Graduate Education

2011-2012

Offering graduate work as early as 1873 and establishing graduate degrees in education since 1957, today Georgetown College offers one of the largest and oldest graduate programs of its kind in the Commonwealth. This program thrives because of outstanding, caring faculty, and a flexible convenient course schedule at a cost comparable to that of public institutions in the area. In addition, the college’s Christian character extends to its graduate programs.

In contrast to the undergraduate program, most of Georgetown’s graduate students are education professionals who work full-time in the schools and accomplish their educational objectives around their work schedules. Consistent with Georgetown’s high quality undergraduate teacher certification program, the primary aim of the Graduate Program is to develop scholars who are competent and caring educators, committed to a spirit of service and learning.

To realize this goal, learning experiences center around three knowledge domains: Professional Skills and Competencies, Professional Values and Dispositions, and Reflective Practice. Our courses are taught by full-time faculty of the College and by quality adjunct faculty with specialized experience. A variety of classroom approaches, fieldwork, and independent projects are integral components.

Contacts

Name	Title	Phone
Yoli Carter	Dean of Education	502-863-7967
Andrea Peach	Associate Dean of Graduate Education	502-863-7050
Christel Broady	Program Director, Teacher Leader MA-English as Second Language Endorsement and ESL Cognate	502-863-8356
Melody Deprez	Program Director, Teacher Leader MA-Moderate/Severe Disabilities and Autism Spectrum Disorders Cognate	502-863-7963
Susan Hill	Program Director, Teacher Leader Master of Arts	502-863-8380
Anita Jones	Program Director, MA in Special Education (LBD) with Alternative Certification	502-863-7081
Rebecca Powell	Program Director, Teacher Leader MA-Reading Specialist	502-863-8158
James Simpson	Program Director, Master of Arts-Alternative Certification (MA-AC)	502-863-8379
Alex Spatariu	Program Director, Teacher Leader MA-Instructional Technology Endorsement	502-863-8376
Taylor Thompson	Program Director, Teacher Leader MA-Gifted/Talented Endorsement	502-863-8157

Graduate Programs Offered

• Teacher Leader Master of Arts (with Online Cohort option)
• Teacher Leader Master of Arts—Reading Specialist (P-12)
• Teacher Leader Master of Arts—Instructional Technology Endorsement
• Teacher Leader Master of Arts—Gifted/Talented Endorsement
• Teacher Leader Master of Arts—English as a Second Language Endorsement
• Teacher Leader Master of Arts—Moderate/Severe Disabilities (with certification)
• Master of Arts Degree with Alternative Certification (MA-AC)
• Master of Arts Degree in Special Education (LBD)—with Alternative Certification
• Rank I—Planned Sixth Year
• Rank I—Moderate/Severe Disabilities
• Moderate/Severe Disabilities Certification
• Autism Spectrum Disorders Cognate
• English as Second Language Cognate

Teacher Leader Master of Arts Degree

The Master of Arts in Education degree was substantially revised for students beginning summer of 2010. The basic tenet of the Teacher Leader Master of Arts Program at Georgetown College is to empower teachers to become educational leaders so that they can build capacity within their schools and districts. The role of the faculty is to assist teachers in developing knowledge, skills, and dispositions to be effective educators in their own classrooms and to have the skills to enhance the professional growth of their colleagues and to affect school-wide change. Faculty will scaffold candidates’ growth through the program so candidates can develop professionally, assess their growth continuously, and acquire the knowledge, skills, and dispositions needed for leadership. Teacher leaders judiciously gather and analyze information and data from multiple sources judiciously; effectively identify and address students’ learning needs; critically think about how to improve teaching and learning; and cooperatively work with others within and beyond the school to help all students achieve their fullest potential.

