Master Of Education Degree

The Master of Education degree is designed to enhance the preparation
and leadership of individuals both within the education profession and those seeking
initial or professional teaching certification. The focus of the Master of Education is curriculum, instruction, and leadership. The degree program is a minimum of thirty-six (36) semester credit hours with a professional core and a professional specialization. The goals of the degree are the following:

    1. To promote and enhance the knowledge base and skills necessary for effective teaching, leadership, and professional development.
    2. To integrate theory with practice to enrich the quality of instruction and teaching and foster continuous improvement of the educational process.
    3. To develop skills for analyzing decision-making and action based on a thoughtful reflection on pertinent data and current research.

Three (3) unique tracks are available to students seeking the Master of Education. One
track can lead to initial teacher certification - elementary, secondary, or special education. A second track can lead to professional certification - educational diagnostician, principal, or school counselor (*for individuals seeking school counselor certification, refer to Master of Arts in Counseling description located within the School of Behavioral and Social Sciences). The third track is designed for those individuals in teaching, instructional leadership, and human services seeking to enhance professional skills and abilities.

Admission Guidelines for the Teaching Certification Program - All students
seeking admission to the Master of Education program must first seek admission to the
University Graduate Program to include the following requirements:

    1. complete an application for admission to the graduate program
    2. pay the application fee
    3. submit official transcript(s)
    4. meet the entrance requirements set forth in the current catalog
    5. request admission status as degree-seeking, conditional degree-seeking, or
    non-degree seeking (see current catalog for more information)

Requirements and information for those seeking a graduate degree
and/or post baccalaureate certification from Wayland Baptist University
School of Education:

  1. 1..A maximum of 12 semester hours of graduate study earned in a certification only, non-degree seeking category may be applied to a Wayland graduate degree.
  2. The Graduate Council must approve the application of non-degree seeking hours to agraduate degree.
  3. No grade below C in the area for which the student is seeking certification or in an
    education course required for certification.
  4. GPA greater than or equal to 3.0 for all education courses.
  5. No grade of less than C and no more than 4 semester hours with the letter grade of C earned at Wayland will be accepted as credit for any Master’s Degree.
  6. If for some reason a student elects to a change of degree status, the student may do so by filling out the appropriate application and meeting all the requirements for the degree he/she seeks. A student must meet the criteria for admission to the teaching certification program:

Professional Studies Programs for the M Ed.

Professional Studies Core Professional specialization areas include education
literacy, English, higher education administration, human resources, instructional leadership, instructional technology, leadership training and development, social studies, science education, exercise and sports science administration, and special education. Each specialization requires eighteen hours of approved academic work from the courses listed in each description. The professional core provides choices to customize preparation around ones career pursuits. The options are designed to allow building competency in broad areas of technology, research, leadership, human understanding and development. The core requirements for Professional Studies include 19 hours from the following courses:

EDUC5353 Learning to Lead
EDUC 5102 Comprehensive examination
three hours from:
EDIT 5310 – Microcomputer Applications
EDIT 5340 – Advanced Desktop Publishing and Digital Graphics
EDIT 5344 – Advanced Multimedia and Video Technology
EDIT 5345 – Web Applications
three hours from:
EDUC 5301 – Advanced Principles and Practices in Education
EDUC 5382 – Brain based Learning
three hours from:

EDUC 5302 – Research Methods in Education
EDUC 5383 – Data Based Decision Making
three hours from:

EDUC 5346 - Equity and Excellence in the EC-12 classroom
EDUC 5384 - Conflict Resolution
three hours from:
EDUC 5380 – Adult Development
EDUC 5381 – Child and Adolescent Development

 


Comprehensive Experience - The comprehensive examination is taken in the last
semester of enrollment in the program. The students will register for the comprehensive
examination. The examination has two components, written examination comprised of
objective and essay items. In the event that an oral examination is needed, the graduate
advisor will design the oral examination to clarify weaknesses determined by the written
examination. The student through the use of technology will present to the professor/s
supervising the comprehensive examination. The comprehensive examination is a pass/
fail option.

