McDaniel College has successfully trained teachers for over 110 years. Our program is accredited based on the National Council for Accreditation of Teacher Education (NCATE) standards 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 (PDF).
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.
Merritt 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 (BA) 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, an associate superintendent, and served seven years as the assistant state superintendent for Instruction and Staff Development at the Maryland State Department of Education.
Assistant Professor Rebecca Gibson
(Ph.D., University of Maryland), has a background as a reading specialist that has impacted her research interests, including early intervention and beginning literacy learners. She’s especially interested in vocabulary acquisition in children, the role of nonfiction texts in primary classrooms, and emergent/beginning writing development and instruction in young learners.
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://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), a former superintendent at the Indiana Deaf School, lays foundation of American Sign Language (ASL)/English bilingualism to both current & prospective elementary & secondary teachers of Deaf and hard of hearing children.
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), a reading specialist with professional interests in reading assessment, strategic reading instruction, literacy coaching and the continuous school improvement process, who teaches undergraduate content literacy courses, coordinates and teaches in the Reading Specialist: Literacy Leadership Program, and directs a summer reading initiative in collaboration with the local school system.
Associate Professor Julia Orza
(Ph.D., University of Connecticut), whose research interests focus on diversity and multiculturalism and empathy, teaches courses in Diversity-sensitive Counseling, Person-centered Therapy, The Art of Counseling, and Group Dynamics and is an active facilitator and speaker for diversity-sensitivity training in Maryland and Pennsylvania.
Professor Henry Reiff
(Ph.D., University of New Orleans), who has authored or co-authored five 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 published “Teaching for the Lifespan: Successfully Transitioning Students with Learning Differences to Adulthood,” a practical guide that makes transition planning to help students with learning differences navigate adulthood successfully. It provides pedagogical practices to enhance students’ strengths and abilities for life-long achievement.
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.
Assistant Professor Barbara Swartz
(Ph.D., University of Virginia), has professional interests in preparing successful teachers of mathematics at all levels with a passion for utilizing technology to enhance the mathematics in the classroom, assists with the Brookhill Foundation supported Elementary Mathematics and Teacher Leaders Project (ems&tl) directed by Dr. Francis (Skip) Fennell, and teaches mathematics courses, pedagogy courses for both elementary and secondary mathematics, and technology integration courses.
Coordinator of Teacher Professional Development Robin Townsend
(M.S., McDaniel College), professional year advisor and internship coordinator with 37 years experience as a teacher, assistant principal and principal in the public school system; recipient of the Joseph R. Bailer Award in recognition for contributions to education; committed to building the capacity of future and current teachers to positively impact student achievement and to improving the quality of instruction at all levels.
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, email@example.com.
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) http://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.
Recent student–faculty research collaboration
|Jessica Michaelson||Dr. Francis (Skip) Fennell||EMIL and MS thesis - STEM focus|
|Ruth Schnauble||Dr. Francis (Skip) Fennell||EMIL and MS thesis - Focus on the use of Bar Models in Teaching Addition and Subtraction|
"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 2015-16 initial certification program completers passed the PRAXIS II examination as required for certification.
All 2015-16 Completers were located by the spring of 2017. 97% were employed the field of PreK-12 education as teachers, substitutes, or instructional assistants; the one remaining completer is fulfilling an ROTC obligation. 76% of 2015-16 Completers are full-time classroom teachers.
Data on Candidates Completing the Education Program Five Years Ago:
- 49 of the 54 2011-12 Completers could be located (90.7%)
- 44 of the 49 located Completers actually became teachers (89.8%)
- 32 of the 44 employed Completers (72.7%) have taught for all 5 of the years since completing the education program at McDaniel College
- 7 of the 44 employed Completers (15.9%) began teaching at sometime within the first five years
- 5 of the 44 employed Completers (11.4%) left teaching at some point within the first 5 years since leaving McDaniel College.Nationally, it is reported that approximately 50-65% of beginning teachers leave within the first five years of teaching. We are proud that our graduates get jobs and have significantly higher than average retention rates.