We have designed our program to include the following features:

• An understanding of the dispositions, knowledge, skills, and efficacy required for teacher leadership
• An analysis of candidate dispositions, knowledge, skills, and efficacy in the first course, EDU 510, (required prior to formal admission into the Teacher Leader Master of Arts Program)
• Opportunities for acquiring advanced knowledge in assessment, technological innovations, response to intervention strategies, and best practices for all students [e.g., English Language Learners (ELL), low socio-economic status (SES) students, gifted/talented students, students with disabilities, culturally diverse learners]
• Opportunities for enhancing the professional development of their peers through collaborative teams
• Opportunities for promoting school improvement through classroom action research and the dissemination of findings
• Continuous reflection on their professional growth and development as teacher leaders

The Teacher Leader Master of Arts Program is a 30-36 credit hour program (depending upon content specialty and endorsement areas) and includes components in teacher leader skills and dispositions, professional development and inquiry, curriculum and assessment, technology, literacy, collaboration, diversity, and research. Candidates are first admitted to the graduate education program and enroll in EDU 510: Foundations: Becoming a Teacher Leader. In this course, candidates complete a “Self-Assessment of Teacher Leader Skills,” which is one of the standards-based major assessments in the program. This assessment requires that candidates examine various data sources (e.g., school data and goals, school improvement plan [CSIP], individual growth plans, Kentucky Teacher Standards and Conceptual Framework outcomes) and develop a comprehensive growth plan in an area which will impact student achievement in their school and that they will implement throughout the remainder of the program. This growth plan includes a plan for enhancing their leadership skills, and must align with the school improvement plan. Candidates must pass this first program assessment prior to being admitted to the Teacher Leader Master of Arts program.

Additional required courses in the program are EDU 527: Advanced Applications of Technology for Teacher Leaders; EDU 529: Teaching in a Diverse Society: Deepening Skills for Teacher Leaders; EDU 545: Curriculum and Assessment for Teacher Leaders; EDU 594: Research Principles and Skills for Teacher Leaders; and EDU 595: Implementation of the Capstone Action Research Project for Teacher Leaders (implemented with specialty practicum). In all of these courses, candidates continuously provide evidence of projects in their schools and reflect through their electronic portfolios (e-portfolios) on the ways they have grown professionally in reaching their teacher leader skills and impacting student achievement in their schools. The initial four core courses contribute to the development of the Capstone Action Research Project in EDU 594, in which candidates research a topic that will assist them in realizing their own professional goals as well as contribute to the goals of their school and specialty area. The implementation of this project occurs in EDU 595) . Candidates are required to share the research proposal with their school administrators and the SBDM Council and to submit their proposal to the college’s Institutional Review Board for IRB approval. Candidates then implement their action research project (EDU 595) within their classroom and school setting, and gather and analyze student achievement data. Candidates are required to share the results of their study with administrators, peers, and the SBDM council. They are also required to develop a proposal for a presentation at a professional conference.

In addition to the education core, candidates complete a minimum of 14 credit hours in courses related to their individual growth goals. A minimum of 3 hours must be in relevant content area; the remaining hours are based upon their Teacher Leader Professional Growth Plan. Candidates can also choose to expand their areas of certification by completing an endorsement or specialty program in ESL, Gifted/Talented, Reading Specialist, Instructional Technology, or Moderate/Severe Disabilities, or add a specialty cognate area in Autism Spectrum Disorders or English as Second Language.

Online Teacher Leader Master of Arts (TLMA) with Endorsement/Certification/Cognate Option

Students who wish to enroll in the Teacher Leader MA program to pursue an endorsement (ESL, Gifted/Talented, or Instructional Technology), Moderate/Severe Disabilities certification, or the Autism or ESL Cognate, have the option of completing their program as a member of an online TLMA cohort. This program will be limited to 20 students per cohort group. By choosing this cohort program, students will take all of the courses primarily online. Students will attend a Town Meeting each semester that will constitute the first class session.

In addition, some classes may require an additional face-to-face class meeting on a Saturday morning. These requirements will be clearly communicated to the student in advance, and will happen only when the professor deems necessary. Students must agree to take the first four required TLMA cohort classes (consisting of EDU 510, EDU 527, EDU 529, and EDU 545) in order to remain in the cohort. Cohort students will be pre-registered for these four courses unless other arrangements are made. Other classes may be taken as they become available; and cohort students will be responsible for registering for those classes following normal registration procedures.

