The 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 objectives 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 and human services seeking to enhance professional skills and abilities; this track may lead to supplemental certification.

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. Complete the WBU School of Education Graduate Orientation Course (EDUC 5001) module(s) which correspond to the degree and/or certification being sought. This module is located on the WBU Blackboard site and access to the course will be provided after graduate program admission requirements have been met. This course must be completed prior to or during the student's first semester of enrollment.
    2. 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.
    3. The Graduate Council must approve the application of non-degree seeking hours to a graduate degree.
    4. No grade below C in the area for which the student is seeking certification.
    5. GPA greater than or equal to 3.0 for all professional education courses.
    6. 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.
    7. 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

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, social studies, science education, and special education. Each specialization requires eighteen hours of approved academic work from the courses listed in each description. The core requirements for Professional Studies include 18 hours from the following courses:

EDIT 5310 - Microcomputer Applications
EDUC 5001 - Education Graduate Orientation
EDUC 5301 - Advanced Principles and Practices in Education
EDUC 5302 - Research Methods in Education
EDUC 5353 - Learning to Lead
three hours from:
EDUC 5303 - Multicultural Education
EDSP 5304 - Survey of Exceptionalities
three hours from:
EDUC 5380 - Adult Development and Learning
EDUC 5381 - Child and Adolescent Development and Learning

Capstone Experience - All M.Ed. students are required to complete a two-part capstone requirement that involves written and oral components and is evaluated by a committee of faculty members. EDUC 5366 - Topical Research in Education will serve as the capstone course and is to be taken during the last two semesters of enrollment for all Professional Studies programs. EDUC 5302 is the prerequisite for the course. The written
component will be the final draft of the research project that was undertaken as a requirement of the course. The oral component will be a presentation of that research to an audience which includes a faculty committee who will evaluate the oral presentation as the final requirement for the M.Ed.

Professional Studies Specializations

Education Literacy - A capstone course is part of the professional studies
Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to the Education Literacy specialization under the supervision of school of education faculty member. This course involves designing and conducting a research project, presenting the results in a written paper as well as an oral presentation.

EDUC 5366 - Topical Research in Education
Plus fifteen hours from:
EDLI 5306 - Literacy Assessment and Instruction
EDLI 5307 - Foundations and Approaches to Literature in the Elementary and Middle School Classroom
EDLI 5309 - Young Adult Literature
EDLI 5324 - Content Area Instruction
EDLI 5325 - Developing Reading, Study, and Thinking Skills at the Secondary Level
EDLI 5345 - Teaching English as a Second Language
EDLI 5347 - Language Arts/Writing Workshop
EDLI 5348 - Literacy Process of Culturally and Linguistically Diverse Populations
EDLI 5354 - Literacy Development in Early Childhood
ENGL 5306 - Linguistics
ENGL 5314 - Contemporary Usage


English - A capstone course is part of the professional studies Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to the English specialization under the supervision of a school of education faculty member. This course involves designing and conducting a research project, presenting the results in a written paper as well as an oral presentation.

EDUC 5366 - Topical Research in Education
Plus fifteen hours from graduate level ENGL courses

English as a Second Language (ESL) Education -- This program is designed to result in the candidate being eligible for an EC-12 ESL supplementary certification. A capstone course is part of the professional studies Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to the ESL specialization under the supervision of a school of education faculty member. This course involves
designing and conducting a research project, and presenting the results in a written paper as well as an oral presentation.

EDLI 5306 - Literacy Assessment and Instruction
EDLI 5345 - Teaching English as a Second Language
EDLI 5348 - Literacy Processes of Culturally and
Linguistically Diverse Populations
EDSP 5357 - Teaching Students with Reading, Language, and
Communication Disorders
EDUC 5366 - Topical Research in Education
ENGL 5306 - Linguistics

Higher Education Administration -- A capstone course is part of the professional studies Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to the higher education specialization under the supervision of a school of education faculty member. This course involves designing and conducting a research project, presenting the results in a written paper as well as an oral presentation.
EDHE 5301 - The Administration of Higher Education
EDHE 5302 - Historical and Financial Aspects of Higher Education
EDHE 5303 - Strategic Planning and Analytical Systems
EDHE 5304 - Foundations of Student Development
EDHE 5306 - Legal Aspects of Higher Education
EDUC 5366 - Topical Research in Education

Human Resources - A capstone course is part of the professional studies Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to the human resources specialization under the supervision of a school of education faculty member. This course involves designing and conducting a research project, presenting the results in a written paper as well as an oral presentation.

