Overview
Want to become a certified teacher and earn a master’s degree at the same time? The Better Educators for Students of Tomorrow (BEST) Master’s program from McDaniel provides the coursework and experiences necessary for initial certification in elementary (Grades 1-6), secondary (Grades 7-12 including biology, chemistry, English, French, German, mathematics, physics, social studies, and Spanish) or Pre-Kindergarten-Grade 12 (art, music, and physical education). Additionally, the BEST program can prepare teachers in the fields of Teaching English to Speakers of Other Languages (TESOL) or Special Education with additional coursework and successful completion of Praxis II.
Candidates who successfully complete the program earn Maryland initial teaching certification and a Master of Science degree.
Key Features of the BEST program include:
• Nationally accredited program. Teaching certification gained through program is accepted by many PreK-12 employers across the U.S. If you are interested in teaching in a state other than Maryland we suggest you contact that state’s department of education and/or local districts of interest to confirm that a Maryland certification is reciprocal.
• Full-time students can obtain a master's degree and initial teacher certification in approximately 2 ½ years.
• Courses offered at times convenient for working adults.
• Extensive classroom experience offers effective instructional strategies and behavioral management techniques.
• Empowers teachers to become continuous life-long learners and reflective practitioners.
Why McDaniel
• Earn a degree that means something - McDaniel is highly regarded throughout MD and PA for teacher education
• Become certified to teach in Maryland
• Small class sizes and engaged faculty ensure that you receive the personal attention you deserve
• Flexible schedules, summer offerings, some online offerings, and classes held in the late afternoon and evening allow you to fit full-time education into your busy schedule
• Extensive field experiences at area public schools provide you with effective instructional practices, classroom management techniques and mentoring
• A combination of theory and effective teaching practices equip you with the skills to handle a variety of classroom environments and learners
• Opportunities to network with peers and school district administrators to make professional connections
• Highly applicable content—apply what you’ve learned in our classroom in your classroom
• Candidates are supported through ongoing and easily accessible advising
• Highly competitive tuition
Admissions Requirements
Initial Admission
• Completed application for graduate study
• Submit the non-refundable application fee
• Official transcripts verifying completion of an undergraduate degree from an accredited college or university with a minimum cumulative grade point average of 2.75
• Three letters of recommendation
• All prospective candidates in the BEST program must successfully complete an in-person interview with a BEST advisor
Full Acceptance
• PRAXIS I, GRE, SAT, or ACT test scores that meet the MSDE minimum requirements
• Complete a criminal background record check through fingerprinting and disclosures
• Completion of all required undergraduate-level content courses
• Secondary Education candidates should have a major in a teaching field or the equivalent coursework in a major related to their area of concentration (min. 30 hours)
• Appropriate Professional Dispositions as determined by the course instructors
Degree Requirements
• Minimum 3.00 G.P.A.
• Successful portfolio review documenting mastery of core teacher standards
• A one-semester full-time teaching internship
• Original research project on a topic related to classroom practice
• Qualifying scores on PRAXIS II (required for certification, not degree)
Courses
| EDU 580 | Learning and Teaching
Note BEST Students only - to be taken concurrently with EDU 580P
An in-depth study of selected learning theories and concepts and their relationship to educational issues and problems. Particular focus will be the application of these theories in the content disciplines and in professional development. | 3 Credits |
| EDU 581 | Linking Instruction and Assessment
Note To be taken concurrently with EDU 580, EDU 580P, and EDU 581P.
Emphasizes planning for whole class, small group, and tutorial instruction on a daily and long-term basis. Includes the development of general and performance outcomes, unit and daily lesson planning and an emphasis on assessment. The study of formative and summative assessment will include standardized criterion referenced assessment, performance assessment, and portfolios. | 3 Credits |
| EDU 594 | Action Research I: Qualitative Methodology
Note To be taken prior to student teaching Internship.
This course answers the question: How do you conduct classroom studies? It is a hands-on (workshop design approach) course that is based on using qualitative methodology and the action research cycle model of: finding a focus, data collection, data analysis, and taking action. The aim of the course is to prepare educators who will be critical and reflective classroom practitioners. Students are expected to identify a classroom topic and then design a mini-study that will allow them to qualitatively collect, analyze, and interpret the resulting data. | 3 Credits |
EDU 595
OR
EDU 602 | Action Research II
This course emphasizes the development and critical analysis of a classroom or school-based research problem. Students will gather data or otherwise address research related to their school based internship. The completed project and subsequent paper will be the candidate’s master thesis/Capstone project.
