The Griot, Sage and TASC Programs are cohort programs created with the adult career changer in mind. Individuals who have earned a bachelor’s degree and, in many cases, work in fields outside of education, or are serving as “Emergency Substitutes in a Regular Position” are able to earn their teacher certification plus master’s degree by attending conveniently scheduled courses offered throughout the year.

Marygrove College Education Department Mission Statement
The mission statement of the Education Department states: Marygrove’s goals of competence, compassion, and commitment are also the requisite attributes of an effective teacher. The education programs seek to combine technical skill and knowledge with guided experiences that, together, will foster these goals and those of educational professionalism. Additionally, we challenge students to be self-directed learners, to adapt to change, and to foster understanding of and sensitivity to issues of diversity. Students are invited to use their deepening understanding of themselves as learners and as future teachers to share their insights with each other and with the faculty in order that we all may grow.

The Marygrove College Education Department
Conceptual Framework
Marygrove’s education programs range from Early Childhood Education to Adult Learning. Our goal is to prepare compassionate, reflective teachers who are academically, socially, and technically competent to communicate with all learners in a diverse world.

General Requirements: Griot, Sage and TASC courses focus on preparing elementary or secondary teachers to have a strong foundation in appropriate teaching practices and the methods and techniques for teaching. Most courses require an “appropriate field-based experience” that is correlated with course content. Reasonable accommodations will be made for students who work during regular school hours to enable them to complete required field hours.

All candidates for certification must complete a successful student teaching placement. Candidates who meet eligibility requirements will be considered for student teaching “on the job.”
In addition to required coursework and fieldwork, candidates are required to pass the State competency tests (MTTC) for basic skills and in their major (Candidates for elementary certification must also take the Elementary Education test).  The Education Department will make reasonable efforts to assist students in preparing for and passing their State competency tests by disseminating materials and by offering test preparation courses through the Division of Continuing Education.

The Griot and Sage Programs
Graduate level students who already have a bachelor’s degree with a major and minor in an academic discipline that can be certified for teaching by Marygrove College and who have a comprehensive liberal arts background are ideally suited for these programs. The requirements for Griot and Sage are exactly the same; the only difference is in the make up of the cohorts. Candidates are recommended for initial certification and M.Ed. degree is awarded upon successful completion of all required coursework and State-mandated tests. Completion time varies depending on level of preparation at matriculation. Those who enter having completed all prerequisite requirements should expect to graduate in just over two years.

Griot is Marygrove’s African American Male Career Initiative. The name for this cohort comes from the African word for a storyteller whose knowledge and wisdom is shared and passed on from generation to generation. The program is geared toward the African American male career changer who wants to make a difference by serving as a primary role model for students in urban school systems.  Members of this cohort receive support and advisement from distinguished African American male educators.

A Sage is a wise person with a passion for learning and a burning desire to share that learning with others.  The Sage Program attracts a diverse group of men and women whose academic backgrounds represent a variety of disciplines. Students welcome the collaborative learning environment the cohort model provides and enjoy working with their peers to help one another succeed.

PROVISIONAL TEACHER CERTIFICATION: ELEMENTARY
Certifiable Majors and Minors-Elementary
Early Childhood Education – Group Minor
Dance – Major
English – Major & Minor
French – Minor
History – Major & Minor
Integrated Science – Group Major
Language Arts – Group Major & Group Minor
Mathematics – Major & Minor
Social Studies – Group Major & Group Minor
Spanish – Minor
Special Education – Learning Disabilities Major

PROVISIONAL TEACHER CERTIFICATION: SECONDARY
Certifiable Majors and Minors-Secondary
Art Education – Comprehensive Group Major (no teaching minor required)
Biology – Major & Minor
Chemistry – Major & Minor
Computer Information Systems – Major & Minor
Dance – Major
Economics – Minor
English – Major & Minor
French – Minor
History – Major & Minor
Mathematics – Major & Minor
Music – Comprehensive Group Major (no teaching minor required)
Political Science – Major & Minor
Social Studies – Group Major
Sociology – Minor
Spanish – Minor

