School of Education

General Information

School of Education Purpose

Graduate programs in education exist to carry out the educational mission of SAU promoting scholarship, integrity, the Christian ethic, enrichment of the liberal arts experience, and a life of meaningful service in educational endeavors for the participants. The programs are intended to promote collaboration among education professionals and their communities and to meet the needs of candidates who are interested in professional growth and advancement in early childhood, elementary, reading, secondary, special education, teaching English as a second language, or trauma and resiliency.

School of Education Philosophy

Graduate education programs stress integrity, ethical decision making, respect for self and others, disciplined judgment, critical thinking, and professional skills. The School of Education (SOE) seeks to develop educators who demonstrate a high level of academic ability and display the effective interpersonal, collaborative, motivational, instructional and leadership skills required for the successful education professional. Our programs balance practical applications with theory and research. Students can develop the attitudes and skills necessary to improve their performance in current positions or as they move into new career positions.

School of Education Program Outcomes

Graduate program and course goals are based on the conceptual framework of the effective teaching model of the School of Education of SAU. The School of Education’s Effective Teaching Model contains six integrated elements centered on the integration of faith and learning. The elements are designed to enhance four overarching professional goals, as illustrated in this logo.

The domains of the knowledge base used for this model are as follows:

Pedagogy: Graduate educators demonstrate methods of instruction that apply various theories of learning and human growth and development to the educational context and incorporate appropriate use of instructional technologies in the classroom. Graduate students create meaningful instruction based on knowledge of the subject matter, prior knowledge and experiences of the students, values of the community, and curriculum goals of the school district.

Diversity: Graduate educators understand how their students differ in their approaches to learning and create instructional opportunities that are adapted to diverse populations of learners. The concept of diversity in a global society is a special focus of graduate education at SAU. Graduate students understand that culture, language, race, ethnicity, gender, religion, cognitive and physical abilities and socioeconomic status all have an impact on learning and development in important ways. SOE students learn about issues of equity and developing an inclusive environment.

Management and Organization: SOE graduate students develop effective management and organization skills, including an understanding of individual and group motivation and behavior to establish communities of learners, positive social interactions, active engagement in learning, and self-motivation in the learner.

Collaboration with Community: The primary focus of this domain is engaging with families and other stakeholders in the instructional process. Students are expected to interact effectively with colleagues, families, students, administrators, counselors, support personnel and other constituencies to benefit themselves and advance their own professional development. For educational professionals, collaboration extends to professional organizations and legislative actions as well.

Content Knowledge: SOE graduate students acquire advanced content knowledge in educational practice through a Master of Arts in early childhood (MAEC), Master of Arts in teaching English to speakers of other languages (MATESOL), Master of Education (MED) or Master of Special Education in learning disabilities OR autism spectrum disorder (MSE). Students in all SOE graduate programs examine and strengthen the basis for their personal and professional worldview and think critically to respond to critical issues in education, including ethical dilemmas and conflicting worldviews.

Assessment: Today’s educators face a difficult tension. They must constantly reconsider the wisdom of traditional practice while also considering new approaches. SOE graduate students synthesize elements of traditional and new assessment techniques into coherent effective assessment strategies that advance the continuous intellectual, social, and physical development of the learner. Assessment includes student assessment and self-assessment. An emphasis will be placed on the uses of assessment data in K-12 schools assists educators in evaluating instruction and incorporating new pedagogies to address identified needs.

Michigan Department of Education Requirements

Michigan Department of Education Early Childhood Endorsements
These endorsements comply with Michigan Administrative Rules for Early Childhood. For more information, please go to the Michigan Department of Education website at this link:
https://www.michigan.gov/mde/0,4615,7-140-63533—,00.html

Michigan Department of Education Special Education Endorsements
These endorsements comply with Michigan Administrative Rules for Special Education, Rules 340.1781, 340.1782, 340.1788, and 340.1799. https://fdocuments.in/document/michigan-administrative-rules-for-special-education-r-3401740-programs-for.html

Michigan Department of Education Reading Requirement
In compliance with PA 32, the Michigan Department of Education requires an advanced reading course as a requirement for the Professional Certificate. For those holding a Michigan elementary certificate, EDU 624 meets this requirement. For those holding a Michigan secondary certificate, EDU 625 meets this requirement. https://www.michigan.gov/mde/0,4615,7-140-5683_14795_83465-456822–,00.html

Endorsements

Endorsements can only be added to valid Michigan teaching certificates. Students holding certificates from other states must work with their certifying institution. Please see program specific information for endorsements offered at Spring Arbor University.

