Master of Arts in Education (M.A.E.)

The School of Education and Kinesiology offers three programs leading to a graduate degree in education within the Department of Education; including, two leading to teacher certification and one for international students. In addition, the department offers principal certification and add-on endorsement programs.  All programs are aligned with the department’s Guiding Principles.

1. The one-year master’s degree with certification begins in June and includes a year-long internship in a K-12 school. Students complete all program requirements within a one year time frame with the completion of a culminating seminar the following June.
2. The Alternative Routes to Certification (ARC) is for students seeking secondary endorsements with admission priority given to high need areas within the state (e.g., special education, mathematics, sciences, etc.). The program begins in June and includes a full-time, year-long mentored internship starting in September. Candidates complete 19-25 of the required 36 program semester hours in order to become certified. After completing certification, candidates have three additional years to complete the remaining program semester hours to obtain the M.A.E.

Master of Arts in Education (M.A.E.)

19-42 semester hours depending on program

M.A.E. with Teacher Certification

The Master of Arts in Education with Teacher Certification Program helps prepare preservice teachers to establish a socially just and responsible world. To facilitate this, the program encourages candidates to explore their vocation as teachers and to work for meaningful social change by recognizing the perspectives of the students and families in the communities they serve; by providing opportunities for powerful and authentic learning grounded in the lived experiences of their students; by facilitating candidate inquiry into the formulation of critical educational questions; by honoring the vast array of cultural and linguistic resources in schools, classrooms and communities; and by modeling the skills, habits, and ethical passions required for effective democratic citizenship.

The primary aim of the program is to prepare teachers to assume a variety of roles in 21st Century schools. Faculty work with students to develop understandings and skills for their work as leaders, inquirers, and curriculum/instructional specialists.

Program Overview

Students can apply to one of two options within the graduate teacher certification program:

1) The one-year option begins in June and includes a year-long internship in a K-12 school. Students complete all program requirements within a one year time frame with the completion of a culminating seminar the following June.

2) The Alternative Routes to Certification (ARC) is for students seeking secondary endorsements with admission priority given to high need areas within the state (e.g., special education, mathematics, sciences, etc.). The program begins in June and includes a full-time, year-long mentored internship starting in September. Candidates complete 19 of the required 36 program semester hours in order to become certified. After completing certification, candidates have three additional years to complete the remaining 17 program semester hours to obtain the M.A.E.

All teacher candidates must pass the WEST-B, WEST-E, and Teacher Performance Assessment (edTPA) as mandated by the state for certification.

Prerequisites

For regular admission, applicants must have completed a baccalaureate degree from a regionally-accredited institution of higher education. Passing scores on the WEST-B or SAT/ACT equivalent and WEST-E or NES are required as well. Candidates not meeting these requirements may be granted conditional admission on a case-by-case basis. Candidates must also have background coursework corresponding with the subject they want to teach. Please consult the department for more information on endorsements.

Admission Procedures

Please visit: www.plu.edu/admission-graduate/

Program Requirements for Washington State Teacher Certification

Candidates who successfully complete a program of professional studies in the department, who meet all related academic requirements for a degree or a certificate, and who meet all state requirements will be recommended by the department for a Washington State residency teaching certificate. Additional state requirements include a minimum age of 18, good moral character and personal fitness as evidenced by completion of state Pre-Residency Clearance and Washington State Patrol/FBI background check via fingerprint clearance, assessment by means of passing scores on WEST-B, WEST-E/NES/ACTFL exams, the edTPA, and completion of state certification application and payment of state certification fee. Information regarding all state requirements and procedures for certification is available from the certification officer in the department. State requirements are subject to immediate change. Candidates should meet with department advisors each semester and the certification officer for updates in program or application requirements.

Note: The department will make every reasonable attempt to obtain and distribute the most current information regarding Washington State certification requirements, but cannot guarantee that state requirements will remain unchanged.