Professional Studies Specializations

English - In the specialization, EDUC 5366 Topical Research in Education
becomes one of the courses that the student may select. The specialization is 18 hours.
Plus eighteen hours from graduate level ENGL courses and/or
EDUC 5366 - Topical Research in Education

Human Resources - The specialization is 18 hours.
eighteen hours from:
BUAD 5304 - Ethics
BUAD 5315 - Legal Environment
EDUC 5339 - Stress Management
EDUC 5366 - Topical Research in Education
MGMT 5306 - Leadership and Management Development
MGMT 5309 - Strategies of Human Resource Management
MGMT 5325 - Organizational Development and Behavior
MGMT 5343 - Compensation, Benefits, and Performance
MGMT 5344 - Career Development and Management
MGMT 5345 - Employee Recruitment and Selection
MISM 5306 - Management of Information Systems


Instructional Leadership
- The specialization is 18 hours.
eighteen hours from:
EDAD 5332 - School Law
EDAD 5326 - Instructional Leadership
EDIT 5340 - Advanced Desktop Publishing and Digital Graphics
EDIT 5345 - Web Applications
EDLI 5345 - Teaching English as a Second Language
EDSP 5304 - Survey of Exceptionalities
EDUC 5300 - Personal and Organizational Leadership
EDUC 5303 - Multicultural Education
EDUC 5305 - Instructional Techniques
EDUC 5306 - Classroom Management
EDUC 5339 - Stress Management
EDUC 5366 - Topical Research in Education

Instructional Technology -
In the specialization, EDUC 5366 Topical Research
in Education becomes one of the courses that the student may select. The specialization
is 18 hours.
EDUC 5366 - Topical Research in Education
EDIT 5320 - Distance Learning and Instruction
EDIT 5340 - Advanced Desktop Publishing and Digital Graphics
EDIT 5341 - Advanced Computer Networking and Data Management
EDIT 5344 - Advanced Multimedia and Video Technology
EDIT 5345 - Web Applications
MISM 5306 - Management of Information Systems
MISM 5330 - Webmastering

Leadership Training and Development
-The specialization is 18 hours.
eighteen hours from:
EDUC 5300 Personal and Organizational Leadership
EDUC 5339 Stress Management
EDUC 5385 Group Dynamics
EDUC 5386 Ethical Decision Making
EDUC 5387 Change Process
EDUC 5388 Administrator Solving the Problems of Practice
EDUC 5389 Effective Training
EDUC 5390 Training Leaders in a Diverse Multicultural Environment

Social Studies - In the specialization, EDUC 5366 Topical Research in
Education becomes one of the courses that the student may select. The specialization
is 18 hours.
Plus eighteen hours from graduate level HIST or POLS courses and/or
EDUC 5366 - Topical Research in Education


Special Education - The program is designed to result in the candidate being
eligible for a supplemental EC-12 generic special education certification. In the specialization,
EDUC 5366 Topical Research in Education becomes one of the courses
that the student may select. The specialization is 18 hours.
EDSP 5304 - Survey of Exceptionalities
EDSP 5305 - Special Education Law
EDSP 5306 - Methods & Materials for Teaching Students with Disabilities
EDSP 5308 - Appraisal of Students with Disabilities
EDSP 5315 - Behavior Management Techniques for Students with Disabilities
EDSP 5357 - Teaching Students with Reading, Language, and Communication
Disorders
EDSP 5307 - Math Instruction from the Special Education Perspective
EDUC 5366 - Topical Research in Education

Initial Certification Program
In addition to meeting the requirements for admission to WBU Graduate Programs, students seeking their initial certification must meet Teacher Education Program requirements and certification requirements. The student expecting to enter a program leading to teacher certification should indicate his/her certification interest on the graduate application and apply for admission to the Teacher Education Program as part of the course responsibilities during the first education course. This application should be filed with the education coordinator at the respective campus.