ELEMENTARY CERTIFICATION
COURSE REQUIREMENTS

REQUIRED COURSES:

EDU 524 Principles of Classroom Management, 3 credit hours
EDU 530 Technology in the Classroom, 3 credit hours
EDU 541 Educational Psychology, 3 credit hours
EDU 544 Methods of Teaching Elementary School Mathematics, 3 credit hours
EDU 548 Teaching Writing and Speaking in the Elementary and Secondary Classroom, 3 credit hours
EDU 602  Methods of Educational Research and Writing, 3 credit hours
SED 550 Education of the Exceptional Learner, 3 credit hours
EDU 554 Methods of Teaching Elementary School Social Studies, 3 credit hours
EDU 564A Methods of Teaching Elementary Reading and Other Language Arts, 3 credit hours
EDU 564B Methods of Teaching Elementary Reading: Practicum, 3 credit hours
EDU 574 Methods of Teaching Elementary School Science, 3 credit hours
EDU 575 Foundations in American Education, 3 credit hours
EDU 699 Student Teaching and seminar, 10-12 credit hours

SECONDARY CERTIFICATION
COURSE REQUIREMENTS

REQUIRED COURSES:

EDU 524 Principles of Classroom Management, 3 credit hours
EDU 530 Technology in the Classroom, 3 credit hours
EDU 541 Educational Psychology, 3 credit hours
EDU 543 Adolescent Psychology, 3 credit hours
EDU 547 General Secondary Methods3 credit hours
DISCIPLINE SPECIFIC 547 Methods in Teaching in the Discipline of the Student’s Major, 3 credit hours
(Certain disciplines, such as: music, art and dance, require more than one methods course)
EDU 548 Teaching Writing and Speaking in the Elementary and Secondary Classroom, 3 credit hours
EDU 602 Methods of Educational Research and Writing, 3 credit hours
SED 550 Education of the Exceptional Learner, 3 credit hours
EDU 557 Methods of Intermediate and Secondary Reading, 3 credit hours
EDU 575 Foundations in American Education, 3 credit horus
EDU 699 Student Teaching and Seminar, 10-12 credit hours

Cognate choices for those in either Elementary or Secondary Certification:
After completing the certification courses, M.Ed. students must complete nine credit hours in a cognate of either Reading or Educational Leadership.

Reading Cognate*
EDU 559 Literature Based Approaches to Reading Instruction, 3 credit hours
EDU 567 The Writing Process in Literary Development, 3 credit hours
EDU 639 Research in Reading and Curriculum Development, 4 credit hours

Education Leadership Cognate *
EDL 512 Organizational Theory and Change, 3 credit hours
EDL 537 Curriculum Theory and Development, 3 credit hours
EDL 665 Research in Education, 3 credit hours

Special Education Cognate *
SED 556 Language Development and Disorders, 3 credit hours
SED 570 Students with Disabilities: School, Family and Community Interaction, 3 credit hours
EDU 665 Research in Education, 3 credit hours

Educational Technology Cognate *
EDT 640 Technology Tools for Teachers, 3 credit hours
EDT 688 Issues in Educational Technology, 3 credit hours
EDU 665 Research in Education, 3 credit hours

* See Educational Leadership Section of Web site or catalog for course descriptions

Please note: Revised departmental policies and/or State of Michigan certification rules may necessitate additional courses or changes in admission and completion requirements.

For information on the Griot Program, contact:
Chukwunyere Okezie, Ph.D.
Madame Cadillac Building, Rm. 217
Phone: (313) 927-1794
E-mail:cokezie@marygrove.edu

For information on the Sage Program, contact:
Victoria Bigelow, M.A.
Madame Cadillac Building, Rm. 224
Phone: (313) 927-1372/1510
E-mail:vbigelow@marygrove.edu

The Teaching as a Second Career (TASC) Programs in Elementary Mathematics, Secondary Science and Special Education The TASC Program emphasis  is on preparing graduate-level career changers who already have a bachelor’s degree to be highly qualified teachers for  critical shortage areas, specifically, in special education, elementary math or secondary science (biology/chemistry). TASC is a unique program in that it is (a) accelerated and (b) allows the student to complete the teaching major and the professional teaching sequence simultaneously.