Master of Arts Degree with Alternative Certification (MA-AC)

Georgetown College is approved to offer a Master’s degree that leads to teacher certification for candidates who hold college majors which qualify for Kentucky teacher certification. This program is offered in two tracks as follows:

1. Track 1: Teacher certification for provisionally certified teachers. This program is designed for those currently teaching under temporary provisional certificates, who hold a Bachelor’s degree with a certifiable major (Biological Science, Chemistry, English, Mathematics, Physics, Social Studies), and who wish to continue teaching in secondary grades 8-12. Required courses include: EDU 506, 507, 529, 532, 535, 536, 542, 544, 548, 565, and 596 for a total of 36 hours.
2. Track 2: This track results in teacher certification for those holding a Bachelor’s degree with a certifiable major (Biological Science, Chemistry, English, Mathematics, Physics, Social Studies), who have little or no education course background, and who desire to become certified for secondary grades 8-12. Required courses include: EDU 506, 507, 529, 532, 535, 536, 542, 544, 548, 552, 565, and 596, for a total of 38 hours.

Final course sequence and requirements are determined individually in consultation with the program director of the Alternative Certification Program, based on prior course work and experience. Either of these certifications can also be extended to include Middle Grades 5-9 in English/Language Arts, Mathematics, Science, or Social Studies, OR to P-12 certification in: Art, French, German, Spanish, Instrumental Music, or Vocal Music.

Master of Arts Degree with Certification in Special Education (LBD)

The Master of Arts Degree with Certification in Special Education is a blended online certification program for persons with a bachelor’s degree who wish to teach students with mild to moderate learning and behavior disabilities (LBD). The program consists of 37 to 39 course hours and generally takes between 18 months and two years to complete. Students are eligible, if employed by a district, to be temporary provisionally certified to teach LBD while in the program. This alternative route to certification is designed for college graduates with little or no teacher preparation coursework or certified teachers who want to add special education certification. It utilizes a blended approach with online learning, directed study, distance learning seminars, and mentorship support.

The final course sequence is determined in conjunction with an academic advisor and is based on the courses listed on the curriculum contract. All students take ECE 500, 501, 502, 503, 504, 575A, 575B, and 576. Additional courses may include EDU 501, 506, 509, 542, 565, 596, and 597, depending on the students’ academic background.

Teacher leader Master of Arts Degree with Reading Specialist (P-12)

The Reading Specialist (P-12) program is completed in conjunction with the Teacher Leader Master of Arts (TLMA) degree and requires sequenced coursework in literacy and research. Because the program is very structured, students who intend to enroll in the TLMA-Reading Specialist program should plan to do so early in their program. The program meets the International Reading Association’s guidelines for the preparation of reading specialists and literacy coaches in schools. TLMA-Reading Specialist students complete a Capstone Project that focuses on literacy. In addition to the other required courses which contribute capstone projects, TLMA-Reading Specialist students complete EDU 516, 517, 562 563, 598, and ENG 526.

RANK I – Planned Sixth Year Program

Effective fall 2011, Georgetown College will offer a separate planned program leading to Rank I in Kentucky. Students may also elect to complete an approved Master’s program in order to attain Rank I status.

The Planned Sixth Year program takes teacher leadership to the next level, in that candidates are required to examine various data sources for their school, investigate
school needs, and develop and implement a research-based plan for school
improvement. In designing and implementing their school improvement plans, candidates are required to work collaboratively with administrators, staff, their SBDM Council, and other stakeholders. This leadership project is comprehensive and requires candidates to examine current educational issues, consult education research, and analyze school data from a variety of sources.

Courses required in the Rank I – Planned Sixth Year program include EDU 600, 602, 604, 606, 608, and 609. This program follows the same Continuous Assessment Plan as the other advanced programs at Georgetown College. Candidates progress through four checkpoints and are evaluated formally at three of those four checkpoints: (1) entrance to graduate study; (2) entrance to the Rank I Program; (3) continuous progress; and (4) program exit.

