This program design is deeply rooted in PA competencies/expected learning outcomes, and structured to build on candidate's knowledge, professional experiences, and advanced academic study. Further, the program is designed for candidates to be able to implement methods, strategies, and research validated methods to provide increased opportunity for immediate impact on student learning and special education programming at school districts, programs that employ and consult with them.
Post-baccalaureate students are in the Graduate Education's target market of current educators who desire evening and weekend courses with traditional, hybrid and online courses and professional experience opportunities. Candidates in the Special Education 7-12 program are required to have an Instructional I or Instructional II certificate.
Candidates for the post-baccalaureate special education 7-12 Pennsylvania certification program must complete the following materials for consideration of acceptance.
The coursework in this proposed program is very specific to the PDE Special Education standards; therefore, for a candidate seeking special education certification, there should be very little to no duplication of coursework. However, if a candidate has previously taken special education courses that match the requirements for any of the proposed courses, consideration of transfer credit will be given on a case by case basis. Candidate is also required to have completed course work which is equivalent to the requirements of the SFU course, EDUC261 Linguistic Diversity in the Classroom. If this course was not completed in the coursework required for instructional I certification, student must complete this course requirement in addition to the program requirements. (§49.13)
Major Paradigm of Courses
The course paradigm was developed by using the Pennsylvania Department of Education Framework for Postbaccalaureate Program Guidelines. Courses will run in a sequence, in the cohort style; beginning in the fall semester. The program is designed to deepen a candidate's knowledge, professional experiences and advance academic studies.
EDUC 571 - Foundations and Advanced Methods of Special Education (fall)
EDUC 572 - Assessment and Evaluation in Special Education (fall)
EDUC 573 - Inclusive and Collaborative Teaching Methods (spring)
EDUC 574 - Positive Behavioral Support for Students with Disabilities (spring)
EDUC 575 - IEP Development and Successful Transitions for Students with Disabilities (summer)
EDUC 527 - Autism Spectrum Disorders - online (fall)
EDUC 576 - High and Low Incidence Comprehensive Seminar (spring)
EDUC 577 - Teaching Diverse Learners (spring)
EDUC 261 - Linguistic Diversity in the Classroom (§49.13)
The Director of Graduate Education will determine, by transcript review, whether any previously completed course(s) fulfill any requirements for this program. The department reserves the right to make the final decision on any transferable course(s).
The comprehensive seminar is a course that focuses on observation and demonstration of teaching competencies as well as participation in seminars that discuss the current issues in transition and special education. Seminar clinical hours should be reflective of certification area candidate is seeking (prek-4 or 7-12). PDE requires candidates to have a strong clinical experience in the specific areas in which they are preparing to teach. Minimum of 150 clinical hours.
Students are required to complete the following certification tests based on their programs.
- Module 1 8011
- Module 2 8012
- Module 1 8015
- Module 2 8016
PDE Certificate - Students must have successfully completed all requirements of the program prior to completing the TIMS online application for approval. There is a fee to add this certificate to an already existing Instructional certificate; to be paid to PDE.