College of Education

Founded 1919

Dr. Gregory M. Anderson, Dean
245 Ritter Hall
1301 Cecil B. Moore Avenue
Philadelphia, PA 19122-6091
215-204-8017
COEdean@temple.edu

http://education.temple.edu/ 

Mission Statement

The College of Education at Temple University promotes education — in schools, in the workplace, in organizations, and in the community — as a critically important way to achieve social justice. Our mission is to prepare our students to become agents of change who employ cutting-edge understandings and evidence-based practices in whatever settings they work. Our faculty include experts in early childhood/elementary, middle-grades, and secondary teacher education; career and technical education; special education; teaching English to speakers of other languages; leadership; higher education; urban education; adult and organizational development; counseling psychology; school psychology; and applied behavior analysis.

In our research, we work both to conduct well-designed investigations that have the potential to improve learning and teaching, especially for historically underserved populations, and to provide effective mentorship of masters and doctoral students so that they can engage in similar kinds of investigations on their own. In our teaching, we strive to infuse empirical findings into our coursework in ways that provide practitioners and prospective practitioners with deep understandings of research and theory and of effective practice. As a result of our strategic location in North Philadelphia and our long history of collaboration with the School District of Philadelphia and other community partners, the College of Education is uniquely situated to bring its research and teaching into practice in order to have a collective impact in the surrounding neighborhoods. We also endeavor, however, to bring our work to the largest possible audience in the city of Philadelphia, the region, and the nation, as well as globally.

History

While the official date for the founding of the College of Education is usually given as 1919, the college has included teacher preparation as part of its curricula almost from its inception. It is clear from Temple's history that the unofficial founder of the college was Laura Carnell, who began a program for the preparation of kindergarten teachers as early as 1895. This preparation program was expanded into elementary and then secondary areas largely in response to the Philadelphia School District's decision that higher positions in the city's school system would be open only to those with a college degree. In response to this need, the college began offering two, three, and four-year programs to teachers, as well as extension work, day and evening courses, five days a week and on Saturday mornings. This intimate relationship between the college and the School District of Philadelphia characterizes almost all of the college's history. The college was one of the first institutions to schedule courses so that teachers could take them after school hours. Programs of graduate study at the master's level were introduced in 1923, with the Doctor of Education being first awarded in 1931. The first dean of the college was George Walk, who took over "Teachers College" in 1919 from Laura Carnell (the official name was changed to the "College of Education" in 1960).

Historically, Temple's College of Education has had a significant impact on local and regional practice. It has always been the largest college of education in the region and one of the largest in the country. The college continues to be the major provider of teachers for the Philadelphia School District and for many suburban districts. Many principals and superintendents of the neighboring regions have received their degrees from Temple. Many of the school psychologists, counselors, educational researchers, and other education professionals have been prepared at Temple. In a very real sense, the College of Education has helped to shape the educational direction of the region. 

Accreditation

The College of Education is an accredited member of the Middle States Accreditation.

The College offers programs approved by the Pennsylvania Department of Education (PDE) that are designed for students seeking certificates to teach in early childhood/elementary, middle-grades, secondary, special education and business education settings.

Academic Opportunities

4+1 Programs

Eligible undergraduate students begin graduate courses to fulfill requirements for their undergraduate degree that will also count toward a graduate degree. Upon graduation from their undergraduate program, students move seamlessly into their graduate program which they complete in one additional year. The College of Education offers many 4+1 programs for College of Education majors as well as students in other majors at Temple University. Students can read more about available 4+1 programs as well as the application procedures on the College of Education web site.

Certificates

  • ESL:  Because of the dramatic increase in the number of English language learners in the K-12 population, it would be beneficial for prospective teachers to get ESL certification in addition to their content area certification. The ESL Certificate Program at Temple provides an excellent opportunity to get the add-on ESL certification. For more information and how to apply for this certificate as an undergraduate student, visit http://education.temple.edu/tesol/current-students.
  • English Language Teaching Certificate: Temple's English Language Teaching Certificate prepares students who are interested in teaching English to adult immigrant learners, international college students, and/or students overseas. Some may already be involved in teaching English as a second language (ESL) in the Writing Center, serve as conversation partners in ESL programs, or volunteer as teachers in community-based ESL programs. Others may anticipate going abroad and teaching English as a foreign language (EFL). Students interested in this program may not be ready to commit themselves to starting a Master’s in TESOL but are keen to acquire basic skills in English language teaching. For more information and how to apply for this certificate as an undergraduate student, visit http://education.temple.edu/tesol/ELT.

Diamond Research Scholars Program

The Diamond Research Scholars Program provides Temple undergraduates the opportunity to engage in a focused, mentored research or creative arts project during the summer and fall. The program requires that students participate in the two-day Undergraduate Research Institute, devote ten weeks during the summer to develop a research project in their area of interest under the direction of their faculty mentor, and complete the project during the fall semester while registered for an independent study/research course. For eligibility and other information, please visit http://www.temple.edu/vpus/opportunities/researchscholars.htm; students can also visit the College of Education web site for research opportunities within the College.