Students may satisfy, in certain instances, the requirements for both the master’s degree
and state certification. Three post baccalaureate certification plans are available - elementary (grades EC-6), secondary (middle school [grades 4-8] and high school [grades 7-12]), and an all level (grades EC-12) generic special education. Each plan can result in completion of a master of education degree and eligibility for teacher certification. The Master of Education (M.Ed.) degree program with initial certification is a 36 to 39 semester hour program.

In addition to graduate programs leading to a Master of Education degree, a post baccalaureate non-degree program is available. This program is designed for secondary teacher candidates. Students must have a major in one of the areas for which Wayland Baptist University is approved for licensing and must have at least 24 semester hours in the subject area to include 12 semester hours in upper-level courses. The post baccalaureate program is individually designed for the students, and courses focus on the areas in which the student is expected to demonstrate proficiency on the state examination. Additionally, the student is expected to take courses in preparation for the Professional Practices and Responsibilities (PPR) portion of the state examination.

In lieu of student teaching, students in the graduate level initial certification program may
take six hours of supervised internship (EDUC 5350 and EDUC 5351). The student seeking probationary certification must demonstrate content proficiency through either obtaining a passing score on a state approved and administered content certification examination or a passing score on a state approved and administered Pre-Admission Content Test (PACT) prior to receiving the probationary certification. All teacher education standards are established by Teacher Education Advisory Councils in compliance with the state department of education. Certification is a function of the state and not the university. Students on probationary certification must be continually enrolled in the internship until a standard certification is issued.

General Certification Requirements -Individuals seeking to teach in the elementary,
middle school, and high schools of the State must meet specific certification requirements. Individuals seeking an elementary certification must prove content proficiency by passing the generalist benchmark examination prior to admission to the teacher education certification program. If the applicant does not pass the benchmark test, additional work or courses will be prescribed to improve content competency and mastery. A secondary teaching field is 24 semester hours in an approved teaching specialization with twelve hours at or above the junior level (3000). A teaching field may be established by making a satisfactory score on the Pre-Admission Certification Test (PACT) prior to formal admission into the teacher education program. Certification requirements include formal admission to a teacher education program, the satisfactory completion of structured field experiences, satisfactory performance on required subject area and professional practices competency approved State examinations, compliance with an investigation to determine absence of a criminal history, and completion of a certification application accompanied by the required fee. Information related to these requirements follows:

Admission to Teacher Education Program - Additional requirements for admission
to and retention in the Teacher Education program include the following:

 

  • Admission to the graduate school.
  • Filing a completed application for admission to the Teacher Education Program and a copy of the certificate or degree plan in the School of Education office.
  • A minimum overall GPA of 2.7 for the last sixty hours (60) hours of graded academic work attempted.
  • A minimum overall GPA of 2.7 in the subject area (teaching field) with no grade
    below a C or a passing score on a state approved and administered content area exam.
  • English (9 semester hours) and mathematics (3 semester hours of college algebra or higher or equivalent level mathematics course) with a grade of C or better in each course.
  • Completion of at least 24 semester credit hours in the subject-specific content area for certification being sought of which 12 must be upper level work or a passing score on the state content certification exam, or a passing score on the PACT (Pre-Admission Content Test) exam. Twelve hours may be met through the following:
    • Elementary generalist and all level generic special education: completion
      of 12 hours from 3 of the following 4 content areas: English, math, history,
      science
    • Secondary education: 12 hours in content area teaching field.
      *Students seeking post baccalaureate secondary certification who do not plan on pursuing a master’s degree MUST have at least 24 semester hours in the subject specific content area for the certification being sought including 12 semester hours in upper-level courses or satisfactory scores on the PACT Test.
  • Evidence of freedom from any incapacitating physical or emotional defects (It is
    University policy that no otherwise qualified disabled person be excluded from participation in, be denied the benefits of, or be subject to discrimination under any
    education program or activity in the University).
  • Evidence of oral communication proficiency.
  • Conduct in harmony with that established by University standards from the
    University Student Handbook and the Educator’s Code of Ethics.
  • Recommendation by the Teacher Education Advisory Council.

