Education/Teaching (BA/MA)

5-year Program

Through diverse instructional strategies, dual certifications, and international internship opportunities, the combined five-year bachelor's and master's degree program for teacher certification offers a set of degrees that prepare teachers to meet the learning needs of all children, and are also highly marketable to potential employers.

Teacher standing at front of classroom

Program Locations

Available Majors

  • Elementary Education/Liberal Arts
  • Early Childhood Education/Liberal Arts
  • TESOL/Liberal Arts

Teacher Education Programs 

  • Elementary Education 
  • Elementary and Special Education
  • Elementary and Early Childhood Education
  • Art N-12
  • Vocal Music N-12
  • Secondary Education 
    • Art
    • Biology
    • Business
    • Chemistry
    • Computer Studies
    • English
    • ESOL
    • History
    • Mathematics
    • World Languages (French, Spanish)
    • Physics 
    • Social Studies

Dual Certifications

Unlike many other teacher preparation programs, most of our program completers are dual certified (in two, three or even four content areas).

The goal is to prepare teacher candidates to be able to teach all children regardless of learning style, differentiated or special needs, and racial or socio-economic status.

Dual or multiple certifications also increase the marketability of our graduates, furthering opportunities for meaningful employment.

Examples

  • Elementary Education, Early childhood Education, Special Education and TESOL
  • Mathematics and TESOL
  • Social Studies and Special Education

Additional Study Options

Some teacher candidates choose to explore other BA/MA areas of specialization. Examples include:

Check with your advisor to learn more about options that might be of interest to you.

Courses

  • Technology for Instruction and Management: EDU-300 (3 credits)

    Provides prospective classroom teachers with opportunities for planning, designing and producing projects that support the instructional needs of students in grades K-12, including best practices for the integration of technology into curriculum with state and national technology standards. Students complete a variety of projects to develop skills in word processing, Web page development, computer presentations and other technologies. For education majors only. [3 credits]

  • Educational Psychology: EDU-301 (3 credits)

    Examines stages of the cognitive, affective and physical domains of student development. Includes analysis and discussion of basic theories of learning and teaching and their applications to classroom situations including diversity and individual differences as factors influencing student learning (including socioeconomic diversity, cultural diversity and the needs of special education students, gifted and talented education and English Language Learners), motivation and classroom management. Assessment issues including formal and informal assessment, norm referenced and criterion referenced testing, and the implications of assessment measures (such as the Maryland Common Core Curriculum Standards) for learning and teaching are also examined. Includes student-centered approaches to learning (including service-learning activities). Recommended prerequisite: PSY-203. [3 credits]
  • Elementary School Reading Materials: EDU-303 (3 credits)

    Assists participants in selecting and evaluating materials for teaching reading and developing related skills that are consistent with the findings of scientifically based reading research. Strengthens understanding of research-supported programs, approaches and methods to address different levels of reading proficiency within the classroom and thereby enable all students (G&T, ELL, Special Needs, etc) to become strategic, fluent and independent readers. Participants will use a variety of texts and other materials to promote independent reading. Participants will be prepared to involve parents and members of the school and community to promote daily reading inside and outside of school. Throughout the course, participants will apply key concepts to various group and individual tasks and projects, including discussions and simulations. [3 credits]

  • Social Studies in the Elementary School: EDU-307 (3 credits)

    Provides a conceptual and analytical approach to teaching and learning social studies in the elementary school. Emphasis on integration of content and process through use of experimental, activity and inquiry approaches to meet the needs of diverse learners. Includes information related to selecting instructional resources, developing curriculum materials and integrating concepts, skills and values as well as understanding InTASC standards #4-8. Requires construction of learning materials and peer teaching. Permission required. Prerequisite: PRAXIS I, EDU-301, 309. [4 credits]

  • Issues in ESOL: EDU-308 (3 credits)

    Introduces students to the field of ESOL and provides an overview of the different types of instructional programs and approaches for teaching English as a second language to students from K-12 to post-secondary level, including bilingual education. Special emphasis is placed on the role of cultural background in language development and academic achievement in the U.S. classroom. We will discuss legal and political trends as they pertain to ESOL students in various educational settings, and we will explore the impact of the "No Child Left Behind Act" on ESOL students and instructional programs in general. [3 credits]
  • Instruction in Reading: EDU-309 (3 credits)