Career and Student Development

The College of Education is committed to support and prepare students entering today's competitive job market, while providing them with the tools to help them excel in their chosen fields. Career and Student Development is a vital link between students’ collegiate experience aligned to their career and professional outcomes. Career planning is an ongoing process that begins early. While partnering with the Career Center, the College of Education ensures all undergraduate and graduate students develop the requisite professional skills that will help them locate meaningful internships, externships and permanent jobs with regional and national employers. We guide students on comprehensive strategies to start on a successful career search, including: employment agencies, career fairs, networking, web sites, professional associations, chambers of commerce, job search clubs, informational interviewing, etc. We can also connect students to our active network of alumni. Being successful requires a balance of good academic performance, an understanding of the markets and industry expectations, and experience gained through active involvement in Student Organizations.  

The College of Education's Career and Student Development Office can assist with:

  • Selecting or refining career goals and interests
  • Developing resumes, cover letters and thank you letters
  • Finding and applying for internships or full-time employment
  • Mock Interviewing and networking guidance
  • On campus recruitment & Career Fairs
  • Professional Development workshops

Scholarships and Awards

Through the generous support of our loyal alumni, faculty, staff and friends of the College of Education, we are able to offer a limited number of scholarships to our incoming and current students based on merit and/or need. Current information regarding scholarships available can be found on the College of Education Scholarships web site and on the College of Education Undergraduate Community on Blackboard.

Contact Information

College of Education
Shimada Resource Center
150 Ritter Annex
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122
215-204-8011 (phone)
215-204-4383 (fax)
Office Hours:  8:30 a.m. - 5:00 p.m. Monday through Friday

Additional Contacts & Directories

Directories include name, department, office location, phone number, and preferred e-mail. The directories also include links to résumé/CV where available.

Academic Policies & Regulations

Students are responsible for complying with all university and college policies and procedures. Teacher education students are responsible for understanding additional policies related to Pennsylvania Department of Education (P.D.E.) requirements for teacher certification.

Academic Overload Requests

Students in the College of Education must petition through an Academic Advisor when requesting permission to take more than 18 credits in either the fall or spring semesters (12-17 credits is considered full time for financial aid purposes) or more than 8 credits in either summer session. Each petition is evaluated individually and a decision rendered; submission of a petition does not guarantee approval. The student will be alerted of the decision via e-mail. The following items are considered when reviewing an overload petition:

  • Current cumulative GPA
  • The number of credits completed
  • Previous semesters, if any, in which a student took an overload and GPA earned in such semesters
  • The amount of overload credits requested
  • What courses the student will be taking in that semester.  

Attendance

Attendance policies for College of Education courses are established at the discretion of the instructor. Supplementing University policy, the College of Education requires all students to adhere to instructors' attendance policies as set forth in course syllabi.

Awarding of Bachelor Degrees

The College of Education does not award Bachelor of Arts or Bachelor of Science degrees to students who have already completed an accredited first Bachelor's, Master's, or Ph.D. degree, regardless of when the degree was completed. 

Candidacy

All students enrolled in teacher education programs must achieve Candidacy to progress to teaching methods courses and student teaching. This requirement is aligned with Pennsylvania legislation. Students should read more about Candidacy in the College Requirements section of this Bulletin.

Change of Program

Changing into a College of Education Program From Another College at Temple

Students in other colleges/schools at Temple who wish to change their program to a College of Education program (major) must complete the Change of Program (COP) class found on Blackboard. After completing this class, students are eligible to schedule an individual appointment with an Academic Advisor; this is the final step in changing the program of study. To be enrolled in the Change of Program class, students should e-mail Rob O'Malley, Academic Advisor, at rob.omalley@temple.edu.

Additionally, students interested in Adult and Organizational Development (AOD) are advised to contact Cynthia Belliveau, Ph.D. (cynthia.belliveau@temple.edu) to schedule a meeting during which the AOD program, goals and crafting a meaningful academic plan are discussed. Students interested in Human Development and Community Engagement (HDCE) are advised to contact Shanta Hattikudur, Ph.D. (shanta.hattikudur@temple.edu) to schedule a meeting during which the HDCE program, goals and crafting a meaningful academic plan are discussed.

GPA Requirements

Students seeking to transfer into a teacher education/certification program must have a minimum cumulative GPA of 3.0; no exceptions are made to this GPA requirement.1 Students interested in a certification program who do not yet have a 3.0 or are still deciding if the program is right for them are eligible to take certain courses prior to officially changing their program; students interested in doing so must complete the COP class and meet with an Advisor to discuss which courses they are eligible to take that would apply to their prospective program.

Students wishing to change their program to a non-certification program [Adult and Organizational Development (AOD) or Human Development and Community Engagement (HDCE)] must have a minimum cumulative GPA of 2.0.1

1

Students in their first semester at Temple University who have not yet established a GPA are eligible to change their majors.

Changing Programs Within the College of Education

Students must be in good academic standing in their program to change their major into another program within the College of Education. To change majors within the College of Education, a student must schedule a one hour Change of Program appointment with an Academic Advisor. Call 215-204-8011 to schedule.

Clearances

The College of Education’s Clearances Policy requires that all undergraduate and graduate students enrolled in College of Education courses that require fieldwork submit updated copies of the following clearances to the College annually (each summer), via its online platform, EdPortal:

  1. Pennsylvania State Police Criminal History Record (Act 34)
  2. Pennsylvania Department of Public Welfare Child Abuse History Clearance (Act 151)
  3. Federal Criminal History Background Check (FBI/fingerprint check) (Act 114), and
  4. P.P.D. (TB) Test (School Health regulations, 28 PA Code, Section 23.44)

For detailed information about these requirements, refer to the Pennsylvania Department of Education web site.

