MA in Education with PK-4 Certification
Transition to a Rewarding Career in Education
The profession of teaching is often described a calling. If you have a degree in another subject and aspire to begin a career in the classroom, Rosemont’s MA in Education with PK-4 Certification allows you to earn a master’s degree and certification as a PreK-4 educator in Pennsylvania. Working with accomplished faculty, you’ll learn best practices for teaching a diverse student population, including youths of diverse backgrounds and abilities.
Applying is Straightforward and Free
Rosemont has been supporting students like you to advance their lives, and those of their families, through education since 1921. We believe a quality education should be affordable and attainable, and our application process reflects this. Applying is easy, and free. And we’ll only need a few supporting documents to make sure Rosemont is the best fit for you. Click here to learn about how to apply and associated requirements.
A Comprehensive Curriculum Taught by Experts in the Education Field
Rosemont graduate education professors are leading experts in the field, making extraordinary contributions to school administration, teaching, literacy, leadership, ESL programming, and more. Learn more about the program faculty.
The MA in Education with PK-4 Certification is a 45.75-credit (17-course) program that is approved by the Pennsylvania Department of Education. Courses are delivered in an accelerated 7-week format, and the program can be completed in three semesters with one additional semester for student teaching.
(FE) = FIELD EXPERIENCE hours accompany these course requirements.
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.
Look Forward to a Successful Career
Earning your MA in Education not only augments your expertise as an educator — it also increases your earning potential. In fact, 88% of the country’s larger school districts offer additional pay to teachers with master’s degrees. The average salary for an elementary school teacher in the Philadelphia area is $66,440, while Pennsylvania’s average is $62,250.