The Master of Arts in Education at The University of Findlay is built around the theme “Educational Leadership.” The curriculum seeks to integrate the following: the conceptual basis of teaching; a historical perspective on teaching and inquiry into present practices, issues and shortcomings of the profession, as well as promising practices. To accomplish educational reform, educators must be leaders, catalysts causing good things to happen in classrooms. To that end, they must work effectively with students, parents and the community.

Mission
The basic mission of the Master of Arts in Education is to enhance the development of teachers, administrators and human resource development specialists so that they are prepared to:

• Examine and develop their own significant role as educational leaders;
• Become aware of the variety of family, social service, community and business resources available to educators and develop collaborative plans and/or training materials to provide for perceived needs;
• Foster enhanced communication skills;
• Develop techniques for managing change;
• Reflect on instructional trends, methods and models in a teaching area of choice, selecting those most appropriate for the needs of their student population;
• Experience the role of educator as researcher.

Degree Requirements
To earn a Master of Arts in Education, students are required to complete 33 semester hours of graduate-level classes in education or related fields. Required core courses total 15 semester hours: EDUC 500, 502, 505, 541 and 552 (culminating project). Students may select the remaining 18 semester hours from strands: AYA/Multi-Age, Early Childhood, Educational Administration, Educational Technology, Human Resource Development, Intervention Specialist, Reading and Middle Childhood.  No more than one course with a grade of “C+,” “C” or “C-” can be used to meet graduation requirements.

Six semester hours may be taken as electives in Bilingual/Multicultural (BLMC), Business (MBA), HEPR 622 or Environmental Management (ENVM). Students are limited to six semester hours of independent study (EDAD 545, EDCI 545, EDFI, 545, EDHR 545, EDIS 545 or EDSP 545) and/or workshop (EDAD 546, EDCI 546, EDFI 546, EDHR 546, EDIS 546 or EDSP 546) credit that may be applied toward their degrees as approved by their adviser.

Workshop credit can be applied to licensure renewal. Additional hours may be required for completion of Ohio licensure or endorsement.  Prospective students must make an appointment with College of Education personnel in their area of interest to discuss options and plan a course of study to meet individual career goals.

To earn a Master of Arts in Education with a Human Resource Development Strand requires a student to complete the graduate education core and the Human Resource Development Strand: EDHR 641, 642 and 643.  In addition the student must complete one of the following:
    Leadership Emphasis: EDUC 650, MALS 665 and HEPR 622 of MBA 610
    Training and Development Emphasis: MBA 610, 620 and 624
    Operational Compliance Training Emphasis: ENVM 520, 570 and 655
    Web Instruction Emphasis: EDFI 560, 565 and 644.

To earn an endorsement in Educational Technology (K-12 classroom teachers) students are required to take 18 hours from EDFI 560, 565, 570, 575, 580 and 585.

To earn a Master of Arts in Education degree with an emphasis in technology without the endorsement, e.g. international students, university personnel, graduate students from the athletic area, requires 18 hours including EDFI 560, and 15 hours from EDFI 562, 564, 565, 567, 570, 575, 580 or 585.

To earn a certificate in training and Web instruction students are required to complete EDFI 560, 565 and 644; EDHR 641, 642 and 643.

To earn a certificate in Web instruction students are required to complete EDFI 560, 565 and 644.

In order to be a program completer at The University of Findlay, post-baccalaureate licensure candidates must successfully complete all aspects of the Post-Baccalaureate Assessment Plan, including all PRAXIS II tests in their area of licensure, maintaining a 3.0 GPA and successfully completing all required field experiences, including student teaching. There is also a portfolio requirement at each of the three levels of the Post-Baccalaureate Assessment Plan.

Post-Baccalaureate Licensure
The Post-Baccalaureate Licensure Program is designed for candidates who have earned a bachelor’s degree from an accredited institution and desire to become licensed teachers.  It is a program that offers an entry into the teaching profession by either combining a Master of Arts in Education degree with initial teaching licensure or by completing required course work leading to licensure areas in a non-degree program.  Some course work earns graduate credit. However, undergraduate courses may be required for some licensure areas.

