3 credits.

  1. EDU 4563 - Reading and Writing in the Content Areas
  2. EDU 4575 - Children and Adolescent Literature
  3. EDU 4585 - Instructional Strategies for Teaching Reading
  4. EDU 4550 - Teaching Special Needs Students
  5. EDU 4520 - Teaching English Language Learners
  6. EDU 4593 - Assessment and Analysis
  7. EDU 4565 - Multicultural Literature
  8. EDU 4596 - Literacy Practicum & Seminar: Early/Elementary/Secondary Education

PK-12 Principal Certification

The PK-12 Principal Certification Program is designed to prepare candidates to serve as principals or assistant principals; gain the knowledge, expertise and skills that facilitate student achievement and success; and become inspiring and effective educational leaders in their schools and communities.

 This program was developed to meet the PDE Pennsylvania Inspired Leadership (PIL) Standards.

Candidates who successfully complete the course requirements, and pass the School Leaders Licensure Assessment Praxis test, will be issued a PK-12 Principal Certificate from the PA Department of Education.

Admissions Requirements

All candidates must possess an Instructional I or Instructional II Certificate with three years of teaching experience or, in some cases, provide verification of three years of relevant professional experience.

For the purpose of this statement, relevant professional experience is “professional experience in an educational setting that is related to the instructional process.” This will be determined by the Director of Teacher Education in conjunction with PDE.

Certification Requirements (24 Credits)

  • EDU 4525 - Educational Leadership
  • EDU 4528 - Standards-Aligned Curriculum & Instruction
  • EDU 4590 - Classroom Assessment and Analysis
  • EDU 4545 - Supervision and Evaluation
  • EDU 4540 - Special Education Legal Requirements
  • EDU 4536 - Finance and Resource Management
  • EDU 4537 - School Law and Ethics
  • EDU 4615 - Administrative Internships

PK-12 English Language Learners (ELL) Online Program Specialist Certification

rosemont-online-logo

This program prepares individuals who have a Level I or Level II instructional certification to teach non-native speakers of English to become proficient in speaking, reading, and writing English. Teachers and educators are provided the opportunity to expand their knowledge and skills to earn certification as an ESL Program Specialist to support English Language Learners in PK-12 classrooms.

Admissions Requirements 

All candidates must possess an initial certification (i.e. Instructional I or Instructional II).

Transfer Credits

A maximum of 3 credits completed within the last five years may be considered as relevant transfer credits toward the certification.

Pennsylvania Department of Education Certification Process

  1. The Rosemont College Certification Officer will recommend the candidate for certification after successful completion of the PK-12 ESL Program Specialist program and evidence that the applicant has an Instructional I or II certification.
  2. The candidate must complete the required PDE application for certification and pay the appropriate fee to add the ESL Program Specialist PK-12 to their instructional certificate. 

Certification Requirements (16 Credits)

The increase in ethnic diversity has caused many educators to expand their knowledge of multicultural education in schools. Students in this course will study the process that creates a culturally responsive classroom to embrace and maximize student diversity in a positive manner which increases academic achievement.

They will develop the attitudes, knowledge, and skills to work effectively in schools that are diverse in terms of race, ethnicity, gender, ability, language, socioeconomics, and family configurations. Furthermore, students will work together to gain theoretical and practical knowledge and resources applicable in any K-12 setting.

Participants in this course will become knowledgeable about the nature and structure of language and how first and second hand languages are developed and acquired.

Basic concepts, scope, and methodology of the science of linguistics in its historical and descriptive aspects will be reviewed including topics and issues in current linguistic studies.

Students will explore and develop a repertoire of effective ELL teaching strategies to become proficient at supporting students' secondary language and literacy development and academic achievement.

The focus of this course will be the teacher’s role in establishing an academic field of study through which English Language Learners (ELL) are instructed in social, cultural, and academic language skills to improve her/his school performance. Instruction involves the teaching of listening, speaking, reading, and writing at appropriate developmental and proficiency levels with little or no use of the native language.

Classroom and ESL teachers are expected to collaborate for the delivery of an effective learning experience utilizing various assignments, lesson plans, projects, assessments and/or field work. All grade levels (K-12) are discussed, but for these specific certification curriculum purposes, the PK-4 broad ban will be specified in all assignments and activities.

This course will introduce students to current best practices in classroom assessment and explore the critical role that assessment plays in the teaching and learning process. Understanding of the use and purpose of formative and summative assessment strategies will be developed, with an emphasis on providing feedback and making adjustments to instructional practices.

The link between assessment and grading will also be discussed. Assessment will also be viewed in light of No Child Left Behind (NCLB) and the emphasis on data-driven decision making and standards-based instruction. Concepts related to assessment and measurement, such as validity, reliability, and other statistical measures will also be explored. 

This course provides an overview of the process for the development of a program of services for ELL students. Curriculum development and implementation, instructional design, and models of effective ESL programs in schools are studied.

Special attention is given to appropriate educational goals and the adaptation of methods, strategies, resources, and materials to address the specific needs of ELL's to assist them achieve success in the classroom. Evaluation of varied curricular and teaching activities for diverse ELL's will be addressed.

This course examines the educational theories, practices, and research related to the education of English Language Learners (ELL) and Bilingual Education. Current trends and key issues that contribute to effective teaching and learning for ELL's in the classroom are studied in addition to the linguistic, cultural, and social needs of students who are speakers of languages other than English.