Any conduct not in harmony with that encouraged by University standards and/or a
student’s failure to maintain all above stated criteria may constitute grounds for dismissal
from the teacher education program. State Board for Educator Certification (SBEC) is
responsible for disciplining educator applicants for certification for conduct indicating
unsuitability to teach as well as unethical conduct. WBU and SBEC will enforce the
Educators Code of Ethics. This code may be reviewed at www.tea.state.us . The Teacher
Education Advisory Council assumes the role of determining whether the behavior is
detrimental to performance as a teacher and delineating pertinent details of the alleged
misconduct or the incident. The Teacher Education Advisory Council shall review the
documentation and other pertinent information regarding the alleged misconduct or violation of university policy or Code of Ethics and determine appropriate action pertaining to retention, conditional retention, or dismissal from the teacher education program.


Structured Field Experiences - The teacher education field experiences begin with
the initial education course. Field experiences are designed to offer interactive, continuous, sustained exposure to the complexities exhibited within the classroom environment. The field experience progressively intensifies and increases the student’s involvement to a full-day student teaching or internship experience as the culminating event of the teacher preparation program. For all courses with documented minimum field experience hours, successful completion and documentation of those hours is required for course credit.

Field Experience

Advancement to Student Teaching/Internship: All initial teacher certification
programs require an apprenticeship component through either student teaching or internship. Individuals holding a baccalaureate degree may be eligible for an internship in
lieu of student teaching. Advancement to student teaching requires the student to have
demonstrated proficiency on the state content test in his/her teaching field Advancement
to Student Teaching/Internship is restricted to those students who meet the prerequisite
criteria, have been admitted to the Teacher Education Program, and, after additional review by the Teacher Education Advisory Committee, have been approved for student
teaching or internship.

  • Student Teaching -The student teaching experience is considered the beginning
    of a student’s professional career, and the student’s energies should be directed in making the most of the professional assignment. During this period of time, the students’ first responsibilities are to the classroom of students they teach in the student teaching assignment. As student teaching is an all-day, 12 week assignment, it is strongly recommended that students limit outside activities during this time. Outside activities include employment, sports, sororities, fraternities, and cheerleading. Outside responsibilities should not interfere with the apprentice teaching responsibilities. Therefore, outside employment or taking coursework in addition to student teaching block are not recommended actions. If students believe employment is a necessity, it should be restricted to weekends if at all possible. A conference with the student’s University Student Teaching Supervisor, the Field Experience Coordinator, the education advisor at an external campus, or the Dean of the School of Education will determine the best options for the student who must maintain employment. In the event that additional coursework is required to finish a degree, anything beyond one additional course plus the student teaching block will require review by the Teacher Education Advisory Committee to determine if the student should consider student
    teaching during another semester.

    Enrollment for student teaching semester will occur at the campus from
    which you were admitted to teacher education. Placement recommendation for student teaching is a function of the local campus teacher education advisory committee, and any assignment greater than twenty-five miles from your home campus may have an additional student fee attached. Student teaching must be completed under the supervision of a Wayland Baptist University Supervisor at a Wayland Baptist University campus unless a written cooperative agreement with another university has been approved by the Dean of the School of Education and the agreement is on file in the School of Education office.

    Student teachers are guests in the schools in which they teach and serve.
    Student teachers must meet all regulations established by the principal, school administration, and school district. The student teaching assignment is made with much care and attention to many factors. Adjustments in assignments are not made after the student teaching experience begins except for unusual circumstances.