An initial, two-year provisional teaching license is issued by the Office of Certification/Licensure, Ohio Department of Education, to persons completing the post baccalaureate program.  The candidate must have completed the courses in the teaching field, education methods courses, classroom field experiences, student teaching and state-required examinations to be eligible for licensure.  This initial teaching license is the same license that is issued to the four-year teacher education undergraduate candidates. For more information about licensure and jobs in teaching, candidates should review the Ohio Department of Education website: http://ode.state.oh.us/.

State Mandated Changes in Teacher Licensure Requirements
The Ohio Department of Education continues to implement new teacher licensure standards for education candidates. In order to be compliant with the new regulations, the Teacher Education Program at The University of Findlay will initiate ongoing changes.

While the faculty and administrative staff of the College of Education make every effort to ensure accuracy of information given to students enrolled in teacher education programs, the College of Education reserves the right to insert without prior notice changes or additions that will improve the quality of these programs. These changes usually result from authorized licensure modifications imposed on the University by the Ohio Department of Education and/or National Council for Accreditation of Teacher Education. Updated information will be shared with students in writing and orally in a timely manner. Please contact the program director in the licensure area of interest for the most up-to-date information.

Licenses and Endorsements
Licenses available are:  Early Childhood (EC); Middle Childhood (MC); Intervention Specialist in Mild/Moderate Disabilities (IS); Adolescent to Young Adult (AYA)- Integrated Social Studies, Integrated Language Arts, Life Science, Integrated Science, Integrated Mathematics; Multi-Age Licenses (MA) - Drama/Theatre, Health, Visual Arts, Japanese, Spanish, Physical Education; Principal and Superintendent.

Endorsements available are: Pre-Kindergarten Special Needs, Reading, Educational Technology, Middle Childhood Generalist (for teaching self-contained 4th-6th grades) and TESOL/Bilingual. Note that a student receiving a Master of Arts in Education degree and the reading endorsement (completion of EDFI 525, 530, 535, 540, 538 or 539 and 543) will have both the degree and the endorsement appearing on his/her official transcript. This is considered a master's in the field of reading.

Certificates available are: Training and Web Instruction and Web Instruction.

Field Experience Requirements
Candidates for post-baccalaureate licensure will be required to participate in several field experiences throughout their programs. This will vary from program to program, so candidates should discuss the requirement with their advisers or program directiors. All candidates for licensure are required to complete a methods field experience with a minimum of 90 hours while they take their methods courses. This is similar to the junior block in the undergraduate program. Student teaching is a full 12-week experience.

Admission to student teaching: Students must have a minimum 3.0 GPA and at least 75 clock hours of approved pre-student teaching clinical experience. It is a College of Education requirement that students entering the program starting in the falll 2005 semester must pass the content portion of their PRAXIS II exams prior to student teaching.

Post-Baccalaureate Assessment and Portfolio Requirements
In order to be a program completer at The University of Findlay, post-baccalaureate licensure candidates must successfully complete all aspects of the Post-Baccalaureate Assessment Plan, including passing all PRAXIS II tests in their area of licensure, maintaing a 3.0 GPA and successfully completing all required field experiences, including student teaching. There is also a portfolio requirement at each of the three levels of the Post-Baccalaureate Assessment Plan. The College of Education uses a computer program for lesson planning, portfolio development and other assignments.

Licensure and PRAXIS Exam
Students who currently hold a teaching certificate/license may take specified courses leading to licensure in another area offered by the University. Also, students seeking new licensure will be required to complete a student teaching experience in the new area. Students seeking additional licensure areas may be required to take one or more additional PRAXIS exams. For questions regarding licensure and/or PRAXIS, please contact the Licensure/Certification Office or the PRAXIS Officer at 419-434-4844 or the program director in the licensure area.

Course Sequence/Prerequisites
Post-baccalaureate licensure candidates must begin with EDFI 500, Orientation Seminar for Pre-Service Teachers, EDFI 503, which is the introductory course and EDFI 560 unless those courses have already been taken. As past of Ohio's Transfer Articulation Guarantee (TAG), students who transfer the introductory course from another institution must take a one-hour seminar to acclimate them to The University of Findlay's program. Candidates should meet with their area program director to determine the appropriate sequence of courses. Some courses are offered once a year, so advising regarding the sequence is essential.