One-Year Program: M.A.E. Certification

Elementary Program

38 or 42 semester hours (with thesis option)

• Summer I
  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundations of Education (2)
  • EPSY 566: Advanced Cognition, Development, and Learning (2)
  • SPED 583: Current Issues in Exceptionality (2)
  • SPED 577: The Inclusive Classroom (2)

• Fall Semester
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)
  • EDUC 565: Elementary Reading, Language Arts, and Social Studies (2)
  • EDUC 566: Elementary Math and Science (2)
  • SPED 520: Teaching Elementary Students with Special Needs (2)

• J-Term
  • EDUC 528: Reading and Writing Across the K-8 Curriculum (2)
  • EDUC 564: The Arts, Mind, and Body (2)

• Spring Semester
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 568: Internship in Teaching (6)

• Summer II
  • EDUC 590: Culminating Seminar (4)
  • Thesis Option: EDUC 599: Thesis (4)

Secondary Program

36 or 40 semester hours (with thesis option)

• Summer I
  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundations of Education (2)
  • EDUC 556: Critical Issues in Secondary Teaching (2)
  • EPSY 566: Advanced Cognition, Development, and Learning (2)
  • SPED 583: Current Issues in Exceptionality (2)

• Fall Semester
  • EDUC 561: Instructional Methodology for Secondary Teachers (4)
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)

• J-Term
  • EDUC 529: Reading and Writing Across the Secondary Curriculum (2)
  • SPED 577: The Inclusive Classroom (2)

• Spring Semester
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 568: Internship in Teaching (6)

• Summer II
  • EDUC 590: Culminating Seminar (4)
  • Optional Thesis: EDUC 599: Thesis (4)

M.A.E. Alternative Routes to Certification (ARC)

19-25 semester hours

The Master of Arts in Education-Alternative Routes to Certification program includes special pathways designed to meet the needs of individuals who are career changers in high needs areas (such as math, science, special education) or who have prior experience in schools as paraeducators or substitutes.  The M.A.E.-ARC program is heavily, but not entirely, based in the field. During the field-based portion of this program, candidates are assigned mentors in a school district.

The certification portion of the M.A.E.-ARC program begins in June. Beginning in the fall, candidates enter an open ended internship in a K-12 school. If you are currently employed or have strong relationships with a school, we will work with you to explore the possibility of an appropriate internship where you are. Typical internships begin on the first teacher report day of the school year and continue through the school year. In rare cases, early completion can be arranged, however the state requires that all candidates must complete a minimum of one full K-12 semester. During this time, the candidates spend all day, every day in their internship gaining an intimate knowledge of how schools work.

When the candidate and supervisor agree that the candidate is ready and prepared, the university supervisor will oversee the completion of the Teacher Performance Assessment (edTPA), a state-mandated assessment. When the candidate has successfully completed the edTPA and completed his/her student teaching, he/she may be recommended for a Residency Teaching Certificate with the appropriate endorsement(s).

After candidates have completed the initial certification portion of the program, they will have three years to complete the remaining 13-17 credits in the M.A.E. degree. These classes will be made available on nights and weekends so candidates are able to work while finishing the degree.

Elementary Program
25 semester hours

• Summer
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundations of Education (2)
  • SPED 577: The Inclusive Classroom (2)
  • SPED 583: Current Issues in Exceptionality (2)

• Fall Semester
  • EDUC 565: Elementary Reading, Language Arts, and Social Studies (2)
  • EDUC 566: Elementary Math and Science (2)

• J-term
  • EDUC 528: Reading and Writing Across the K-8 Curriculum (2)
  • EDUC 564: The Arts, Mind, and Body (2)

• Spring Semester
  • SPED 520: Teaching Elementary Studies with Special Needs (2)
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 568: Internship in Teaching (6)

Secondary Program
19 semester hours

• Summer
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundations of Education (2)
  • EDUC 556: Critical Issues in Secondary Teaching (2)
  • SPED 583: Current Issues in Exceptionality (2)

• Fall Semester
  • EDUC 561: Instructional Methodology for Secondary Teachers (4)

• Spring Semester
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 568: Internship in Teaching (6)

Candidates have the option to complete the following 17 semester hours within three years to receive the Master of Arts in Education:

• EDUC 510: Teaching Reading and Language Arts (3)
• EDUC 529: Reading & Writing Across the Secondary Curriculum (2)
• EDUC 562: Schools and Society (2)
• EDUC 563A: Application of Technology Tools for Teachers (2)
• EDUC 590: Culminating Seminar (4)
• EPSY 566: Advanced Cognition, Development, & Learning (2)
• SPED 577: The Inclusive Classroom (2)

