McDaniel College has successfully trained teachers for over 110 years. Our program is accredited by the National Council for the Accreditation of Teacher Education (NCATE) and prepares candidates in:
- Elementary education (grades 1-6)
- Secondary education (grades 7-12 in Biology, Chemistry, English, French, German, Mathematics, Physics, Social Studies, or Spanish)
- PreK-12 in art, music, or physical education
McDaniel’s program is approved by the Maryland State Department of Education and leads to certification in Maryland and the more than 45 states involved in the Interstate Reciprocity Agreement.
Our candidates benefit from the mentoring of classroom teachers in our Professional Development Schools in the surrounding area. Candidates get out in the schools early in their program and often and are well-prepared for the first year of teaching in their own classrooms after graduation.
Academic Hall, 2nd floor
Dr. Margaret Trader
After decades of experience preparing some of the top teachers in the state and in the nation, we’ve found that the best teachers have a strong academic background in the subjects they teach and a solid foundation in the liberal arts. To reach this ideal combination of content expertise and teaching proficiency, McDaniel students major in their desired academic area to build their content knowledge and minor in Education to perfect their teaching skillset.
Early field experiences in McDaniel’s Professional Development Schools give students the opportunity to apply their coursework and work side by side with highly qualified mentor teachers. After completing their approved program, a candidate’s documentation is presented to the Maryland State Department of Education for initial certification.
During the final full-time internship semester:
- Elementary education teacher candidates complete 12 credits of full-time internship at the primary and/or intermediate grade levels in a Professional Development School.
- Secondary education teacher candidates complete 12 credits of full-time internship at the middle and high school levels in a Professional Development School.
- PK12 certification teacher candidates complete 12 credits of full-time internship at the elementary and secondary levels.
Candidates have several options in completing the Education minor:
- Completing the minor at the same time as a major and receiving a Bachelor of Arts (BA) degree
- Completing a major and all minor requirements but the final full-time internship, receiving the Bachelor’s degree (BA), and returning for one semester after graduation to complete the full-time teaching internship
- Completing the major and specific courses at the graduate level and receiving both a Bachelor’s (BA) and a Master’s degree (MS) through one of McDaniel’s various 5 year program tracks.
McDaniel College offers 5-year programs resulting in a Bachelor’s degree (BS) and a Master’s degree (MS) in the following areas:
Interested students should contact the Education Department Chair as soon as possible to discuss the minor and a program plan for meeting the requirements for certification.
Interested in other 5-year programs at McDaniel? Check out the graduate program.
Associate Professor and department chair Margaret Trader
(Ph.D., University of Maryland), an expert in educational policy and curriculum and instruction, has taught middle and high school English, has been an assistant principal, an English supervisor, a director of curriculum, and an associate superintendent, and served seven years as the assistant state superintendent for Instruction and Staff Development at the Maryland State Department of Education.
Associate Professor and elementary education advisor Sharon Craig
(Ed.D., University of Maryland), specializes in reading assessment and instruction and reading difficulties, including prevention, intervention, and remediation, and teaches Processes and Acquisition of Reading, Balanced Reading Instruction and Materials, and Assessment of Reading Instruction. She also specializes in writing assessment and instruction: Mentoring Young Writers and Teaching Informational and Argument Writing with Children’s Literature.
Professor of Education and Graduate and Professional Studies Francis “Skip” Fennell
(Ph.D., The Pennsylvania State University), the inaugural recipient of the L. Stanley Bowlsbey Chair in Education and Graduate and Professional Studies, is an internationally renowned expert in mathematics education who developed the first graduate program for elementary mathematics teachers in Maryland and is the recipient of a lifetime achievement award from the National Council of Teachers of Mathematics, has dedicated his professional life since 1966 to mathematics education, with an emphasis on the elementary and middle grades, serving from 2006-2008 as president of the National Council of Teachers of Mathematics. (NCTM), the world’s largest and most influential mathematics education organization. For more information, visit Skip's websites: http://www.ffennell.com and http://www.mathspecialists.org.
Professor Ramona Kerby
(Ph.D., Texas Woman’s University), whose professional interests include children’s and young adult literature, collection development, and writing, is an expert in school librarianship, has written 11 books for children and young adults including “Owney, the Mail-Pouch Pooch,” and coordinates the college’s graduate certificate program in writing for children and young adults. For more information, visit Mona's websites: http://www2.mcdaniel.edu/slm/ and http://monakerby.com.
Associate Professor Ochieng K'Olewe
(Ed.D., West Virginia University), whose research interests include school curriculum and identity in Africa, the history of school curriculum reform in Africa, and action research in the social studies classroom, teaches Planning and Evaluating Instruction.
Associate Professor Eddy Laird
(Ph.D., Lamar University), is a specialist in American Sign Language and ASL and Deaf Studies counseling, who also serves as the assistant coordinator of the college’s American Sign Language (ASL) Specialist Program and has acted as the assistant coordinator of McDaniel’s ASL and Deaf Studies undergraduate minor.
Associate Professor Janet Medina
(Psy.D., Alfred University), has professional interests in psychological foundations of education, multiculturalism and diversity, special education, issues related to postsecondary students with disabilities, Universal Design for Learning and Instruction [UDL/UDI] and Assistive Technology, diagnostic assessments, and bilingual special education.
