Associate Dean of Education, Jeanne F. Brady, Ph. D.
Saint Joseph’s University Education unit, comprised of the Departments of Teacher Education, Special Education, and Educational Leadership, is dedicated to preparing exemplary teachers, educational leaders, and educational researchers. The department, in cooperation with colleagues in other departments, local school districts and educational leaders, seeks to promote a vibrant intellectual community, recognized for preparing reflective teacher educators and leaders committed to social justice and democratic principles; acknowledged for quality undergraduate and graduate teaching, research, and scholarly contributions that enhance educational theory and practice in teacher education, educational leadership, special education, and related disciplines; known for leadership and other educational opportunities; and established as contributing outstanding professional service and outreach.
Department of Teacher Education
Professors: Applegate, Bernt, Lazar (Chair), McDuffie
Associate Professors: Kong
Assistant Professors: Clapper, Johnson, Nilsson, Vacca
Visiting Faculty: Biggs,Templeton
Department of Special Education
Professors: Spinelli (Chair)
Assistant Professors: Mercantini, Sabbatino
Visiting Faculty: Borneman, Cooperman, Murphy
Department of Education Leadership
Associate Professors: Horn (Chair), Palestini, Rodriguez
Assistant Professors: Furin, Sosa, Tilin, Wang
Visiting Faculty: Berenato, Crossfield, Schwarz
Office of Certification, Accreditation and Partnerships
Assistant Director, Student Teaching and Field Experiences: Langmuir
The undergraduate Education programs are built upon a strong liberal arts curriculum provided through the General Education Program (GEP) at Saint Joseph’s University. This enables students to integrate their understanding of interdisciplinary content with an understanding of child and adolescent learning.
Students balance theory and practice in teaching related courses. Most education courses provide students with the opportunity to investigate theory and research while participating in field experiences in local schools.
Each of the courses in the different programs explores historical and current theories as well as complex issues relevant to the varied areas of study in education. Courses in professional pedagogy focus on elementary or secondary students in the regular classroom, as well as on students with special education needs. Issues of inclusion and least restrictive environment, the effect of socioeconomic background, the challenge for English language learners, and the impact of gender and race on the learning of students are explored in a variety of course offerings.
Field experiences strike a balance between urban and suburban schools, with their differing situations, needs, problems, and opportunities. The capstone course, Student Teaching, provides students with a semester-long opportunity to relate theory to practice with the support of a cooperating teacher, a University supervisor, and a faculty member who conducts the weekly seminar.
PLS Education majors may choose from the following Level I certification programs: Early Childhood/Elementary PreK-4, and Dual Major: Early Childhood/Elementary Pre-K-4 and Special Education K-8. Coursework for these majors is offered during the weekday evenings with the exception of the student teaching experience course taken at the conclusion of the degree program which requires availability during the weekdays for a 14-week period.
To be admitted to the Early Childhood/Elementary PreK-4 or the Dual Major: Early Childhood/Elementary (Pre-K-4 and Special Education K-8), a transfer applicant must hold an earned cumulative transfer grade point average (GPA) of 3.0. PLS Educations majors are required to obtain qualifying scores on the PRAXIS I: Pre-Professional Skills Test (PPST): Reading, Writing and Mathematics in order to be formally considered for candidacy in the Teacher Certification Program. Students are encouraged to take the PRAXIS I (PPST) examinations completing 15 courses. For more information on the steps to obtaining level I teaching certification, please reference the section below, entitled Teacher Certification Program: Admission and Retention.
For those interested in teaching Art Education K-12, middle school (grades 4-8) or secondary level (grades 7-12), these major programs are offered as part of the Bridge Program and require enrolling in day courses.
PLS Bridge students interested in pursuing middle school certification (grades 4-8) must complete a minimum of 12 credit hours of generalist coursework in four academic content areas: Mathematics, Reading/Language Arts, Science, and Social Studies. Students must complete a total of 30 credits of concentrated coursework in one of the four areas or 21 credits of concentrated coursework in two of the four areas. For more information, please reference the Education section of this catalog located under the College of Arts and Sciences.
PLS Bridge students interested in pursuing secondary education certification are required to minor in secondary education and major in one of the following areas: Biology, Physics, Chemistry, English, History, or Mathematics. Students may also elect to major in a foreign language (French, German, Latin, Spanish, or Italian) and minor in education to earn a K-12 teaching certificate. For more information on secondary education, please reference the Education of this catalog under the College of Arts and Sciences.
Students who will be graduated on or before May 15, 2013 should consult their academic advisors and/or previous editions of the undergraduate program catalog to determine their specific degree and teacher certification requirements. Students who are currently completing Education majors with certification (K-6) must complete all course requirements and PRAXIS II testing within their respective curriculum by May 15, 2013. PLS students who are unable to complete by this deadline will be required to complete certification under the new certificate designations, PreK-4 and Special Education (K-8).