EDUC 5366 - Topical Research in Education
Plus fifteen hours from:
BUAD 5304 - Ethics
BUAD 5315 - Legal Environment
EDUC 5339 - Stress Management
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 - A capstone course is part of the professional studies Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to Instructional Leadership specialization under the supervision of a school of education faculty member. This course involves designing and conducting a research
project, presenting the results in a written paper as well as an oral presentation.

EDUC 5366 - Topical Research in Education
Plus fifteen hours from:
EDAD 5332 - School Law
EDAD 5326 - Effective School Organization and Improvement
EDAD 5333 - Supervision of Instructional Leadership
EDIT 5340 - Advanced Desktop Publishing and Digital Graphics
EDLI 5345 - Teaching English as a Second Language
EDSP 5304 - Survey of Exceptionalities
EDUC 5300 - Personal and Organizational Leadership
EDUC 5305 - Instructional Techniques
EDUC 5306 - Classroom Management
EDUC 5312 - Topics in Education
EDUC 5318 - Becoming a Teacher
EDUC 5328 - Instructional and Assessment Strategies II
EDUC 5339 - Stress Management

Instructional Technology - A capstone course is part of the professional studies Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to the Instructional Technology specialization under the supervision of a school of education faculty member. This course involves designing and conducting a research project, presenting the results in a written paper as well as an oral presentation.

EDUC 5366 - Topical Research in Education
EDIT 5340 - Advanced Desktop Publishing and Digital Graphics
EDIT 5341 - Advanced Computer Networking and Data Management
EDIT 5343 - Web Mastering
EDIT 5344 - Advanced Multimedia and Video Technology
MISM 5306 - Management of Information Systems

Science Education - A capstone course is part of the professional studies Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to the science education specialization under the supervision of a school of education faculty member. This course involves designing and conducting a research project, presenting the results in a written paper as well as an oral presentation.

EDUC 5366 Topical Research in Education
Plus fifteen hours from graduate courses in science education


Social Studies - A capstone course is part of the professional studies Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to the Social Studies specialization under the supervision of a school of education faculty member. This course involves designing and conducting a research project, presenting the results in a written paper as well as an oral presentation.

EDUC 5366 - Topical Research in Education
Plus fifteen hours from graduate level HIST or POLS courses

Special Education - The program is designed to result in the candidate being eligible for an EC-12 generic special education supplementary certification. A capstone course is part of the professional studies Master of Education degree plan. The capstone course (EDUC 5366) involves a research project. This project involves the student performing research that is relevant to the special education specialization under the supervision of a school of education faculty member. This course involves designing and conducting a research project, presenting the results in a written paper
as well as an oral presentation.

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
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 8-12]), and 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.

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:


    1. Admission to the graduate school.
    2. 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.
    3. A minimum overall GPA of 2.7 for the last sixty hours (60) hours of academic work attempted.
    4. 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.
    5. English (9 semester hours) and mathematics (3 hours of college algebra or higher level mathematics course) with a grade of C or better in each course.
    6. Completion of at least 12 semester credit hours in the subject-specific content area for certification being sought or a passing score on the state content certification exam, or a passing score on the PACT (Pre Admission Content Test) exam. 12 hours may be met through the following:
      a. Elementary generalist and all level generic special education: completion of 12 hours from 3 of the following 4 content areas: English, math, history, science
      b. 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.
    7. 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).
    8. Evidence of oral communication proficiency.
    9. Conduct in harmony with that established by University standards from the
    University Student Handbook and the Educator’s Code of Ethics (see section entitled\ Code of Conduct)
    10. 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, and examiners taking certification exams 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.wbec.state.tx.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 (*see appendix for field experience documentation form).