Students with any questions about clearances should contact the Office of Field Placement in the Shimada Resource Center at edfield@temple.edu.

Co-requisites and Prerequisites

Students may be de-enrolled from courses for which they do not meet prerequisites and co-requisites. Students are responsible for reviewing and abiding by all course prerequisites and co-requisites. (Candidacy approval is considered a prerequisite to all teaching methods courses.)

Courses Over Five Years Old

Courses over five years old are subject to review to fulfill certification requirements.
Courses over ten years old will not count toward a degree nor certification requirements in the College of Education.

Dean's List

Each fall and spring semester those undergraduates who have met the credit hour and academic criteria for their school or college are placed on the Dean's List. For specific GPA and credit-hour requirements for each college, see the University's Dean's List policy. Dean's List letters are sent from the University Registrar.

Educators’ Code of Professional Conduct 

The College of Education at Temple University promotes education as a primary mechanism for social mobility and social justice for all learners. Our mission is to prepare all of our students to be ethical and effective professionals who will employ leading-edge understandings and evidence-based practices in whatever setting they work. In order for us to achieve that mission, we have to have high expectations for our students from the onset of their studies. Our Code of Professional Conduct articulates those expectations and delineates the process the College employs when they are not met. This is a supplement, not a substitution, for the University’s Code of Conduct. 

I. Expectations for ethical behaviors in Temple courses include the following:

  1. Students must demonstrate professional responsibility through full participation in all course activities and compliance with academic and attendance policies as described in each course syllabus.
  2. Students must not attend class under the influence of any non-prescribed drugs or medications or alcohol.
  3. Students must manifest respect for others regardless of race, culture, gender, social class, sexual orientation, religion, disability or ability level.  
  4. Students must avoid classroom behaviors that interfere with the learning of others, including, but not limited to, irresponsible use of cell phones, laptops or Ipads, or regularly making negative or disruptive comments.
  5. Students must exhibit a professional level of respect for both professors and classmates and shall not engage in physical intimidation or any other inappropriately aggressive behavior. 
  6. Students must submit only their original work.
  7. Students must obtain permission to use and shall give appropriate citations for any work of another person used in her/his assignments, including classmates.
  8. Students shall not submit work done for another class without the express approval of an instructor.
  9. Students must comply with all fair use and copyright requirements when installing and using software on any computer.
  10. Students must use electronic communication in a responsible and professional manner at all times and shall not display, send, or forward any sexually explicit or other inappropriate materials or any harassing or discriminatory communications. 
  11. Students must not falsify or misrepresent any information to faculty, supervising teachers, and university supervisors. 

II.   Expectations for ethical behavior in field placements include the following:

  1. Students must adhere to Pennsylvania’s Code of Professional Practice and Conduct for Educators (http://www.pacode.com/secure/data/022/chapter235/chap235toc.html). 
  2. Students must comply with all policies, statutes, rules and procedures established by Temple University, state and local agencies, and any school or other institution in which the student is doing any field experience. 
  3. Students must treat supervising teachers; other school faculty, administrators, and staff; university supervisors; and their own students with respect at all times.  
  4. Student shall recognize, respect, and plan for the diversity that exists in the classroom and greater community.
  5. The student shall develop and adhere to appropriate professional boundaries in all relationships. Developing a romantic and/or sexual relationship with a student, instructor, staff member, or supervisor is unacceptable.
  6. Students must exhibit a professional commitment to their work in schools and must not demonstrate unprofessional behavior through poorly prepared lessons, unprofessional appearance, or low expectations for self and others.
  7. Students must not attend field assignments under the influence of any non-prescribed drugs or medications or alcohol.
  8. Students shall become knowledgeable about and abide by rules set forth by all schools in which they are doing field experience.

Graduation without Certification

Only students who have successfully completed all requirements other than those requirements indicated in the 8th semester of a student’s 8-semester academic plan are eligible to petition to graduate without certification.  

  • Students enrolled in a teacher certification program who have completed  all academic requirements other than those listed in the 8th semester of their plan must meet with an Academic Advisor to 1) review reasons for petitioning to graduate without certification, 2) develop an alternate academic plan and, 3) complete the Graduation without Certification Petition; receipt of the Petition is documented by the Advisor and then forwarded to the Director of Undergraduate Academic and Student Affairs for review and the student is notified of the decision via email.
  • Students enrolled in a teacher certification program who decide they no longer want to pursue teacher certification, but have not completed  all requirements other than student teaching and senior seminar are not eligible to Graduate without Certification. Such students are advised to meet with an Academic Advisor to discuss non-certification programs within the College of Education or external options. 