Many who enter the TASC Special Education Program already have academic and/or professional experience in math, science or special education.  Applicants to the TASC Mathematics Program have typically had successful careers in industry, the military, accounting, engineering or other fields that required quantitative skills.  Science applicants often have backgrounds in health-related fields. Many of the applicants for the TASC Special Education Program are currently working as substitute teachers in special education classrooms in local school districts but lack the academic credentials to be considered highly qualified.

TASC MATH  Program Curriculum and Schedule
Discipline Advisor:
Kenneth Williams, PhD
E-mail: kwilliams@marygrove.edu

Semester 1
Math 510 Teaching Elementary Math Concepts I, 3 credit hours
EDU 541 Educational Psychology,*  3 credit hours
EDU 564A Methods of Teaching Elementary Reading & Other Language Arts,* 3 credit hours

Semester 2
Math 511 Teaching Elementary Math Concepts II, 3 credit hours
EDU 564B Practicum: Methods of Teaching Reading,* 3 credit hours
EDU 602 Introduction to Education Research,* 3 credit hours

Semester 3
Math 110 Elementary Functions, 4 credit hours
EDU 544 Methods of Teaching Elementary and Middle school Mathematics,* 3 credit hours
EDU 550 Exceptional Learner,* 3 credit hours
EDU 699 Research in Education (‘Y’ grade until completed), 3 credit hours

Semester 4
Math 251 Calculus I, 4 credit hours
EDU 574 Methods of Teaching Elementary and Middle School Science,* 3 credit hours
EDU 530 Technology in the Classroom,* 3 credit hours
EDU 575 Foundations in American Education (online), 3 credit hours

Semester 5
Math 265 Discrete Math, 3 credit hours
EDU 524 Principles of Classroom Management,* 3 credit hours
EDU 548 Teaching Speaking and Writing,*  3 credit hours

Semester 6
Math 300 College Geometry, 3 credit hours
Math 330 Probability and Statistics, 3 credit hours
EDU 554 Methods of Teaching Elementary and Middle School Social Studies,* 3 credit hours
Math 530 Teaching Elementary Probability and Statistics, * 4 credit  hours

Semester 7
EDU 699 Directed Student Teaching and Seminar, 10-12 credit hours

*Courses offered consecutively in seven-week accelerated format.

Please note:

• Failure to place at the Math 110 level will require students to enroll in remedial courses at an additional cost.
• Students must meet minimum requirements for Math 110 by the third semester.

Please note: Revised departmental policies and/or State of Michigan certification rules may necessitate additional courses or changes in admission and completion requirements.

TASC Special Education Program Curriculum and Schedule:  An Example
Discipline Advisor:
Steffanie Bowles, PhD
E-mail: sbowles@marygrove.edu

Semester 1
SED-550               Education of the Exceptional Learner, 3 credit hours
EDU-541               Educational Psychology,* 3 credit hours
EDU-564A            Methods of Teaching Elementary Reading & Other Language Arts,* 3 credit hours
SED-564               Characteristics of Students with Learning Disabilities

Semester 2
EDU-564B            Methods of Teaching Elementary Reading Practicum,* 3 credit hours
EDU-602               Methods in Educational Research & Writing,* 3 credit hours    
SED-576               Classroom Management & Intervention Strategies for Students with Disabilities, 3 credit hours       
SED-555               Pre-professional Practicum in Learning Disabilities, 3 credit hours

Semester 3
SED 556                Language Development & Disorders, 3 credit hours
EDU-665               Educational Research (Y grade until completed), 3 credit hours
SED-570               Students with Disabilities: School, Family, & Community Interaction (online), 3 credit hours

Semester 4
EDU-574*             Methods of Teaching Elementary School Science, * 3 credit hours
EDU-544*             Methods of Teaching Elementary School Mathematics, * 3 credit hours
SED-573               Assistive Technology in Special Education, 3 credit hours
SED-565               Teaching Students with Disabilities, 3 credit hours