EDLI 5306 Literacy Assessment and Instruction 6 hrs
EDLI 5325 Developing Reading, Study, and Thinking Skills 8 hrs at the Secondary Level
EDLI 5347 Language Arts/Writing Process 6 hrs
EDLI 5354 Elementary Literacy and Phonics Instruction 5 hrs
EDSP 5304 Survey of Exceptionalities 8 hrs
EDUC 5301 Advanced Principles and Practices in Education 14 hrs
EDUC 5303 Multicultural Education 8 hrs
EDUC 5305 Instructional Techniques 8 hrs
EDUC 5306 Classroom Management 8 hrs
EDUC 5321 Social Studies in the Elementary School 6 hrs
EDUC 5322 Science in the Elementary School 6 hrs
EDUC 5323 Mathematics in the Elementary School 6 hrs
EDUC 5328 Instructional and Assessment Strategies II 8 hrs
EDUC 5381 Child and Adolescent Development and Learning 6 hrs
EDUC 5346 Equity and Excellence in the EC-6 Classroom 8 hrs

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/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 cheer leading. 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 fifty 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:

    1. 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, the student must reapply in order to be considered for admission.)
    2. Updated certification (degree) plan on file in the School of Education office
    3. Minimum overall GPA of 2.7 for last 60 hours of academic work attempted
    4. 3.0 minimum GPA on professional education courses with no grade below C
    5. Completion at WBU of a minimum of nine semester hours of required professional education courses at the student's level of certification.
    6. 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.
    7. Completion of a criminal background check
    8. Passing the state’s content examination
    9. 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:


    1. 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.)
    2. Completion of all requirements and admission to Teacher Education (as
    outlined above).
    3. Completion of all requirements for admission to student teaching (as outlined
    above).
    4. 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.
    5. 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 internship subject area prior to receiving the certificate.

Teacher Certification - Prior to Recommendation for Certification: Student Teachers/Interns must complete the following requirements:

    1. maintain all GPA requirements
    2. complete a satisfactory student teaching/internship experience
    3. complete a satisfactory electronic portfolio
    4. satisfactory performance on subject area and professional practices state
    competency examinations
    5. comply with an investigation to determine absence of criminal history and
    submission of fingerprints as required by law
    6. 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/default.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 Tricia Garza, 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 will be denied.

  • Failure to complete licensure after one year: Students who have completed the teacher education program and have not taken 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 both an oral and a written component, and two options are offered for the capstone experience.

    1. 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 a faculty committee who will evaluate the oral presentation as the final requirement for the M.Ed.
    2. Completion of the required state certification examinations to serve as the requirement for the written component. The students will receive a question about an assigned topic and will present their response to the question in an oral presentation to serve as the requirement for the oral component. The response will be presented and evaluated by an audience that includes a faculty committee who will evaluate the oral presentation as the final requirement for the M.Ed.

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 including an oral and comprehensive written examination are required for the elementary education M.Ed. with two options available as outlined above.
EDLI 5324 - Content Area Instruction
EDLI 5347 - Language Arts/Writing Workshop
EDLI 5354 - Literacy Instruction and Phonics in the Elementary School
EDUC 5001 - Education Graduate Orientation
EDUC 5306 - Classroom Management
EDUC 5321 - Social Studies in the Elementary and Middle School
EDUC 5322 - Science in the Elementary and Middle School
EDUC 5323 - Mathematics in the Elementary and Middle School
EDUC 5324 - Curriculum Topics in the EC-6 Classroom
EDUC 5346 - Equity and Excellent in the EC-6 Classroom

three hours from:
EDLI 5306 - Literacy Assessment and Instruction
EDLI 5345 - Teaching English as a Second Language
Six hours from:
EDUC 5350/5351 - Internship
EDUC 5661 - Student Teaching in the Elementary School