Students who have begun to student teach and decide not to (or cannot) continue:

  • During the drop period must 1) drop their student teaching and senior seminar, 2) meet with the Office of Field Placement to review the reason(s) for ending the student teaching, and 3) must meet with an Academic Advisor to develop an alternate academic plan and either complete the Graduation without Certification Petition or change their major to a non-certification program. If petitioning, receipt of the Petition is documented by the Advisor and then forwarded to the Director of Undergraduate Academic and Student Affairs for review and the student is notified of the decision via email.
  • During the Withdraw period, must 1) withdraw from their student teaching and senior seminar (students are financially responsible for all tuition and fees during the withdraw period), 2) meet with the Office of Field Placement to review the reason(s) for ending the student teaching, and 3) must meet with an Academic Advisor to develop an alternate academic plan and either complete the Graduation without Certification Petition or change their major to a non-certification program. If petitioning, receipt of the Petition is documented by the Advisor and then forwarded to the Director of Undergraduate Academic and Student Affairs for review and the student is notified of the decision via email.
  • After the Withdraw period1 must 1) meet with the Office of Field Placement to review the reason(s) for ending the student teaching, 2) must meet with Academic Advisor to develop an alternate academic plan, as needed, and complete the Graduation without Certification Petition or change their major to a non-certification program. If petitioning, receipt of the Petition is documented by the Advisor and then forwarded to the Director of Undergraduate Academic and Student Affairs for review and the student is notified of the decision via email. Students who do not continue student teaching and senior seminar after the Withdraw deadline will be graded based on work already completed. Students who do not earn passing grades may need to complete additional coursework to earn the minimum credits required for the degree program. Students are financially responsible for tuition and fees for courses for which they are registered after the Drop deadline, so students in this instance are obligated to pay for all credits in which they are enrolled.
    1

    Discontinuing student teaching after the withdraw period is a serious matter and should only be considered in extenuating circumstances; such circumstances must be discussed with the Office of Field Placement prior to ending the placement.

Field Experience

Students in teacher education programs should be aware there are numerous processes and policies governing field placements, all of which can be found in the current year's Teacher Education Field Handbook and on the Office of Field Placement web site.

Grievances

Whenever a student has a grievance, the College encourages the student to address his or her concern with the professor to seek an informal resolution without the assistance of outside parties. When that cannot be achieved, the student is encouraged to contact the Ombudsperson to begin the formal Appeal process. The Ombudsperson's role is to mediate disputes arising over an academic issue within the College and to make sure the parties are aware of the various policies that have bearing on the case. The goal is to bring the dispute to a quick resolution. The Ombudsperson can be contacted at education.ombudsperson@temple.edu.

College of Education students with grade grievances in courses outside of the College of Education must follow the process in the College/School who manages the course.

Letters of Completion

Any student in a teacher education program who has 1) successfully completed all requirements of the degree program and 2) whose degree has been officially conferred by the University Registrar may request a Letter of Completion. As per policy, no Letter of Completion can be provided to a student until after the University's graduation clearance and degree conferral process is completed. Students may request a Letter of Completion prior to the clearance and conferral process being completed, but should not expect a letter to be generated until after the degree conferral date.

Permission to Take Courses At Another Institution

Consistent with University policy, students will not receive transfer credit for courses taken at another institution while they are matriculated (Degree Seeking) at Temple University unless prior permission has been obtained. Permission forms are available on the Senior Vice Provost for Undergraduate Studies web site under Forms. Students should carefully review the criteria on the form and must make an appointment with an Academic Advisor to review and submit the form. Students should allow at least two weeks for review and processing of these forms.

Prerequisites

See Co-requisites and Prerequisites, above.

Re-enrollment

Students who have not been registered for one (or more) semesters are no longer an active student as per University policy and therefore must complete a Re-enrollment Request and submit that request to the school/college in which they wish to re-enroll. (Students do not submit the request to their former school/college if they wish to switch into a new school/college.) The College of Education reviews Re-enrollment Requests on a rolling basis and students are alerted of the decision via the e-mail address provided on their Re-enrollment Request form.

University policy dictates that if the student's original curriculum has been updated, the student must re-enroll into the most current curriculum or choose a different current curriculum (major) upon his/her return. This can impact degree requirements, how prior coursework may/may not apply to the current requirements, and expected time to degree. Students approved for Re-enrollment must meet with an Advisor to discuss remaining requirements and anticipated graduation date.

University-established deadlines for Re-enrollment Requests are:

  • For the fall semester: August 1*
  • For the spring semester: December 1*
  • For summer sessions: April 1*
*

Any Re-enrollment Requests received after these dates are reviewed at the discretion of the College of Education. 

Important Note about Transcripts and Holds for Students wishing to Re-enroll:

  • Students who have attended another institution since last enrolled at Temple are required to submit any and all transcripts with the Re-enrollment Request form; failure to submit all transcripts will result in a denial of the re-enrollment request. When transcripts are provided, a review of the request can be conducted. If transcripts are provided after the University-established deadlines noted above, review of the Re-enrollment Request will be at the discretion of the College of Education.
  • Students with any type of hold on their record must clear the hold prior to submitting a Re-enrollment Request; failure to clear all holds will result in a denial of the re-enrollment request. When all holds are cleared, a review of the request will be conducted. If a hold is not cleared until after the University-established deadlines noted above, review of the Re-enrollment Request will be at the discretion of the College of Education.

Repeating a Course

As per University policy, students may attempt a course two times without restriction, but a third attempt of any course is not guaranteed and requires the student to petition; students must make this third attempt petition by bringing the completed petition form to a scheduled advising appointment. Petitions for a third attempt of a course are reviewed by the Director of Undergraduate Academic and Student Affairs and the student is notified of the decision via e-mail from the Advisor with whom they met to initiate the petition process. Each petition will be reviewed individually; submission of a petition does not guarantee approval. Approvals of third attempt petitions may come with stipulations for development an academic plan and/or required meetings with advising and/or referrals to university resources, etc. Please refer to the University policy on Repeating a Course for further information. Students in the College of Education are encouraged to meet with an Advisor prior to attempting a course for the second time.  