    Occasionally, some incompatibility may arise, thus interfering with the
    success of the student teaching experience. If this should occur, you are to notify your University Supervisor at once. Requirements for advancement to student teaching are to be submitted no later than 2 terms prior to student teaching, and only in extreme circumstances will students be concurrently admitted to teacher education and student teaching. Student teaching requirements include:
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    • Filing a completed application for admission to Student Teaching.
      Applications for admission are available from the School of Education
      or the Education advisor on each campus. (If denied admission to student
      teaching, the student may reapply when the deficiency is corrected, and
      the student is required to submit documentation of deficiency removal and
      initiate a new application for student teaching.)
    • Updated certification (degree) plan on file in the School of Education office
    • Minimum overall GPA of 2.7 for last 60 hours of academic work attempted
    • 3.0 minimum GPA on professional education courses with no grade below C
    • Completion at WBU of a minimum of nine semester hours of required
      professional education courses at the student’s level of certification.
    • 2.7 GPA in student’s teaching field(s) with no grade below C (completion
      of all prerequisites for student teaching) or a passing score on a state
      approved and administered content area exam.
    • Student must have passed the state approved content test prior to the assignment
      of the student teaching experience.
    • Completion of a criminal background check
    • Passing the state’s content examination
    • Recommendation by the Teacher Education Advisory Council (TEAC)
  • Internship - An internship program is available to some students in lieu of the student teaching experience. The specifications and requirements outlined above for student teachers also hold true for post baccalaureate interns. Additional requirements for those seeking admittance to the internship program include:
    • Filing a completed application for admission to the Intern Program. Applications for admission are available from the School of Education or the Education advisor on each campus. (If denied admission, the student must reapply in order to be considered for admission.)
    • Completion of all requirements and admission to Teacher Education (as
      outlined above).
    • Completion of all requirements for admission to student teaching (as outlined above).
    • At least 24 hours including 12 hours of upper division courses in internship subject area or a passing score on a state approved and administered content area exam.
    • Student must have passed the state approved content test prior to being
      recommended for an internship and probationary certification.
    • Employment as the teacher of record by an accredited public school district or a recognized private school.
    • *Students seeking a probationary certificate must pass a state test in the internshipsubject area prior to receiving the certificate.

Teacher Certification

  • Prior to Recommendation for Certification: Student Teachers/Interns must
    complete the following requirements:
    • maintain all GPA requirements
    • complete a satisfactory student teaching/internship experience
    • satisfactory performance on content area and professional state competency examinations
    • comply with an investigation to determine absence of criminal history and
      submission of fingerprints as required by law
    • complete an application for certification along with all required fees.
  • Recommendation for Teacher Certification/Licensure: Certification or
    licensure is a function of the State, not a function of the university. Therefore, certification is NOT automatic with the completion of an approved program of study. Upon completion of the required program of study and passing the appropriate state licensure tests, a student may apply for certification through the state certification entity (Texas certification entity is the State Board for Educator Certification - http://www.sbec.state.tx.us/SBECOnline/educator_why.asp). Students should make application for the appropriate certification(s) or endorsement(s) during the last semester in which they complete all requirements for a certificate or endorsement. The application and required fee is to be sent to the state certification entity which has the authority for the issuance of certificates/licenses. Any questions regarding certification should be addressed to Certification Officer, at (806) 291-1056. Every applicant must be investigated for a record of a felony or misdemeanor conviction. As well, the student must submit fingerprints as a part of the background investigation. In the event a criminal record exists, certification may be denied.
  • Failure to complete licensure after one year: Students who have completed
    the teacher education program and have not passed the state licensure test one
    year following the completion of the program may be required to do additional work or review to obtain permission to take the state licensure test.

Capstone Experience - All students seeking the M.Ed. with teacher certification
must complete a capstone experience. The capstone experience includes a written component and/or an oral examination.

  • Completion of EDUC 5318 - Becoming a Teacher. The written portion consists of
    passing the practice certification exam with a score of 80 or better. The oral component consists of a presentation of the certification standards to an audience which includes faculty who will evaluate the oral presentation as the completion of capstone requirement for the M.Ed. The professor supervising the research may invite other faculty to assist in evaluating the oral presentation.
  • Passing the required state certification examinations constitute the written examination requirement.