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 including an oral and comprehensive written examination are required for the secondary education M.Ed. and will be satisfied through successful completion of EDUC 5318.
EDIT 5342 - Advanced Portfolio Development and Technology Integration
EDSP 5304 - Survey of Exceptionalities
EDUC 5001 - Education Graduate Orientation
EDUC 5301 - Advanced Principles and Practices in Education
EDUC 5303 - Multicultural Education
EDUC 5305 - Instructional Techniques
EDUC 5306 - Classroom Management
EDUC 5381 - Child and Adolescent Development and Learning
EDUC 5318 - Becoming a Teacher
EDUC 5328 - Instructional and Assessment Strategies
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 - Student Teaching at the Secondary Level
EDUC 5350/5351 - Internship

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). Uncertainty surrounding the All-level Special Education certificate has prompted the Texas Education Agency (TEA) to clarify requirements for pecial Education teachers. According to TEA guidelines, which are based on No Child Left Behind standards, 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 a support role or as consultants or 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. A capstone experience including an oral and comprehensive written examination are required for the special education M.Ed. with two options available as outlined above.

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
EDLI 5345 - Teaching English as a Second Language
EDLI 5348 - Literacy Processes of Culturally and Linguistically Diverse Populations
EDUC 5001 - Education Graduate Orientation
EDUC 5301 - Advanced Principles and Practices in Education
EDUC 5381 - Child and Adolescent Development and Learning
six hours from:
EDUC 5350/5351 - Internship
EDUC 5664 - All Level Student Teaching

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

EDUC 5001 - Education Graduate Orientation
EDUC 5301 - Advanced Principles and Practices in Education
EDUC 5305 - Instructional Techniques
EDUC 5328 - Instructional and Assessment Strategies II
EDUC 5306 - Classroom Management
three hours from:
EDUC 5303 - Multicultural Education
EDSP 5304 - Survey of Exceptionalities
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
All Level Student Teaching
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:

    1. Filing completed application for the Professional Education Program
    2. Indicating specific professional certification desired
    3. Possession of a valid teacher certificate
    4. Minimum of three years teaching experience
    5. 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:

    1. Knowledge of the exceptional child (at least 9 hours). 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.
    2. Knowledge of psychoeducational and other diagnostic procedures (at least 9 hours). 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.
    3. Knowledge of human development (at least 3 hours).
    4. Knowledge of learning theory (at least 6 hours).
    5. Knowledge of instructional modification, including practical application (remediation techniques and materials) (at least 6 hours).

EDAD 5331 - Introduction to School Administration - Organizational
Behavior and Theory
EDIT 5310 - Microcomputer Applications
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 5001 - Education Graduate Orientation
EDUC 5302 - Research Methods in Education
EDUC 5303 - Multicultural Education
EDUC 5381 - Child and Adolescent Development and Learning


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. Student must possess a valid teacher certificate and have three years of teaching experience.

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” presentation will be evaluated by a faculty committee. The M.Ed. is awarded by completing 36 hours of the program and the capstone experience. #The internship
is taken 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 and Teacher Evaluation
EDAD 5335 - Role of the Principal
EDAD 5336 - Instructional Leadership II
EDAD 5337 - Application of Administrative Concepts
EDAD 5339 - Campus Business Management
EDAD 5340 - Special Populations and Programs
#EDAD 5349 - 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:
    1. Admitted to Wayland’s graduate school
    2. Admitted to Wayland’s Professional Education Program
    3. 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 and Teacher Evaluation
EDAD 5335 - Role of the Principal
EDAD 5336 - Instructional Leadership II
EDAD 5337 - Application of Administrative Concepts
EDAD 5349 - 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.” According to the most recent federal Title II report, students who completed Wayland Baptist University teacher preparation program earned a summary pass rate of 99 percent for the assessment year Sept. 1, 2006, to Aug. 31, 2007. Professional knowledge pass rate was 100 percent. Content field pass rate was 99 percent. Wayland was in the first quartile for basic skills pass rate, first quartile for professional knowledge and second quartile for academic content.