M.A.E. Non-Certification: International Students Only

The Master of Arts Non-Certification Program provides an avenue for international candidates interested in pursuing a graduate degree in teaching without receiving state certification. To facilitate this, the program encourages candidates to explore their vocation as teachers and to work for meaningful social change by recognizing the perspectives of the students and families in the communities they serve; by providing opportunities for powerful and authentic learning grounded in the lived experiences of their students; by facilitating candidate inquiry into the formulation of critical educational questions; by honoring the vast array of cultural and linguistic resources in classrooms, schools, and communities; and by modeling the skills, habits and ethical passions required for effective democratic citizenship.

The primary aim of the program is to prepare teachers to assume a variety of roles in 21st Century schools. Faculty work with students to develop understandings and skills for their work as leaders, inquirers, and curriculum/instructional specialists.

Program Overview

Students in the M.A.E. Non-Certification Program enroll as part of a cohort in mid-June and continue through the following June.

Prerequisites

For regular admission, applicants must have completed a baccalaureate degree from a regionally-accredited institution of higher education or provide an official evaluation stating that they possess an equivalent degree. See Graduate Programs International Admissions section. A minimum grade point average of 3.00 is required.

Admission/Application

Please visit: www.plu.edu/mae-teaching/

Elementary Program

37 or 41 semester hours (with thesis option)

• Summer I
  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundation of Education (2)
  • EPSY 566: Advanced Cognition, Development, and Learning (2)
  • SPED 583: Current Issues in Exceptionality (2)
  • SPED 577: The Inclusive Classroom (2)

• Fall Semester
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)
  • EDUC 565: Elementary Reading, Language Arts, and Social Studies (2)
  • EDUC 566: Elementary Math and Science (2)
  • SPED 520: Teaching Elementary Students with Special Needs (2)

• J-Term
  • EDUC 528: Reading and Writing Across the K-8 Curriculum (2)
  • EDUC 564: The Arts, Mind, and Body (2)

• Spring Semester
  • EDUC 560: Practicum (2)
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 585: Comparative Education (3)

• Summer II
  • EDUC 590: Culminating Seminar (4)
  • Thesis Option: EDUC 599: Thesis (4)

Secondary Program

35 or 39 semester hours (with thesis option)

• Summer I
  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundations of Education (2)
  • EDUC 556: Critical Issues in Secondary Teaching (2)
  • SPED 583: Current Issues in Exceptionality (2)
  • EPSY 566: Advanced Cognition, Development, and Learning (2)

• Fall Semester
  • EDUC 561: Instructional Methodology for Secondary Teachers (4)
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)

• J-Term
  • EDUC 529: Reading and Writing Across the Secondary Curriculum (2)
  • SPED 577: The Inclusive Classroom (2)

• Spring Semester
  • EDUC 560: Practicum (2)
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 585: Comparative Education (3)

• Summer II
  • EDUC 590: Culminating Seminar (4)
  • Thesis Option: EDUC 599: Thesis (4)

M.A.E. Instructional Leadership Program

32 semester hours (for the preparation of teacher leaders)

The Instructional Leadership Program is not being offered at this time. Please contact the Department of Education at 253.535.7272 for more information.

Concentration Objective

Recognizing that all educators in today’s schools, both teachers and administrators, must work together as education leaders, PLU faculty have designed an innovative program to enhance the skills of 21st Century educators with a focus on leadership. This program is for practicing educators who are committed to enhancing their leadership and instructional roles. It prepares accomplished teachers to become instructional facilitators, mentors and coaches in their respective schools and districts. The program provides opportunities for candidates to both deepen their understanding of effective P-12 instruction and to acquire the knowledge and skills necessary for successful teacher leadership within the context of standards-based educational reform. The program develops the capacity of teacher leaders to guide and support others in the collection and analysis of evidence of student learning. It prepares teachers to provide passionate, informed, and ethical leadership for improvement at the school, district, and state levels. Candidates learn proven strategies to build professional learning communities aimed at developing meaningful and engaging partnerships with families and community stake holders.