Repeating Student Teaching

If eligible to repeat student teaching after failing it, students are only allowed to re-take student teaching and the affiliated seminar/capstone course a second time. No third opportunities for student teaching are given. The Office of Field Placement determines eligibility for repeating student teaching and students should consult with that office. 

Student Teaching

Students in teacher education programs should be aware there are numerous processes and policies governing student teaching, all of which can be found in the current year's Teacher Education Field Handbook and on the Office of Field Placement web site.

Temple University Requirements

  • All students must complete Temple University's General Education (GenEd) curriculum. 
  • All students must take a minimum of two writing-intensive courses at Temple University (including transfer students).

Teacher Certification Education Programs: Bachelor of Science in Education Degree

Early Childhood Education (with or without the Special Education Concentration), Middle Grades Education, Secondary Education, and Career and Technical Education

Areas of Certification within the College of Education1

All curricula leading to Pennsylvania certification are organized to meet the standards established by the Pennsylvania Department of Education. The following areas of certification have been approved by Temple University's Board of Trustees and the Pennsylvania Department of Education

  • Career and Technical Education
    • Business, Computer, and Information Technology K-12 (Formerly Business Education)
    • Cooperative Education
    • Marketing Education K-12
    • Industrial (Career Technical) Education
  • Early Childhood-Elementary Education (Pre K to 4)
    • Early Childhood-Elementary Education with Special Education Concentration (dual certification)
  • Middle Grades Education (grades 4 to 8)
    • Mathematics
    • Science
    • Language Arts
    • Social Studies
    • Mathematics and Science
    • Mathematics and Language Arts
    • Science and Language Arts
  • Secondary Education (grades 7-12)
    • English
    • Mathematics
    • Science
    • Social Studies
  • K-12 Certification in World Languages
    • French
    • German
    • Italian
    • Latin
    • Spanish

College of Education Graduation Requirements

Students receive a Bachelor of Science in Education degree by meeting the following minimum requirements:

  • Completion of program requirements as detailed on the 8-semester academic plan.2
  • Earn a "C-" or above in all required Education Courses.
  • Earn a "C-" or above in all required University General Education Courses.

Just because a student has reached the minimum credits required for a degree does not mean they have completed the degree as the student may have taken additional courses that are credits not applicable to the program. Some credits from ROTC and preparatory/remedial courses do not count towards the total number of semester hours needed to graduate.

College of Education Certification Requirements

Candidacy

Students in teacher certification programs are admitted to Temple University and enrolled in the College of Education where they take foundational courses required. However Pennsylvania State legislation mandates that all students must be admitted into the Teacher Education Certification Program through an application process; this process is referred to at the College of Education as "Candidacy". Students complete and submit a Candidacy Application at the midway point of their education (for most programs this occurs in the fourth semester of courses) and must earn Candidacy approval before they are able to progress into teaching methods courses and ultimately, student teaching. Students cannot register for teaching methods courses or the student teaching experience without achieving Candidacy. 

Candidacy requirements include:

  • Pass Basic Skills Assessment tests in Reading, Writing and Math as stipulated by the Pennsylvania Department of Education. Students should consult the PDE web site as testing guidelines and scores are subject to change by the PDE.
  • Complete all courses stipulated on the eight-semester plan as pre-Candidacy courses, earning a C- or higher in each.
  • Complete six credits of college-level math as specified by your program. Developmental courses, pre-College courses, MATH 0701, and MATH 0702 are not applicable to this requirement.
  • Complete six credits of college-level English, specifically 3 credits of composition and 3 credits of literature. Developmental courses, pre-College courses, ENG 0701, and ENG 0711 are not applicable to this requirement.
  • Earn a minimum cumulative GPA of 3.0*
    • Secondary Education students must also earn a minimum cumulative 2.0 GPA in the content area. Students must earn a minimum of "C-" (or higher, where stipulated by the program) in all content area courses.
    • Middle Grades students must also earn a minimum cumulative 2.0 GPA in the concentration area. Students must earn a minimum of "C-" (or higher, where stipulated by the program) in all concentration area courses.

* Students who meet other criteria, but do not have a 3.0 should schedule an advising appointment to discuss a possible GPA Appeal Petition.

Specifics about the application process can be found on the College of Education's Blackboard site.

Certification Requirements

All students seeking to graduate with the recommendation for Pennsylvania teacher certification must meet the following requirements: 

  • Must complete the minimum number of credits at Temple as specified by the University.
  • Earn a "C-" or above in all required Education Courses. (Students must be aware, that the State of Pennsylvania requires a minimum cumulative GPA for teacher certification (see above); obtaining the minimum grade of "C-" in multiple courses will not create a cumulative GPA sufficient to obtain certification.)
  • Earn a "C-" or above in all University General Education Courses.
  • Certification Testing
    • Pass Basic Skills Assessment tests in Reading, Writing and Math as stipulated by the Pennsylvania Department of Education. Students should consult the PDE web site as testing guidelines and scores are subject to change by the PDE.
    • Pass
      • PECT PreK-4 (Early Childhood Education)
      • PECT PreK-4 and SPED PK-8 (dual Early Childhood Education and Special Education)
      • Praxis II Content Area Exams (Middle Grades, Secondary Education, and Career and Technical Education programs)
  • Complete six credits of college-level math as specified by your program. Developmental courses, pre-College courses, MATH 0701, and MATH 0702 are not applicable to this requirement.
  • Complete six credits of college-level English, specifically 3 credits of composition and 3 credits of literature. Developmental courses, pre-College courses, ENG 0701, and ENG 0711 are not applicable to this requirement.
  • Secondary Education students: earn a minimum cumulative 2.0 GPA in the content area. Students must earn a minimum of "C-" (or higher, where stipulated by the program) in all content area courses.
  • Middle Grades students: earn a minimum cumulative 2.0 GPA in the concentration area. Students must earn a minimum of "C-" (or higher, where stipulated by the program) in all concentration area courses.
  • Students not obtaining Pennsylvania State Teacher certification within five years of completing their programs may need to take additional coursework before the College of Education will consider recommending them for certification.