or (as of 2011 Spring)
Action Research II
Prerequisites EDU 594
Teacher candidates study, measure, and analyze the effect of a unit plan on student learning based on the acquired skills from Action Research I. The project will be designed to address the following questions: What related prior knowledge do students have? How well did students learn the chosen topic? How well did the assessment tool measure student learning? What instructional strategies and interventions would the candidate consider based on student results? Candidates meet requirements for this course by conducting the study during their professional semester while they are engaged in their full time internship. | 3 Credits
OR
2 Credits |
| SOC 508 | Culture and Diversity
This course is designed to enhance understanding of the many different cultural perspectives existing in contemporary society. Students will analyze how culture impacts behavior and the role of cultural awareness and tolerance in facilitating interactions among diverse peoples. Special emphasis will be given to the influence of culture in formal educational settings and the workplace.
General Education Distribution Requirements Contemporary Society | 3 Credits |
| SED 572 | Issues in Inclusive Education
An approach to providing educational services to students in general classrooms who present exceptional needs. A brief history of special education laws and general characteristics of exceptionalities will be presented. Focus will then turn to research-based practices and interventions in inclusive settings. This course does not fulfill requirements in the Special Education master’s program. | 3 Credits |
CloseCourse prerequisites from undergraduate studies: American History, Children’s Literature, Introductory Psychology, Life Science and Physical Science (12 credits), Mathematics (12 credits including MAT 520 Mathematical Foundations). |
| EDU 544 | Teaching Elementary Social Studies
Note Must also be registered for EDU 544P when taken by Teracher Candidates.
This course will examine current trends and practices in the teaching of social studies at the elementary level with an emphasis on creating classrooms with high levels of student involvement. Participants will gain knowledge of effective lesion planning, diversity in instructional delivery and the relevance of assessments before and after social studies instruction. Examination of national, state, and local standards will build an understanding of the ten themes from which social studies education is driven. | 2 Credits |
| EDU 547 | Teaching Elementary Science
Note Must also be registered for EDU 547P when taken by Teacher Candidates.
This course will examine current trends and practices in the teaching of science at the elementary level with an emphasis on creating classrooms with high levels of student involvement. Participants will gain knowledge of effective lesson planning, diversity in instructional delivery and the relevance of assessments before and after science instruction. Examination of national, state, and local standards will build an understanding of the science curriculum and its critical integration with technology, engineering and mathematics (STEM). | 2 Credits |
| EDU 556 | Teaching Standards for Mathematics in the Elementary School
Note Must also be registered for EDU 556P when taken by BEST students.
An analysis of reform-based issues in mathematics education at the elementary level. Methodology related to elementary mathematics is presented. Some of the topical areas are: learning and mathematics instruction, the remedial and enrichment student, geometry, problem solving, measurement, number sense, quantitative literacy and the use of technology in the curriculum. | 3 Credits |
| RDG 521 | Reading Processes and Acquisition
This course examines the acquisition of reading, the foundations of reading development, and the interactive nature of the reading process. The course content addresses cognitive development, language acquisition, phonological awareness, phonics, and vocabulary knowledge in relationship to literacy acquisition. Candidates will also analyze theories related to reading and spelling performance and explore practical applications for the classroom. | 3 Credits |
| RDG 522 | Balanced Literacy Instruction
This course examines theoretical and practical issues related to the design and implementation of a comprehensive balanced literacy program. Candidates will critically analyze and implement developmentally appropriate instructional practices for phonemic awareness, phonics, comprehension, vocabulary, and fluency. The course content addresses the organization and management of balanced reading instruction within the elementary school. | 3 Credits |
| RDG 523 | Assessment for Reading Instruction
This course examines research-supported informal and formal literacy assessment techniques, processes, and instruments within an interactive assessment-instruction framework. The course content incorporates administration, scoring, interpretation, and reporting procedures for a variety of assessment tools. Candidates will analyze and select valid, reliable assessments to screen, diagnose, monitor progress, and measure literacy achievement. Effective instructional intervention techniques will also be addressed. Candidates will apply intervention techniques and the assessment-instruction process to a case study of a struggling primary reader | 3 Credits |
| RDG 524 | Materials for Reading Instruction
This course examines the selection, evaluation, and implementation of instructional materials for a variety of learners. Participants will examine the five essential components of reading instruction and various text formats within the context of a scientifically-based literacy program. The course content will explore the effective use of core and supplementary materials that incorporate quality children’s literature, informational text, leveled book collections, and technology and media resources. Parent-school and school-community collaboration and resources for enhancing independent reading will be addressed. | 3 Credits |
| PSY 502 | Human Growth and Development: Child
A study of the basis for changes and constancies in psychological functioning throughout childhood. Research and theories of development are emphasized. | 3 Credits |
| EDU 596 | Internship and Seminar Primary Grades
Note Must have permission of the program coordinator.