Teacher Leader Master of Arts—Moderate/Severe Disabilities

The Teacher Leader program for certification in moderate/severe disabilities is intended to build upon the proficiencies in teacher leadership and special education by extending knowledge of previously certified teachers to meet the needs of students with moderate to severe disabilities. A prerequisite to this program is certification in Learning Behavior Disorders or Elementary Education. The TLMA-MSD candidates complete EDU 510, 527, 529, 545, 594, and 595 in teacher leadership and ECE 600, 602, 604, 606, and 608 in the MSD specialty area. This program follows the same Continuous Assessment Plan as the other advanced programs at Georgetown College. Candidates progress through four checkpoints and are evaluated formally at three of those four checkpoints: (1) entrance to graduate study; (2) entrance to the TLMA-MSD program; (3) continuous progress; and (4) program exit.

In the TLMA-MSD program, candidates complete a leadership core in which they are required to examine various data sources for their school, investigate student needs in school and community, and develop and implement a research based plan for program and school improvement. Through data analysis, candidates learn how to build capacity of the school and community through teacher leadership. Further, this advanced degree takes the special education teaching skills learned in the mild to moderate program and enhances and extends them for moderate to severe special needs learners. MSD candidates will identify skills and competencies through self-assessments in each of the MSD courses that are connected to Kentucky Teacher Standards, Georgetown CF Standards, and CEC Individualized Independence Standards (IIC). In the ECE 608 fieldwork course, the professional development plan will address self-improvement in each area identified by the student. They can build on this in EDU 510 to extend their learning to focus on student achievement, faculty and community awareness of specific disabilities, and connections to overall school improvement plan. The Capstone Action Research Project in EDU 595 will be coupled with the ECE 608 fieldwork course to accomplish research in the MSD specialty area.

The planned coursework for the MSD certification has five classes designed to address all the KY Teacher standards, Georgetown CF standards, the Council for Exceptional Children standards, and the Educational Planning and Assessment system.

Endorsements to Teaching Certificates, Certificates, Certifications and Cognates

Additional teaching endorsements, certifications, and cognates can be taken while working toward a rank change or, with the exception of the Reading Specialist, as a stand-alone professional development activity. You can add or change to an endorsement/certification/cognate program at any point in your graduate study, but careful planning with your advisor can help avoid overlapping or conflicting course enrollments that may not fit with a later change of plans. Georgetown College provides endorsements in Reading Specialist (P-12), Gifted/Talented Education, Instructional Technology, Teacher Leadership, and English as Second Language. A certification program in Moderate/Severe Disabilities and cognates in Autism Spectrum Disorders and English as Second Language are also available.

• Master of Arts Degree for Reading Specialists (P-12): This program requires 24 hours of sequenced course work in literacy and research. Thus, students who intend to enroll in the MA-Teacher Leader Reading Specialist program should plan to do so early in the program. The program meets the guidelines of the International Reading Association for the preparation of reading specialists and literacy coaches in schools. Required courses are as follows: EDU 510, 516, 517, 527, 529, 562, 563, 594, 595A, 598, and ENG 526.
• Endorsement as Teacher for Gifted Education, Grades P-12: The endorsement program in Gifted Education requires a twelve-hour sequence including EDU 520, 521, 522 and 523. This endorsement is usually offered through online courses. Students must pass the content PRAXIS exam to complete teacher certification.
• Endorsement in Instructional Computer Technology, Grades P-12: This endorsement requires 12 additional hours of technology, which includes EDU 557, 560, and 6 hours of technology electives. Students must have completed EDU 527 or a similar course prior to enrolling in the endorsement program. A technology-related research project design must be completed prior to registering for EDU 595.
• Endorsement in English as a Second Language, Grades P-12: This endorsement requires 15 hours of course work, to include: EDU 580, 581, 583, 585, and 587  or 589. Students must also achieve a passing score on the specialty PRAXIS exam to be certified in ESL.
• Certification in Moderate/Severe Disabilities: The certification requires 15-21 credit hours depending on previous coursework. These courses include ECE 600, 602, 604, 606, 608, and also ECE 501, if not certified in LBD.
• Autism Cognate: This is a group of courses that will provide a knowledge base in  the area of Autism Spectrum Disorders. Courses include ECE 508, 510, 511, 512, and 514. At this time, there is no certification or endorsement by EPSB in Autism Spectrum Disorders.
• English as a Second Language Cognate: This is a group of courses that will provide a knowledge base in the area of English as Second Language. Courses include EDU 580, 581, 587, 589, and 595. At this time, no certification is given by EPSB for this cognate.