Prerequisites

Beyond the general prerequisites, applicants must hold a valid Washington State Professional Teaching Certificate or equivalent, and should ordinarily have successfully completed three years of teaching or related professional experience.A grade point average of at least 3.00 is required. Students not meeting these requirements may be granted provisional status on a case-by-case basis.

Admission/Application

Please visit: www.plu.edu/education/programs/mae-instructional-leadership/

Required Courses

• For teachers who do not hold a professional certificate:
  • EDUC 580: Instructional Theory and Practice I: Culture, Context and Community (4)
  • EDUC 581: Instructional Theory and Practice II: Thinking, Doing and Knowing (4)

• All candidates must take:
  • EDUC 555B: Family and Community Engagement (1)
  • EDUC 558: Reflective Seminar in Teacher Leadership (4)
  • EDUC 582: Instructional Leadership I: Standards-based Teaching, Learning and Assessment (4)
  • EDUC 583: Instructional Leadership II: Teacher Development and the School Improvement Process (4)
  • EDUC 584: Schools and Districts as Learning Organizations (2)
  • EPSY 541A: Assessing Student and Staff Instructional Needs (1)
  • EPSY 541B: Assessing Student and Staff Instructional Needs (1)
  • EPSY 542: Group Dynamics and Instructional Leadership (2)
  • SPED 583: Current Issues in Exceptionality (2)

Entering candidates who demonstrate competencies aligned with Washington State Professional Certificate standards may be awarded up to ten tuition-free credits toward the 32-semester hour degree. Candidates must submit a portfolio for juried review. Guidelines for portfolio submission are available online and in the Department of Education.

M.A.E. Principal and Administrator Program

32 semester credits

This program is currently offering certification only. Applicants must have a master’s degree. The Principal and Program Administrator Program educates creative, energetic, reform-minded administrators for the leadership positions in Washington schools. To achieve this, the program aims to develop leaders that:

• Respond to the diversity of their community
• Engage community support systems
• Understand the purpose and use of accountability measures
• Create an environment of instructional leadership
• Model a deep understanding of the ethical issues in schooling and leadership

Admission/Application For M.A.E. Program, please visit: www.plu.edu/education/programs/mae-principal-program/

For Certification Only Program, please visit: www.plu.edu/education/programs/principal-preparation-program/

Required Courses by Track Option

M.A.E. with Principal or Program Administrator Certification Curriculum

32 semester hours

• EDUC 555B: Family and Community Engagement (1)
• EDUC 576: Personnel Development (3)
• EDUC 577: School Finance (2)
• EDUC 578: School Law (3)
• EDUC 582: Instructional Leadership I: Standards Based Teaching, Learning and Assessment (4)
• EDUC 583: Instructional Leadership II: Teacher Development and the School Improvement Process (4)
• EDUC 595: Internship in Educational Administration (2, 2)
• EDUC 596: Reflective Seminar (1, 1)
• EDUC 593: Culminating Professional Portfolio (2)
• EPSY 541A: Assessing Student and Staff Instructional Needs (1)
• EPSY 541B: Assessing Student and Staff Instructional Needs (1)
• EPSY 542: Group Dynamics and Instructional Leadership (2)
• SPED 583: Current Issues in Exceptionality (2)

Principal or Program Administrator Certification Only Curriculum

16 semester hours

All Candidates required to take:

• EDUC 576: Personnel Development (3)
• EDUC 577: School Finance (2)
• EDUC 578: School Law (3)
• EDUC 595: Internship in Educational Administration (2, 2)
• EDUC 596: Reflective Seminar (1, 1)
• EDUC 593: Culminating Professional Portfolio (2)

Candidates in the Certificate Only program may have equivalencies from their master’s program for the courses listed below (16 semester hours). If they do not have equivalencies, they may need to take these courses as a part of their program in addition to the courses listed above.

• EDUC 555B: Family and Community Engagement (1)
• EDUC 582: Instructional Leadership I: Standards Based Teaching, Learning and Assessment (4)
• EDUC 583: Instructional Leadership II: Teaching Development and the School Improvement Process (4)
• EPSY 541A: Assessing Student and Staff Instructional Needs (1)
• EPSY 541B: Assessing Student and Staff Instructional Needs (1)
• EPSY 542: Group Dynamics and Instructional Leadership (2)
• SPED 583: Current Issues in Exceptionality (2)