Students can find further details and updates about all certification on the College of Education web site and on the College of Education Undergraduate Community on Blackboard.

GPA Information as it Relates to Certification

Graduation from the College of Education does not carry automatic endorsement for state certification. Students must complete all the requirements for their specific Teacher Education Certification Program, including: successfully complete student teaching, earn a minimum cumulative GPA of 3.0, and must pass all required certification tests (or must meet the Pennsylvania Department of Education's Certification Testing and Scores requirements.)

Field Experience, Practicum and Student Teaching

The College of Education places a great deal of emphasis on students' in-school experiences. All undergraduates are required to complete courses that place them in school settings for a specified duration.  Student teaching, completed in a student's final semester, constitutes the most important field experience for prospective teachers. Students in teacher education programs should be aware there are numerous processes and policies governing field placements and student teaching, all of which can be found in the current year's Teacher Education Field Handbook and on the Office of Field Placement web site.

Performance Assessments

In addition to the teacher certification tests (Basic Skills Assessments and PECT/Praxis II Content Area tests) required by the Pennsylvania Department of Education, students are required to complete three performance assessments in order to gauge the extent to which they:

  1. Know the content they will teach,
  2. Can teach the content, and           
  3. Embody the professional attributes required of professional educators.

The performance assessments occur at three points in the undergraduate program: initially when prospective students are being admitted to certification programs through Candidacy; in the junior year, prior to student teaching (intermediate assessment); and before graduation, while student teaching (senior assessment). In addition to assessing and informing candidates about their teaching, the performance assessments are intended for use by faculty as a tool for program evaluation.

All undergraduate Education majors seeking certification must successfully complete the Intermediate Performance Assessment (IPA), a Temple University and PA Department of Education requirement for teacher education majors before student teaching. Under state guidelines, a teacher education institution must:

  1. Conduct performance assessments throughout the preparation program for all students admitted to a professional educator (certification) program
  2. Use the assessment information to determine eligibility for student teaching.

The Intermediate Performance Assessment (IPA) was developed in response to a regulation of the Pennsylvania Department of Education and as part of the College of Education's interest in ensuring teacher candidates' continuous progress in the teacher education certification program. The Temple IPA, like College of Education courses, is aligned to the program's six standards of effective teaching. At the completion of the teacher education program, teacher candidates will have had instruction to help them meet all of these standards in their teaching practice. The IPA measures progress toward these standards part way through the program; students must complete and pass this formal assessment to be eligible to student teach.

The IPA is followed by the Senior Performance Assessment (SPA) in the final semester of the program. All candidates for certification must successfully complete the Intermediate and Senior Performance Assessments. This is both a Temple University and PA Department of Education requirement for teacher education majors. Candidates for certification will not be submitted to the state as having met all requirements if they fail either the IPA or SPA twice.

Professional Education Portfolio

As a culmination of the teacher education certification program, students will be required to develop a professional teaching portfolio. The specific requirements for the portfolio will be available from the Senior Seminar course instructor.

Non-certification Programs: Bachelor of Arts/Bachelor of Science

Adult and Organizational Development (BA) and Human Development and Community Engagement (BS)

Students receive a Bachelor of Arts degree by meeting the following minimum College requirements:

  • Completion of program requirements as detailed on the 8-semester matrix.
  • Earn a "C-" or above in all required Education Courses.
  • Earn a "C-" or above in all required University General Education Courses.
  • Earn a minimum cumulative GPA of 2.0.
  • Earn the minimum credits required for the degree.

MINORS

Minor in Education

The 18-credit Minor in Education is designed for Temple University undergraduate students who have either a professional or personal interest in education, urban schools, or children but are majoring in another discipline. The minor in Education provides undergraduate students with broad, foundational knowledge about the state of education, adolescent development, and community and school relationships. Students whose research interests are content-based, such as political science, history, and geography and urban studies, but have connections to education will benefit from exposure to schools through field placements and education theory. This minor is also ideal for students who plan to enter occupations in fields such as policy, counseling, child psychology, which have connections to education. Finally, this minor is an opportunity for students to investigate careers in education. Through coursework and field experience students will be interacting with education majors and working in schools, thus providing them with a sample of some of the work that pre-service teachers do. This carefully designed sequence of courses includes field experiences such as tutoring, observations in after school programs, and work in community centers to support in-class learning.

Minor in Adult and Organizational Development

A minor in Adult and Organization Development (AOD) can complement a range of existing majors across Temple, including, among others: Strategic and Organizational Communication, Human Resource Management, Psychology, Education, Business Management, Communication Management, and Social Work. The AOD minor can open up expanded career opportunities for students through our applied focus on organizational skill development, training, and adult learning.