It is recommended that candidates earning a Master of Arts in Education start the graduate program with EDUC 500, which introduces the theme of Educational Leadership. Candidates must take EDUC 500 before EDUC 541, ending the leadership core with EDUC 552.

It is recommended that candidates take EDUC 505 toward the end of their studies. Ideas for research projects are likely to come from the elective strand/licensure/endorsement courses. Candidates must have completed at least 18 semester hours of course work in order to enroll in EDUC 505. It is recommended that candidates follow EDUC 505 with 552 if they plan to take their EDUC 505 project to completion in EDUC 552. Post-baccalaureate candidates are required to take EDUC 507 during student teaching, which is similar to the action research requirement for undergraduate student teachers. If these candidates choose to complete the Master of Arts in Education degree, EDUC 507 will substitute for EDUC 505.

The Culminating Project-EDUC 552
EDUC 552 is three semester hours, but it is a "two-part" course. Two semester hours are granted for the capstone seminar in leadership and one semester hour for the individual project. Faculty members team with the capstone seminar instructor, Dr. Skip Cindric, to provide guidance for the candidates in their are of expertise. Candidates will select a project chair, who counsels them, approves their proposed topic and provides guidance through the completion of the project. The chair must be a full-time faculty member.

Title II Statement
Mission
The University of Findlay was founded in 1882 as Findlay College by the Churches of God, General Conference, and the city of Findlay.  The name was changed in 1989 to The University of Findlay to reflect the dramatic growth of the institution and the addition of graduate programming.

The University of Findlay is a flexible, forward-looking institution that is constantly seeking ways of better serving students and the community.  In today’s fast-paced world, Findlay is continually adapting programs and teaching methods to meet the needs of current students in preparing them for tomorrow’s careers.  Education at The University of Findlay is offered in formats that accommodate students of all ages and their time-pressured lifestyles.  In addition to traditional weekday classes, Findlay offers courses at night, on weekends and over the Internet.

The mission of The University of Findlay is to equip our students for meaningful lives and productive careers.  Our vision is to be recognized by our students, peer institutions and other publics as a unique institution, vitally concerned with the growth, development and success of each student and highly responsive to emerging opportunities for innovation in our educational programs, the learning environment we create and the organizational processes of our institution necessary to accomplish these ends.

Teacher Preparation
The purpose of the College of Education is to develop lifelong learners who are reflective practitioners. The College of Education offers two undergraduate degrees and post-baccalaureate licensure in 16 areas of licensure and five endorsements.  The Master of Arts in Education program, which is built around the theme “educational leadership,” offers multiple emphasis areas and five endorsements. The Education Technology endorsement is only available at the master's level. 

Accreditation
The University of Findlay is accredited by the Higher Learning Commission (formerly the North Central Association of Colleges and Schools).  Preparatory programs offered by the College of Education for prospective teachers and other school personnel are accredited by the National Council for the Accreditation of Teacher Education (NCATE) and approved by the Ohio Department of Education. Some programs are nationally approved, notably Intervention Specialist, Multi-Age Health, Early Childhood, Education Administration and Middle Childhood. 

Teacher Education Vision
To facilitate the mission of the College of Education, faculty, in the teacher education program, have developed a conceptual framework which reflects their philosophical and pragmatic commitment to experientially-based active learning and meaningful field-based involvement with children and teachers in P-12 schools.  Faculty also support and model the integration of technology across the curriculum.  Fundamentals, professional knowledge, research and content areas are basic to effective teaching.  Pre-service teachers must translate professional understanding, personal beliefs and experience into real-world teaching situations.  They must also apply appropriate assessments, practice collaboration, exercise innovation and accommodate for student diversity.

Special Features

• The University of Findlay was the first institution of higher education in Ohio to offer an online technology endorsement through its Master of Arts in Education program.
• Students in The University of Findlay’s teacher education program are required to participate in field experiences at each level in the Assessment Plan.

Notable Features and Accomplishments

• The University of Findlay houses the Mazza Museum of International Art from Picture Books. The collection is the first and largest such teaching gallery and contains more than 3,300 pieces of original artwork.

Those interested can view The University of Findlay’s Title II rankings on its Web site at http://www.findlay.edu/ or call Stacy Beard at 419-434-4073.