Master of Education with Elementary Education Certification - The program
is designed to provide teacher certification and a Master of Education degree (M.Ed.).
States have different testing requirements, and one needs to check with the program
coordinator as to what specific tests have to be taken. A capstone experience requires
proficiency on the written examination or successful completion of the capstone course
EDUC 5318.

MED EEC

Master of Education with Secondary Certification - The program is designed
to provide teacher certification in a designated teaching field and a Master of Education degree (M.Ed.). Teaching fields are based on an undergraduate degree in art, business,
English/language arts, history, social studies, mathematics, or science. A capstone experience ncluding comprehensive written examination and passing the state certification examination are required for the secondary education M.Ed. and will be satisfied through successful completion of EDUC 5318.

MED SC

Master of Education with All Level Generic Special Education Certification -
The program is designed to provide teacher certification and a Master of Education degree
(M.Ed.). According to TEA guidelines, teachers must meet applicable highly-qualified
requirements for the grade level and the subject area taught. Consequently, students who
choose to pursue the All Level Generic Special Education certification and who pass the
accompanying TExES certification exam cannot be hired as a teacher of record in a subject area but can only serve in an inclusion support role or as co-teachers in classrooms with a teacher of record. The states have different testing requirements; one needs to check with the program coordinators as to what specific tests have to be taken. The state certification examination is required for the special education specialization.

Master of Education All Level Special Ed

Secondary Post-Baccalaureate Certification - The program is designed to provide
teacher certification at the secondary level in a designated content field.

EDUC 5301 - Advanced Principles and Practices in Education
EDUC 5305 - Instructional Techniques
EDUC 5328 - Instructional and Assessment Strategies II
EDUC 5306 - Classroom Management
EDUC 5346 - Equity and Excellence in the EC-12 Classroom
three hours from:
EDLI 5325 - Developing Reading, Study, and Thinking Skills at the Secondary Level
EDLI/ENGL 5345 - Teaching English as a Second Language
six hours from:
EDUC 5663/5664 - Student Teaching in the Secondary School or Student
Teaching for All Grade Levels
EDUC 5350/5351 - Internship

M.Ed. with Professional Education Certification - This program is designed to provide
professional certification and/or a Master of Education degree (M.Ed.). Students may satisfy, in certain instances, the requirements for both the Master’s of Education degree and state certification. In addition to meeting the requirements for admission to Wayland’s Graduate Program, students must meet the criteria for admission to the Professional Education Program:

  • Filing completed application for the Professional Education Program
  • Indicating specific professional certification desired
  • Provide a copy of a valid teacher certification
  • Minimum of three years teaching experience
  • Documentation of service record

Formal application for the Professional Education Program must be made in the first term
of attendance. Application is to be made to the campus education coordinator for review by
the campus Teacher Education Advisory Committee (TEAC).

M.Ed. in Educational Diagnostics - The Master of Educational Diagnostics is
designed to prepare individuals within the education profession to enter the field of diagnostic assessment. The focus of this degree is knowledge of the overall field of special education, exceptionality, and the law; acquisition of the necessary skills involved in instructional strategies for students in special education and how this applies to educational diagnostics; and mastery of test administration, analysis, and report writing. Students engage in academic and professional studies focused on special education instruction, diagnostic assessment, and prescriptive implementations for student growth and progress. The degree program is a minimum of thirty-nine semester hours, including a professional core, a special education core, and a final internship. The objectives of the degree are:

  • Knowledge of the exceptional child. This area shall provide the prospective educational diagnostician with knowledge of the learning characteristics of children deficient in basic integrities that can be categorized into peripheral nervous system dysfunctions, central nervous system dysfunctions, and behavioral disorders.
  • Knowledge of psychoeducational and other diagnostic procedures. This area should provide the prospective educational diagnostician with the knowledge to specify the behavioral symptoms that are related to failure in school-related tasks and investigate possible causal factors and make recommendations for correcting, ameliorating, or compensating for performance.
  • Knowledge of human development.
  • Knowledge of learning theory.
  • Knowledge of instructional modification, including practical application (remediation techniques and materials).
    • EDSP 5304 - Survey of Exceptionalities
      EDSP 5305 - Special Education Law
      EDSP 5306 - Methods and Materials for Teaching Students with Disabilities
      EDSP 5308 - Appraisal of Students with Disabilities
      EDSP 5315 -Behavior Management Techniques for Students with Disabilities
      EDSP 5358 - Achievement, Ability, and Processing Tests
      EDSP 5353 - Internship in Educational Diagnostics
      EDSP 5359 - Individual Cognitive Assessment
      EDUC 5381 - Child and Adolescent Development and Learning
      EDUC 5383 - Data Based Decision Making
      three hours from:
      EDAD 5340 - Special Populations and Programs
      EDUC 5384 - Conflict Resolution Strategies
      three hours from:
      EDAD 5331 - Introduction to School Administration
      EDUC 5300 - Personal and Organizational Leadership

M.Ed. in Educational Administration - The program is designed to provide
administrative certification and a Master of Education degree (MEd). The states have
different testing requirements; one needs to check with the program coordinator as to the
process required for state certification. Students must possess a valid teacher certification
and have three years of teaching experience when applying for the certificate.

  • Capstone Experience - The capstone experience for the M.Ed. in Educational
    Administration consists of passing a written examination. The oral component consists of the presentation of the student’s idea for a “calling card” event. The student’s “calling card” is a proposed program or process that they intend to introduce to the school where they are currently working or will do their internship. The “calling card” event presentation will be evaluated by a faculty member/committee. Students during the internship must take the state examination for principal as part of EDAD 6349. The M.Ed. is awarded by completing 36 hours of the program and the capstone experience. EDAD 5337 is a capstone course to be taken the term preceding EDAD 6349. #The internship is at the end of the program.
    • EDAD 5302 - Data Analysis in Educational Administration
      EDAD 5326 - Instructional Leadership
      EDAD 5331 - Introduction to School Administration - Organizational Behavior and Theory
      EDAD 5332 - School Law
      EDAD 5333 - Supervision of Instructional Leadership
      EDAD 5335 - The Principalship
      EDAD 5336 - Instructional Leadership II
      EDAD 5337 - Application of Administrative Concepts
      EDAD 5339 - Campus Business Management
      EDAD 5340 - Special Populations and Programs
      #EDAD 6349 - Principal Internship
      EDUC 5300 - Personal and Organizational Leadership

Post-Graduate Principal’s Certificate - The program is designed for students who
have an earned master’s degree and seek principal certification. Students must meet the
following criteria to be admitted to the Principal Certification Program:

  • Admitted to Wayland’s graduate school
  • Admitted to Wayland’s Professional Education Program
  • Have obtained a master’s degree from an accredited university and hold a
    valid teaching certificate.
    • EDAD 5326 - Instructional Leadership
      EDAD 5331 - Introduction to School Administration - Organizational Behavior
      and Theory
      EDAD 5332 - School Law
      EDAD 5333 - Supervision of Instructional Leadership
      EDAD 5335 - The Principalship
      EDAD 5336 - Instructional Leadership II
      EDAD 5337 - Application of Administrative Concepts
      EDAD 6349 - Principal Internship

Accountability - The Texas State Board for Educator Certification has assigned
Wayland Baptist University teacher preparation program a rating of “Accredited” under the
Accountability System for Educators Preparation Programs. Educator preparation programs are held accountable for the performance of teacher candidates on the statewide certification tests. Programs must achieve a minimum pass rate on the test by disaggregated subgroups to receive a rate of “Accredited.”