    Increases the participant's familiarity with a representative array of research-based instructional techniques and strategies in reading. Participants will learn age-appropriate instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension). Throughout the course candidates will demonstrate their knowledge of the instructional routines and strategies by role-play, live demonstration, critiquing models, using the Common Core Reading Standards and reviewing the research in support of those approaches. Prerequisite: PRAXIS I. [4 credits]
  • Mathematics in the Elementary School: EDU-310 (3 credits)

    Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis on National Council of Teachers of Mathematics (NCTM) Standards, InTASC standards #4-8, and implementation of the Common Core Mathematics standards in instruction. Focus on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. Permission required. Prerequisite: PRAXIS I, EDU-301, 309. [4 credits]

  • Science in the Elementary School: EDU-312 (3 credits)

    Integration of basic concepts of physical, life, earth and space sciences. Emphasis on discovery of concepts through demonstrations and investigations. Addresses the three domains of science education: knowledge, skills and attitudes. Attention given to National Standards, the Common Core Science Standards, InTASC standards #4-8, and the use of indicators in planning, instruction and assessing. Includes preparation of a science unit and microteaching experience. Permission required. Prerequisite: PRAXIS I, EDU-301, 309, 310. [4 credits]

  • Curriculum/Methods and Materials For the Young Child: EDU-315 (3 credits)

    Presents curriculum, methods and materials for early childhood programs, preschool through primary grades. Family and community involvement strategies. Instruction in planning, implementation and assessment of interdisciplinary activities to stimulate cognitive, linguistic, social and motor development to meet the diverse needs of learners. Prerequisite: EDU-301. [4 credits]
  • Methods and Materials for ESOL: EDU-346 (3 credits)

    Familiarizes students with the InTASC standards #4-8, methods and materials available to the ESOL teacher. Analyzes a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials and the Internet. Students will develop techniques for effectively teaching the four language skill areas in well-designed courses while also adapting standards-based content to the needs of ESOL students. [3 credits]

  • Assessing Second Language Acquisition: EDU-347 (3 credits)

    Introduces the student to various assessment techniques that are used in ESOL teaching. Examines traditional testing techniques, along with more recently developed alternative (authentic) methods for assessing second language learning, focusing on the four language skills: reading, writing, listening and speaking. Communicative competence in general will be stressed. n addition, we will critically evaluate the ESOL assessment methods used for placement purposes by various local public school systems as well as placement tests used for adult and higher education. [3 credits]
  • Processes and Acquisition of Reading: EDU-357 (3 credits)

    Assists pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development. The course is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structure including spoken syllables, phonemes, graphemes and morphemes is included. Using current research-based strategies, participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development, gifted and talented and other exceptionalities. Throughout the course, candidates will demonstrate their knowledge of concepts and skills through a variety of tasks such as assessing their ability to identify linguistic units, observations of students and analysis of student work, and presentations of research summaries. [3 credits]

  • Techniques of Teaching Reading and Writing to Students With Limited English Proficiency: EDU-360 (3 credits)

    Focuses on theories, methods and techniques for the teaching of reading and writing to English language learners. Includes information on the process of learning to read and write, strategies, reading behaviors and measurement of progress. A key element of the course will be the development of instructional materials for ESOL K-12 students at all proficiency levels. The course will foster a commitment to teaching and to professional growth and development. [3 credits]
  • American Education in Historical Perspective: EDU-402 (3 credits)

    Surveys major developments in the history of American education from colonial times to the present. Examines influential persons, ideas and institutions in the context of American society. Education and public policy, legal issues, priorities and innovations in American education reviewed from a critical perspective. [3 credits]
  • English Grammar for ESOL Teachers: EDU-440 (3 credits)

    Analyzes the grammar of American English in detail, with an emphasis on those areas of English grammar that tend to present problems for ESOL/EFL students. Students will learn how to teach grammar, including how to contextualize grammar instruction in thematic lessons. Included will be a discussion of how grammar instruction fits into current trends in language teaching. [3 credits]
  • Assessment of Reading: EDU-460 (3 credits)

    Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing and how to administer, score and interpret the results of these various assessments. Instructional decisions regarding the educational program of the child, and his/her diverse needs will also be examined. [3 credits] NOTE: Please refer to cohort schedule. Additional clas times may meet in previous semester.
  • Human Development and Learning: EDU-519 (3 credits)

    Explores selected aspects of human development related to learning and instruction. Major psychological concepts and learning theories will be examined and applied to the context of education. Emphasis will be placed on understanding InTASC standards #1-3 and 9-10, cognitive and affective domains of development as well as behavior management, motivation, individual differences in learning and instructional practices. Includes reflection, classroom activities, educational philosophy and class-room instruction. [ 3 credits ]

  • Internship: Student Teaching in the Elementary School: EDU-602 (3 credits)

    Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.
  • Internship: Student Teaching in Early Childhood Education: EDU-603 (3 credits)

    Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.
  • Analytic, Reflective and Research Seminar: EDU-604 (3 credits)

    Enables students to develop and apply skills, knowledge and abilities in the construction and implementation of action research plans for the improvement of classroom teaching and learning. A structured series of learning activities will be assigned to develop skills in research methodology and data analysis. Students will be provided experience in the analysis and interpretation of their endeavors and the opportunity to gauge the extent to which the application of learned skills facilitates educational problem solving. Instruction integrated with activities of the appropriate internship. Concurrent enrollment in the internship expected; exception by permission of MAT coordinator only. [ 3 credits ]
  • Internship Tesol: EDU-611 (6 credits)

    Provides a full-time internship in TESOL education in public schools. Gradual introduction into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning), and in instructing and assessing English language development for students of other languages with limited English proficiency. Supervision by master teacher and college supervisor. [ 6 credits ] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.
  • Child and Adolescent Development: PSY-203 (3 credits)

    Surveys development from conception through adolescence. Explores methods of developmental research, major developmental theories, ways to analyze evidence generated through research, social and behavioral traits and the impact of cultural context on development. Applies concepts to teaching, parenting and working with children. Prerequisite: PSY-101 or status as an elementary education major. PSY-101 is strongly recommended for elementary education majors and will improve student performance in this course. [3 credits]
  • Methods of Teaching Students With Special Needs: SPE-321 (3 credits)

    Provides the student with methods to facilitate the teaching of students with diverse learning needs. Course content includes cognitive processing, classroom management and organization strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing student progress are explored. Current trends and issues in special education are included as well. [3 credits]
  • Special Education for the Classroom Teacher: SPE-326 (3 credits)

    Includes brief history as well as legal foundations of current special education models and practices. Explores characteristics of students with disabilities as well as at-risk populations in general education. Addresses the responsibilities of educators, exploring generic strategies for programming for special needs students in the general education classroom, including the Common Core Standards. Required for all Maryland teachers. [3 credits]
  • Communication Skills for the Special Educator: SPE-337 (3 credits)

    Addresses human relations, communication and informal counseling skills and their critical role in meeting the diverse needs of students with disabilities. Explores role of the special educator as a member of an interdisciplinary team. Includes research on parent/teacher attitudes, roles and responsibilities. Presents models and techniques for effective interface with parents as well as other professionals encountered in the process of holistic programming. Additional topics include parent training, advocacy, multicultural considerations and accessing community services. [3 credits]

  • Assessment in Special Education: SPE-344 (3 credits)

    Introduces diagnostic processes used in special education. Includes student-conducted informal and formal assessments as well as analysis, interpretation and presentation of test results. Covers prescriptive techniques and instructional planning as well as current trends in student assessment. Addresses P.L. 94-142, COMAR and other related legislation. Permission required. Prerequisite: SPE-201 and SPE-326. [3 credits]
  • Elementary Curriculum Design and Adaptation: SPE-421 (3 credits)

    Applies principles for adapting curriculum to special needs students at the elementary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisites: SPE-201, 326. Permission required. [3 credits]
  • Internship: Teaching in Special Education: SPE-475 (6 credits)

    Provides student with opportunities for full-time supervised teaching in a special education program in diverse Baltimore area schools. Prerequisite: SPE-373. Permission required. Teaching internship fee required. [6 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Course Matrix for Women's College Elementary Education BA/MAT Degrees

Required Professional Courses Bachelor of Arts Degrees - Elementary Education

*Notes - Some 300 and 400 level classes are taken as an undergraduate student

Elem. Educ.