Professor Debra Miller
(Ph.D., University of Maryland), is a reading specialist with professional interests in reading assessment, strategic reading instruction, and the continuous school improvement process, who teaches courses in reading in content areas and directs a summer literacy program in collaboration with local schools.
Associate Professor Julia Orza
(Ph.D., University of Connecticut), whose research interests focus on diversity and multiculturalism and at-risk adolescents, teaches courses in Diversity-sensitive Counseling, Lab Practicum, The Art of Counseling, Orientation to Counseling, and Advanced Field Practicum and is an active facilitator and speaker for diversity-sensitivity training in Maryland and Pennsylvania schools.
Professor Henry Reiff
(Ph.D., University of New Orleans), who has authored or co-authored four books and more than 40 articles and whose expertise on learning disabilities has been shared in over 100 presentations around the country, has most recently pubished “Self-Advocacy Skills for Students with Learning Disabilities,” a comprehensive guide to help students with learning differences gain admission into competitive colleges and achieve academic success toward professional and lifelong goals.
Associate Professor Mark Rust
(Ph.D., Capella University), who taught at the Maryland School for the Deaf for 22 years before coming to McDaniel to coordinate the graduate Deaf Education program, is author of several research and scholarly papers on Deaf Education, including the education of deaf children in developing countries, and leads a Jan Term trip to the Dominican Republic working in schools for the deaf.
Associate Professor Simeon Schlossberg
(Ph.D., University of Connecticut), whose specialty and research areas include conduct disorder in adolescents, bullying and community counseling, teaches Introduction to Counseling, Diagnosis and Mental Health Counseling, Lab Practicum and Advanced Field Practicum.
Coordinator of Teacher Professional Development Susan Travetto
(Ed.D., University of Maryland), professional year advisor and internship coordinator whose passion is preparing knowledgeable, caring and reflective teachers, has experience as a teacher, guidance counselor, school administrator, and school improvement coordinator as well as working with state education policy at the Maryland State Department of Education.
Professor Thomas Zirpoli
(Ph.D., University of Virginia), holder of the Laurence J. Adams Distinguished Chair in Special Education, is an expert in special education and behavior management whose most recent book is “Behavior Management: Applications for Teachers and Parents” and is both program coordinator and President/CEO of Target Community & Educational Services, Inc., a nonprofit organization serving adults with disabilities throughout Maryland.
McDaniel College has formal Professional Development School (PDS) partnerships with 20 schools within a short drive from the campus. These partnerships insure that students enrolled in the education minor have internship opportunities in public schools that understand the needs of developing teachers. The teachers and administrators in the Professional Development Schools partner with McDaniel staff and faculty to provide growth opportunities for both the teacher candidate and the public school students.
The following schools have this partnership with McDaniel College:
Cranberry Station Elementary School
Eldersburg Elementary School
Elmer Wolfe Elementary School
Linton Springs Elementary School
Mt. Airy Elementary School
Parr's Ridge Elementary School
Sandymount Elementary School
Taneytown Elementary School
Winfield Elementary School
International Honor Society in Education
McDaniel College hosts a chapter of Kappa Delta Pi, the international honor society in Education, whose mission it is to sustain an honored community of diverse educators promoting excellence, advancing scholarship, leadership and service. To be eligible for membership students must have completed at least 30 credit hours of collegiate course work, have at least 12 credit hours in Education coursework, and demonstrate a cumulative GPA of 3.0 or greater. For more information about Kappa Delta Pi contact Dr. Susan Travetto, firstname.lastname@example.org.
McDaniel College has programs in education approved by the Maryland State Department of Education in the following areas: Initial teaching certification areas of art, biology, chemistry, elementary education, English, French, German, mathematics, music, physical education, social studies, special education, and Teachers of English as a Second Language (TESOL); and Advanced education programs at the graduate level in counselor education, curriculum and instruction, deaf education, educational administration, elementary mathematics instructional leader, reading, school library media, special education and Teachers of English as a Second Language (TESOL).
The Education Department at McDaniel College is accredited by the National Council for Accreditation of Teacher Education (NCATE) www.ncate.org. This accreditation covers initial teacher preparation programs and advanced educator preparation programs. NCATE is recognized by the Maryland State Department of Education, the U.S. Department of Education and the Council for Higher Education Accreditation to accredit programs for the preparation of teachers and other professional school personnel.
"The Education department here at McDaniel continues to provide its students with immense preparation and opportunity in various subject areas, in professional development, and in constant classroom experience. My knowledge continues to grow semester by semester and I already feel more than prepared for my experience as a student teacher and beyond." ~Brittany Tyler '14
100% of 2011-12 initial certification program completers passed the PRAXIS II examination as required for certification.
Of the completers in 2011-12, 92.5% were employed in the teaching field as teachers, substitutes or instructional assistants.
Of the completers in 2007-08 academic year who began teaching immediately after completing the program, 92% were still teaching 5 years later. Nationally, it is reported that approximately 50% of beginning teachers leave within the first five years of teaching. We are proud that our graduates have a significantly higher than average retention rate.