An internship teaching at the primary level of the elementary school. Experiences proceed from introductory participation to the assumption of a full teaching assignment with all related planning responsibilities and the extra-curricular involvement of the professional teacher. Biweekly seminar meetings will address instructional topics pertinent to the internship experience and the subsequent job search. | 4 Credits |
| EDU 597 | Internship and Seminar Intermediate
Note Must have permission of program coordinator
An internship teaching at the intermediate level of the elementary school. Experiences proceed from introductory participation to the assumption of a full teaching assignment with all related planning responsibilities and the extra-curricular involvement of the professional teacher. Biweekly seminar meetings will address instructional topics pertinent to the internship experience and the subsequent job search. | 4 Credits |
CloseCourse prerequisites from undergraduate studies: Earned major in subject area of certification or completion of McDaniel College major and a general psychology course. |
| RDG 532 | Reading in the Content Areas: Part I
This course examines essential components of the reading-to-learn process within the context of the secondary classroom. The course content addresses cognitive strategy instruction, vocabulary acquisition, comprehension development, writing to learn, and the strategic use of textbooks, trade books, and electronic resources. Candidates evaluate instructional techniques for enhancing reader-text interactions and integrating content reading across curricular areas. | 3 Credits |
| RDG 534 | Reading in Content Areas: Part II
This course extends the concepts presented in Part I of Reading in the Content Areas. The course content addresses technical reading and writing, performance-based assessments, multi-genre research, and the integration of reading and writing instruction in secondary classrooms. Candidates explore instructional techniques, and design modifications for at-risk readers and writers. | 3 Credits |
| PSY 503 | Human Growth and Development: Adolescent
A study of the basis for changes and constancies in psychological functioning throughout adolescence. Problems and conflicts associated with emerging adult-hood are explored. Research and theories of development are emphasized. | 3 Credits |
| EDU 598 | Internship and Seminar Middle School
Note Must have permission of the program coordinator
An internship teaching at the middle school level. Experiences proceed from introductory participation to the assumption of a full teaching assignment with all related planning responsibilities and the extra-curricular involvement of the professional teacher. Biweekly seminar meetings will address instructional topics pertinent to the internship experience and the subsequent job search. | 4 Credits |
| EDU 599 | Internship and Seminar High School
Note Must have permission of the program coordinator
An internship teaching at the high school level. Experiences proceed from introductory participation to the assumption of a full teaching assignment with all related planning responsibilities and the extracurricular involvement of the professional teacher. Biweekly seminar meetings will address instructional topics pertinent to the internship experience and the subsequent job search. | 4 Credits |
| Choose the appropriate Instructional Plans course for your area of certification: |
| EDU 610 | Instructional Plans in Mathematics
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 593 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching mathematics, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 611 | Instructional Plans in Science (Biology, Chemistry, Physics)
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 593 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for the student’s teaching field, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 612 | Instructional Plans in Foreign Languages (French, Spanish, German)
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 593 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for the student’s teaching field, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 613 | Instructional Plans in English
Note This course must be taken the semester prior to the final student teaching internship. Must be also registered for EDU 593 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching English, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 614 | Instructional Plans in Social Studies
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 592 or 593 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching social studies, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
CloseCourse prerequisites from undergraduate studies: Earned major in subject area of certification or completion of McDaniel college major and a general psychology course. |
| RDG 532 | Reading in the Content Areas: Part I
This course examines essential components of the reading-to-learn process within the context of the secondary classroom. The course content addresses cognitive strategy instruction, vocabulary acquisition, comprehension development, writing to learn, and the strategic use of textbooks, trade books, and electronic resources. Candidates evaluate instructional techniques for enhancing reader-text interactions and integrating content reading across curricular areas. | 3 Credits |
| RDG 534 | Reading in Content Areas: Part II
This course extends the concepts presented in Part I of Reading in the Content Areas. The course content addresses technical reading and writing, performance-based assessments, multi-genre research, and the integration of reading and writing instruction in secondary classrooms. Candidates explore instructional techniques, and design modifications for at-risk readers and writers. | 3 Credits |
| PSY 502 | Human Growth and Development: Child
A study of the basis for changes and constancies in psychological functioning throughout childhood. Research and theories of development are emphasized. | 3 Credits |
| PSY 503 | Human Growth and Development: Adolescent
A study of the basis for changes and constancies in psychological functioning throughout adolescence. Problems and conflicts associated with emerging adult-hood are explored. Research and theories of development are emphasized. | 3 Credits |
| EDU 600 | Internship and Seminar Elementary (for PK-12 certification areas)
Note Must have permission of the program coordinator.