1

Students seeking Teacher Education Certification in other areas should contact the school/college listed below. Information about these teacher education certification programs can also be found within that school or college's section of this Undergraduate Bulletin:

2

The required total credit hours vary depending on the course of study. These credit hours are satisfied by taking courses in four categories:

  1. University General Education requirements
  2. Foundational Education courses
  3. Teacher Education Certification Courses (i.e. methods and student teaching)
  4. Elective courses, as noted in each program of study.

Academic Advising Information

Main Campus

150 Ritter Annex
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122
215-204-8011 (phone)
215-204-4383 (fax)
Undergraduate Academic and Student Affairs / Advising - Main Campus   edadvising@temple.edu

Ambler Campus (AOD only)

West Hall 109
580 Meetinghouse Road
Ambler, PA 19002
267-468-8350

Overview of Services and the Undergraduate Academic and Student Affairs Unit

The Undergraduate Academic and Student Affairs staff in the College of Education works with students in a variety of areas. The department offers the following services:

  • New Student and Transfer Orientations and advising.
  • Academic advising and registration assistance for all students in the College of Education.
  • Semesterly consultation with each student prior to registration to help students ensure they stay on course for their anticipated graduation date.
  • Development of a meaningful education plan compatible with career and life goals.
  • Developmental advising for students facing academic challenges, especially those at risk for any reason, students on Academic Warning or Academic Probation, students not achieving critical milestones/not completing critical courses, and students whose midterm reports indicate concerns.
  • Change of Program workshops and individual advising for students interested in changing into a College of Education program.
  • Submission, review and processing of petitions and other requests including: Re-enrollment Requests, permission to take courses elsewhere; petitions for academic overloads, Third Attempt Petitions, medical/excused withdrawals, etc.
  • Workshops on topics relevant to Education students.
  • Candidacy application information, appointments and academic audits. 
  • Information for teacher education students regarding Pennsylvania Department of Education (PDE) guidelines and requirements.
  • Student Teaching academic audits to determine if students are academically approved to student teach.
  • Graduation clearances for all undergraduate students.

Undergraduate Advising Appointments 

  • Same Day Appointments: Offered only on Main Campus, Same Day Appointments are available on Mondays throughout fall and spring semesters as well as during peak advising periods (the first two weeks (drop/add period) of each fall and spring semester and during the entirety of the Priority Registration periods in fall and spring semesters). To schedule, students call 215-204-8011 or stop into the Shimada Resource Center at 8:45 a.m. on days Same Day Appointments are offered. (Same Day Appointments are not available in summer.)
  • Appointments scheduled in advance: Offered on Main Campus on Tuesdays through Fridays in fall and spring semesters and most days in summer. To schedule, students call 215-204-8011 or stop into the Shimada Resource Center to schedule an appointment in person. Appointments can be scheduled up to two weeks in advance.  Ambler campus-based students should call 267-468-8200 to schedule an appointment.

While Academic Advisors are trained to evaluate information carefully to give students the best possible advice, we expect that students take responsibility for understanding their curricular requirements and making progress toward their degree. Student should collaborate with an Advisor each semester to discuss questions and concerns and ensure timely completion of his or her program.

Faculty

For additional information on the College of Education's faculty please visit the College's faculty directory.

Quaiser Abdullah, Instructor, Department of Policy, Organizational, and Leadership Studies, College of Education; M.Ed., Temple University.

Gregory Anderson, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., City University of New York.

Saul Axelrod, Professor Emeritus, Department of Teaching and Learning, College of Education; Ph.D., Florida State University.

Janelle M. Bailey, Associate Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ph.D., University of Arizona.

Cynthia S. Belliveau, Associate Professor (Teaching/Instructional), Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., Temple University.

Julie L. Booth, Associate Professor, Department of Psychological Studies in Education, College of Education; Ph.D., Carnegie Mellon University.

Jean A. Boyer, Assistant Professor (Teaching/Instructional), Department of Psychological Studies in Education, College of Education; Ph.D., University of Cincinnati.

Joseph Boyle, Associate Professor, Department of Teaching and Learning, College of Education; Ph.D., University of Kansas.

Carol B. Brandt, Associate Professor, Department of Teaching and Learning, College of Education; Ph.D., University of New Mexico.

Wanda M. Brooks, Associate Professor, Department of Teaching and Learning, College of Education; Ed.D., University of Pennsylvania.

James P. Byrnes, Professor, Department of Psychological Studies in Education, College of Education; Ph.D., Temple University.

Corrinne A. Caldwell, Professor Emerita, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., University of Pennsylvania.

Robert W. Clark, Associate Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ph.D., The Pennsylvania State University.

Sarah A. Cordes, Assistant Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., New York University.

Maia Bloomfield Cucchiara, Associate Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., University of Pennsylvania.

James Earl Davis, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., Cornell University.

Meixia Ding, Associate Professor, Department of Teaching and Learning, College of Education; Ph.D., Texas A and M University.

Joseph P. DuCette, Professor, Department of Psychological Studies in Education, College of Education; Ph.D., Cornell University.

Richard M. Englert, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ed.D., University of California Los Angeles.

Armando X. Estrada, Assistant Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., University of Texas at El Paso.

Frank H. Farley, Professor, Department of Psychological Studies in Education, College of Education; Ph.D., University of London.

Catherine A. Fiorello, Professor, Department of Psychological Studies in Education, College of Education; Ph.D., University of Kentucky.