Elem. & Special Educ.

Elem. & ECE

Elem. & TESOL

Elem, ECE, & Special

Elem, ECE, Special, & TESOL

EDU-300 or 556 Technology for Instruction and Management

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-303 or 510 Elementary Reading Materials

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-357 or 509 Processes & Acquisition of Reading

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-301 Educational Psychology AND PSY 203 Child and Adolescent Development (for 6 credits) OR

EDU-519 Human Development and Learning

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-307 Social Studies in Elementary School AND

312 Science in Elementary School (for 6 credits) OR

513 Science and Social Studies in Elementary School

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-308 or 508 Issues in ESOL

     

3 credits

 

3 credits

EDU-309 or 542 Instruction in Reading

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-310 or 592 Mathematics in the Elementary School

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-312 Science in the Elementary School

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-315 Curriculum Methods/Mat. for the Young Child

   

3 credits

     

EDU-346 or 546 Methods and Materials ESOL

     

3 credits

 

3 credits

EDU-347 or 547 Assessing Second Language

     

3 credits

 

3 credits

EDU-360 or 586 Techniques of Teaching Reading & Writing to Students with Limited English Proficiency

     

3 credits

 

3 credits

EDU-402 American Education in Historical Perspective

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-440 or 596 English Grammar for ESOL Teachers

     

3 credits

 

3 credits

EDU-460 or 511 Assessment of Reading

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU 602 Internship in the Elementary School

6 credits

3 credits

3 credits

3 credits

3 credits

3 credits

EDU-603 Internship in Early Childhood Education

   

3 credits

     

EDU 604 Analytic/Reflection/Research Seminar

3 credits

3 credits

3 credits

 

3 credits

3 credits

EDU-611 Internship in TESOL Education

     

3 credits

 

3 credits

PSY-203 Child and Adolescent Development

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

SPE-326 or 526 Special Education for the Classroom Teacher

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

SPE-337 or 576 Communication Skills for the Special Educator

 

3 credits

   

3 credits

3 credits

SPE-321 or 546 Methods of Teaching Students with Special Needs

 

3 credits

   

3 credits

3 credits

SPE-344 or 544 Assessment in Special Education

 

3 credits

   

3 credits

3 credits

SPE-421 or 570 Elementary Curriculum Design and Adaptation

 

3 credits

   

3 credits

3 credits

SPE-475 or 601 Internship in Special Education

 

3 credits

   

3 credits

3 credits

TOTAL

45 credits

57 credits

48 credits

57 credits

57 credits

75 credits

ECE = Early Childhood Education TESOL = Teachers of English for Speakers of Other Languages

Some programs may require coursework during the summer and/or winterim. These six certification pathways do not cover the full range of possibilities.

What to Expect Studying at Notre Dame of Maryland University

With award-winning teacher certification programs nationally recognized by the National Council for Accreditation of Teacher Education, you can expect to benefit from small class sizes, expert faculty, and practical field experiences.

Alum
Emily Jordan
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What's Next: 4th Grade Teacher at Church Creek Elementary School

Alum, NDMU Class of 2017 Education/Teaching (BA/MA)

NDMU forced me to grow into a woman that is going to transform the world! I walk into a classroom knowing I can command the classroom and be the best teacher I can be. My NDMU experience gives me the confidence and skills needed to pursue my passion!

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Internship Opportunities

Internship placements are in professional development school environments through collaborative arrangements between Notre Dame and area school systems.

Teach Abroad

Education Careers

Graduates of NDMU are highly recruited for employment; many are offered teaching contracts even before completing their program of study.

See Our Award-Winning Teachers

For many, this first step in teaching leads to an entire career as a classroom teacher; for others it becomes a springboard for other education-related opportunities:

  • Master Teacher
  • Counselor
  • Media Specialist
  • Reading Specialist
  • Math Specialist
  • STEM Specialist
  • Curriculum Specialist
  • School-Based Administrator
  • Professional Development Coordinator

Veterans

As an approved provider of teacher certification in Maryland, Notre Dame also participates in the Troops to Teachers program.

Troops to Teachers