An internship teaching at the elementary school level. Experiences proceed from introductory participation to the assumption of a full teaching assignment with all related planning responsibilities and the extra-curricular involvement of the professional teacher. Biweekly seminar meetings will address instructional topics pertinent to the internship experience and the subsequent job search | 4 Credits |
| EDU 601 | Internship and Seminar Secondary (for PK-12 certification areas)
Note Must have permission of the program coordinator.
An internship teaching at the elementary school level. Experiences proceed from introductory participation to the assumption of a full teaching assignment with all related planning responsibilities and the extra-curricular involvement of the professional teacher. Biweekly seminar meetings will address instructional topics pertinent to the internship experience and the subsequent job search | 4 Credits |
| Choose the two (2) appropriate Instructional Plans courses for your area of certification: |
| EDU 615 | Instructional Plans in Elementary Art
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 592 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching elementary art, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 616 | Instructional Plans in Secondary Art
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 593 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching secondary art, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 617 | Instructional Plans in Elementary Music
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 592 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching elementary music, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 618 | Instructional Plans in Secondary Choral Music
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 593 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching secondary choral music, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 619 | Instructional Plans in Secondary Instrumental Music
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 593 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching secondary instrumental music, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 620 | Instructional Plans in Elementary Physical Education
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 592 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching elementary physical education, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
| EDU 621 | Instructional Plans in Secondary Physical Education
Note This course must be taken the semester prior to the final student teaching internship. Must also be registered for EDU 593 when taken by BEST students. BEST students must be matriculated.
This course includes 150 minutes of class meeting a week AND a 6 hour weekly field experience (one full day) for participation and micro-teaching in a Maryland Professional Development School. An in-depth study of specific methods for teaching secondary physical education, classroom management techniques applicable to the discipline, and varied behavioral management strategies including affective concepts are included. | 3 Credits |
CloseNote:
An exit portfolio and Action Research project are certification and degree requirements. Praxis II test scores that meet MSDE minimum score is a certification requirement.
Faculty
Dr. Susan Travetto, Program Coordinator, PreK-12 Art and Music Education
stravetto@mcdaniel.edu
410-857-2511
Dr. Andria Hoffman, Program Coordinator, PreK-12 Physical Education
ahoffman@mcdaniel.edu
410-386-4014
Dr. Kenneth Pool, New Student Advisor and Program Coordinator, Special Education
kpool@mcdaniel.edu
410-857-2524
Peg Kulow, Program Coordinator, TESOL
mkulow@mcdaniel.edu
410-871-3117
Career Opportunities for Graduates
"McDaniel's B.E.S.T. program not only taught me how to be an effective educator but also developed my personal strengths in order to teach students in the most effective manner. The program's professors and mentor teachers are world-class, as they dedicate their time and efforts to bettering your education. I currently teach at an IB/MYP (International Baccalaureate/Middle Years Programme) school where there is a stringent focus on curriculum, instructional methods, and assessment. McDaniel's Education Department pushed me to be ready for such a challenge and I wouldn't be where I am today if it wasn't for McDaniel. I'm honored to call myself an alumnus." ~Jay Eaton '12
The BEST Program prepares graduates for the following career paths:
-
Certified teacher in Elementary
-
Certified teacher in secondary biology, chemistry, English, French, German, mathematics, physics, social studies, and Spanish
-
Certified teacher in PreK-grade 12 art, music or physical education
-
Certified teacher in TESOL (with additional coursework and successful completion of Praxis II)
-
Certified teacher in Special Education (with additional coursework and successful completion of Praxis II)
FAQs
1. How do I apply?
Go to How to Apply for application procedures and forms.
2. Is there a GPA requirement?
Yes, a 2.75 cumulative undergraduate GPA
3. How long does it take to complete the BEST Program?
The program can be completed in as little as 2 ½ years while maintaining a full-time courseload. You must complete practicum experiences and full-time student teaching to complete the program. The program must be completed within six years.
4. Is there a thesis requirement?
In lieu of a master’s thesis, candidates must complete the following while maintaining a minimum 3.0 GPA:
• Successful portfolio review documenting mastery of key teaching skills
• One-semester teaching internship
• Original research project on a topic related to classroom practice
5. Who can I contact for more information?
General questions about the program can be directed to Dr. Susan Travetto at stravetto@mcdaniel.edu or 410-857-2511. She can answer your questions and direct you to an academic advisor.
