|
|
|
College of Education 243 Ritter Hall, Degree Programs: Master
of Education and Doctor
of Education and Curriculum Instruction
and Technology in Education
Program Offerings: Educational Leadership
and Policy Studies Program Offerings: Urban Education Supervisory Certification
Program Psychological Studies
in Education Adult and Organizational
Development Counselling
Psychology Educational Psychology School Psychology Physical Education
|
Supervisory Certification Program Direct inquiries to: Dr. Jacqueline Stefkovich,
General Statement The Supervisory Certification Program is a special set of courses leading to a certificate as a supervisor in the state of Pennsylvania. The program is approved by the Pennsylvania State Department of Education. When a student has successfully completed all requirements for the program at Temple University, he or she will, at the same time, satisfy the academic program requirements for a supervisory certificate in Pennsylvania. Temple will endorse the successful candidate for certification; the State Secretary of Education will officially grant the certificate. Persons who complete the program will be certified to serve as department chairpersons and/or as supervisors. The certificate will be for a specific area, e.g., special education. Persons earning the certificate hold the necessary credentials for either line or staff supervisory positions in the state of Pennsylvania. Students must be admitted to the program before registering for the introductory course, which is required for all students. The cooperating programs (specialized components) that are currently related to the general supervisory program of Temple University and have been approved by the Pennsylvania Department of Education are: Counseling Psychology, Early Childhood Education, Elementary Education, English/Communications, Foreign Language Education, Health and Physical Education, Mathematics Education, Music Education, Psychology of Reading, School Psychology, Science Education, Social Studies Education, and Special Education. The program is directed and monitored by the Director of the Supervisory Program in consultation with the Chair of the Department of Educational Leadership and Policy Studies and in cooperation with each of the Departments prepared to offer a supervisory certificate. Students may wish to consider applying to the principal's certification program at the same time as they apply to the Supervisory Certificate Program so that courses may apply to both programs.
Admission Requirements Applicants must have at least 15 graduate credits in the area in which they wish to become supervisors. Students must have a minimum of five years of experience in the field in which certification is sought by the time they have completed the program and are ready to apply for the supervisor's certificate.
Course Requirements The course work requirements for most candidates include at least 18 semester hours.* An individual contract will be drawn up by the student and his or her advisers. *Each department determines the minimum requirements for the specialized component. Generally, at least two courses are required and taught by a program, current research and new developments in the field in which certification is sought (3 s.h.) and field experience in supervision (3 s.h.). Additional work may be required by the program. Course Descriptions -Supervisory Certification Four courses comprise the general supervisory component and are required for most students. These courses are:
500. Introduction to Administration and Supervision. (3 s.h.) An overview of educational administration and supervision. A prerequisite first course for supervisory certification students.
513. Supervision. (3 s.h.) Principles, programs and practices for the improvement of the teaching-learning process and setting.
601. Assessment of Curriculum and Instruction. (3 s.h.)** An introduction to procedure and methods used in the evaluation of curricula and programs in school settings.
715. Instructional Leadership. (3 s.h.) Principles and practices directed toward the improvements of the relationship between the individual and the organization, and the development of a positive organizational climate.
**This course also meets the curriculum requirements for principal certification.
PSYCHOLOGICAL STUDIES IN EDUCATION Direct inquiries to: Dr. Joseph G. Rosenfeld,
Helmut W. Bartel, Associate Professor, Ph.D., Indiana University; Lois Benishek, Assistant Professor, Ph.D., Michigan State University; James A. Bolden, Associate Professor, Ed.D., Temple University; Joseph P. DuCette, Professor, Ph.D., Cornell University; Frank Farley, Professor, Ph.D., University of London, U.K.; Catherine A. Fiorello, Assistant Professor, Ph.D., University of Kentucky; William Fullard, Professor, Ph.D., University of Pennsylvania; Gordon M. Hart, Professor, Ph.D., Michigan State University; Portia L. Hunt, Professor, Ph.D., Indiana State University; Irwin Hyman, Professor, Ed.D., Rutgers University; Larry J. Krafft, Professor, Ph.D., Michigan State University; Cathleen Morano, Professor, Ph.D., State University of New York at Buffalo;Suni Petersen, Assistant Professor, Ph.D., University of Florida; James J. Roberge, Professor, Ph.D., University of Connecticut; Joseph G. Rosenfeld, Professor, Ph.D., Temple University; Trevor E. Sewell, Professor and Dean, Ph.D., University of Wisconsin; Melvin L. Silberman, Professor, Ph.D., University of Chicago; Leslie Skinner, Assistant Professor, Ph.D., Western Michigan University; Glenn E. Snelbecker, Professor, Ph.D., Cornell University; Emil Soucar, Associate Professor, University of Rochester;T. Chris Tillman, Assistant Professor, Ph.D., Syracuse University; Margaret C. Wang, Professor, Ph.D., University of Pittsburgh; Susan A, Wheelan, Professor, Ph.D., University of Wisconsin.
There are four programs in the Department of Psychological Studies in Education: Adult and Organizational Development, Counseling Psychology, Educational Psychology, and School Psychology. The faculty believes that learning and education are lifelong processes and psychological theory and knowledge can be used to enhance these processes. The foundation of individuals' education is laid during the formal educational process that takes place in kindergarten through the twelfth grade. However, individuals' education continues to flourish lifelong through higher education and adult education endeavors. Many factors influence educational processes and outcomes: psychological development, curriculum policies and procedures, teaching practices, families, groups, and organizational and environmental conditions.
|