Amanda G. Fischer, Assistant Professor, Department of Psychological Studies in Education, College of Education; Ph.D., The Ohio State University.

Joseph P. Folger, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., University of Wisconsin-Madison.

Timothy P. Fukawa-Connelly, Assistant Professor, Department of Teaching and Learning, College of Education; Ph.D., University of Maryland.

Sara Goldrick-Rab, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., University of Pennsylvania.

Steven Jay Gross, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ed.D., University of Pennsylvania.

John Hall, Assistant Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., University of California Berkeley.

Insook Han, Assistant Professor, Department of Teaching and Learning, College of Education; Ed.D., Columbia University, Teachers College.

Shanta Hattikudur, Assistant Professor (Teaching/Instructional), Department of Psychological Studies in Education, College of Education; Ph.D., University of Wisconsin-Madison.

Joseph Haviland, Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ed.D., Temple University.

Annemarie H. Hindman, Associate Professor, Department of Psychological Studies in Education, College of Education; Ph.D., University of Michigan.

Shana Hornstein, Assistant Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ph.D., Arizona State University.

Will J. Jordan, Associate Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., Columbia University, Teachers College.

Avshalom Kaplan, Associate Professor, Department of Psychological Studies in Education, College of Education; Ph.D., University of Michigan.

Novella E. Keith, Associate Professor Emerita, Department of Teaching and Learning, College of Education; Ph.D., Rutgers University.

Julie Beth Kessler, Assistant Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ph.D., Temple University.

Larry J. Krafft, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., Michigan State University.

Peshe C. Kuriloff, Professor (Practice), Department of Teaching and Learning, College of Education; Ph.D., Bryn Mawr College.

Janice C. Laurence, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., George Mason University.

Yoon H. Lee, Associate Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ed.D., Columbia University.

Doug Lombardi, Assistant Professor, Department of Teaching and Learning, College of Education; Ph.D., University of Nevada, Las Vegas.

Christopher W. McGinley, Associate Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ed. D., University of Pennsylvania.

Kristina Najera, Assistant Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ph.D., University of Delaware.

Kristie Jones Newton, Associate Professor, Department of Teaching and Learning, College of Education; Ph.D., University of Maryland College Park.

Timothy J. Patterson, Assistant Professor, Department of Teaching and Learning, College of Education; Ph.D., Columbia University.

Aneta Pavlenko, Professor, Department of Teaching and Learning, College of Education; Ph.D., Cornell University.

Laura Pendergast, Assistant Professor, Department of Psychological Studies in Education, College of Education; Ph.D., The Pennsylvania State University.

Ivan J. Quandt, Professor Emeritus, Department of Teaching and Learning, College of Education; Ed.D., Indiana University.

Elizabeth Richard, Assistant Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ph.D., The Pennsylvania State University.

Jayminn S. Sanford-DeShields, Associate Professor, Department of Teaching and Learning, College of Education; Ed.D., Harvard University.

Kenneth G. Schaefer, Professor, Department of Teaching and Learning, College of Education; Ph.D., Columbia University.

Catherine C. Schifter, Associate Professor Emerita, Department of Psychological Studies in Education, College of Education; Ph.D., University of Pennsylvania.

Joan Poliner Shapiro, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ed.D., University of Pennsylvania.

Lori A. Shorr, Associate Professor (Teaching/Instructional), Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., University of Pittsburgh.

Lauren Smith, Assistant Professor (Teaching/Instructional), Department of Psychological Studies in Education, College of Education; Ph.D., University of Miami.

Michael W. Smith, Professor, Department of Teaching and Learning, College of Education; Ph.D., University of Chicago.

Tamara Sniad, Assistant Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ph.D., University of Pennsylvania.

Cathleen S. Soundy, Associate Professor, Department of Teaching and Learning, College of Education; Ed.D., Rutgers University.

Judith C. Stull, Associate Professor (Teaching/Instructional), Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., Boston College.

Francis J. Sullivan, Associate Professor, Department of Teaching and Learning, College of Education; Ph.D., University of Pennsylvania.

Jill May Swavely, Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ed.D., Temple University.

Neil Theobald, Professor, Department of Policy, Organizational, and Leadership Studies, College of Education; Ph.D., University of Washington.

S. Kenneth Thurman, Professor, Department of Teaching and Learning, College of Education; Ph.D., Vanderbilt University.

Matthew J. Tincani, Associate Professor, Department of Psychological Studies in Education, College of Education; Ph.D., The Ohio State University.

Gregory M. Tucker, Associate Professor (Teaching/Instructional), Department of Psychological Studies in Education, College of Education; Ph.D., Temple University.

Nathaniel von der Embse, Assistant Professor, Department of Psychological Studies in Education, College of Education; Ph.D., Michigan State University.

Matthew J. Elvis Wagner, Associate Professor, Department of Teaching and Learning, College of Education; Ed.D., Columbia University.

Barbara A. Wasik, Professor, Department of Psychological Studies in Education, College of Education; Ph.D., Temple University.

Meredith Weber, Assistant Professor (Teaching/Instructional), Department of Teaching and Learning, College of Education; Ph.D., Temple University.

Diana L. Wildermuth, Assistant Professor (Teaching/Instructional), Department of Psychological Studies in Education, College of Education; Ph.D., Temple University.

Christine A. Woyshner, Professor, Department of Teaching and Learning, College of Education; Ed.D., Harvard University.