School of Education Admissions Requirements

In addition to the general admission requirements listed for all graduate students in the Admissions portion of this catalog, the following requirements are mandatory for acceptance into all School of Education graduate programs. Applicants must submit the following information:

Contact information for two references.
Teacher certification information.
Misdemeanor/felony conviction disclosure.
Minimum 3.0 GPA for at least the last two years of the bachelor’s degree is required. Grades earned after the bachelor’s degree may be considered in admission decisions.

Additional admissions requirements for specific SOE programs are detailed in the program sections.

Non-Program Seeking Student Policy

In addition to the University policy under Special Admissions, non-program seeking students must submit the following:

Official transcripts verifying an earned bachelor’s degree from a regionally accredited college or university,
Misdemeanor/felony conviction disclosure,
Michigan Certification information or a copy of teaching certificate (if issued by a state other than Michigan),
A completed Application for Admission for Post-baccalaureate & Graduate Studies

Applicants who are currently enrolled at another university may enroll as a non-program seeking student for up to six (6) credit hours. Students may enroll in one course at a time. A 3.0 (“B” grade) or better in the first course permits registration in the second course as a non-program seeking student.

School of Education Policies

In addition to the policies listed in the General Information and Academic Policies sections of this catalog, the SOE has special policies for SOE students as listed below and final decision is at the discretion of the program administrators and School of Education dean.

Academic Advising
Students in a degree-seeking program may consult with a graduate program academic advisor, the certification officer or graduate education faculty and staff for advising assistance. However, it is the student’s responsibility to track their degree requirements toward graduation.

Registration
Students are responsible for registering online and ordering textbooks online. A course plan is developed in conjunction with an academic advisor.

Minimum Competency in Computer Technology
Graduate education course design assumes that students can effectively use word processing programs, spreadsheets, presentation software (including PowerPoint), Internet browsers and search engines, and library databases. Remediation in these basic skill areas will not be provided during these courses. Students with concerns about their technology skills are encouraged to seek help before taking classes at Spring Arbor University.

Transfer Credit
In addition to the University transfer credit policies for all graduate programs, along with official transcripts, applicants must provide course syllabi and/or official catalog course descriptions for each course for which they are requesting transfer credit.

Misdemeanor and Felony Disclosure
Due to state employment and reporting regulations, applicants must answer questions regarding past or pending misdemeanors or felonies as an adult or juvenile. Falsification of information will be considered fraud and may result in denial of admission or revocation of prior admission to the University and/or SOE. Furthermore, falsification of information could result in denial by the Michigan Department of Education (MDE) for future certification and/or revocation by the MDE of current certification. Individuals with questions regarding this information should contact the certification officer in the School of Education.

Classroom Access
Many of the courses in the SOE graduate programs assume that students are currently classroom teachers and have access to K-12 students, classrooms and schools. Graduate students should be affiliated with a school in some manner (teacher, counselor, administrator, parapro, etc.) to truly maximize their experience in the program. Many courses include working with P-12 students or teachers to fulfill course assignments, i.e., case studies, demonstrating lessons, surveying teachers, interviewing peers, conferencing with students, etc., and because of the strong clinical component, graduate students not currently placed in a classroom or are not working in a school setting may find it challenging to fulfill certain course requirements. Please note that faculty may not be able to assist with school placements, find alternative assignments, or make modifications to the coursework for students without a school placement.

Graduation Requirements
In addition to graduation requirements for all graduate students in any SAU program found in the Graduation Requirements section of this catalog, the SOE places these additional requirements for students graduating from an SOE graduate program:

No more than two courses with a grade of “C” may be counted toward graduation requirements.
Successful completion of all other requirements for graduation specified in this catalog, the School of Education, and University policy.

DISCLAIMER: Due to configurations of courses, changes in course hour requirements, or certification requirements, it is possible for a student to accumulate more than the required credit hours for an SOE graduate degree. The listed credit hours are the minimum for completion of a specific degree.

M.A. in Counseling, School Counseling Concentration

This K-12 program is available through the School of Social Sciences in conjunction with the School of Education and is designed for students who desire a master’s degree with a concentration in school guidance counseling in order to obtain a School Counseling License (SCL) from the State of Michigan. (See the MAC section of this catalog for more information.)