Semester 5
SED-566               Assessment of the Exceptional Child, 3 credit hours  
EDU-554               Methods of Teaching Elementary School Social, 3 credit hours Sciences
EDU-575               Foundations in American Education (online) *
SED-650               Teaching Mathematics to Students with Disabilities, 3 credit hours

Semester 6
EDU-548               Teaching Writing & Speaking in the Elementary & Secondary Classroom, 3 credit hours
SED-525               Teaching Language Arts to Students with Disabilities, 3 credit hours
SED-575               IEP Development, 3 credit hours

Semester 7
EDU-699               Directed Student Teaching and Seminar, 10-12 credit hours

Semester 8
SED-599               LD Student Teaching and Seminar, 6 credit hours

* Courses offered consecutively in seven-week accelerated format.

TASC SCIENCE (Biology Major and Chemistry Minor)
Discipline Advisor:
Jeanne Andreoli, PhD
E-mail: jandreoli@marygrove.edu

Semester 1
BIO 151 (4) Biology II: Unity and Diversity of Life, 4 credit hours
CHM 140 (4) General Chemistry, 4 credit hours
EDU 541 (3) Educational Psychology*

Semester 2
BIO 150 (4) Biology I: From Molecules to Cells, 4 credit hours
CHM 325 (4) Organic Chemistry I, 3 credit hours
EDU 557 (3) Methods of Teaching Intermediate and Secondary Reading,* 3 credit hours
EDU 524 (3) Principles of Classroom Management,* 3 credit hours

Semester 3
BIO 201 (4) Ecology and the Environment, 3 credit hours
BIO 257 (4) Human Anatomy and Physiology, 4 credit horus
SED 550 (3) Education of the Exceptional Learner,* 3 credit hours
EDU 548 (3) Teaching Writing & Speaking in the Elementary & Secondary Classroom,* 3 credit hours

Semester 4
BIO 234 (4) General Botany, 3 credit hours
CHM 326 (4) Organic Chemistry II, 3 credit hours
EDU 530 (3) Technology in the Classroom,* 3 credit hours
EDU 575 (3) Foundations in American Education (online), 3 credit hours

Semester 5
BIO 226 (4) General Zoology, 4 credit hours
CHM 360 (4) Biochemistry, 4 credit hours
EDU 602 (3) Introduction to Education Research,* 3 credit hours
EDU 547 (3) General Secondary Methods,* 3 credit hours

Semester 6
BIO 321 (4) Microbiology, 4 credit hours
CHM 241 (4) Chemical Reactivity, 4 credit hours
EDU 665 (3) Research in Education (Seminar only; “Y” grade until completed), 3 credit hours

Semester 7
BIO 485 (4) Genetics, 4 credit hours
BIO/CHM 547 (3) Methods for Teaching Secondary Science, 3 credit hours

Semester 8
EDU 699 (10) Directed Student Teaching and Seminar, 10-12 credit hours

*Courses offered consecutively in seven-week accelerated format.

Please note: Applicants must be able to demonstrate successful completion of intermediate algebra (MTH-105) through coursework (B or better) or through placement testing prior to entering the TASC-Science Program.

For information on the Teaching As a Second Career (TASC) Program, contact:
Victoria Bigelow, M.A.
Madame Cadillac Building, Rm 224
Phone: (313) 927-1372/1510
E-mail: vbigelow@marygrove.edu

Please note: Revised departmental policies and/or State of Michigan certification rules may necessitate additional courses or changes in admission and completion requirements.

ADMISSIONS REQUIREMENTS
Applicants to the Sage, Griot and Teaching as a Second Career (TASC) Programs must meet the general graduate admission requirements. See the “Graduate Admissions” section of the catalog. Official copies of all college level transcripts and an official application for the Sage, Griot and Teaching as a Second Career (TASC) programs must be on file before admission may be granted. There is a $25 graduate application fee. An additional $25 fee is required for processing a “plan of work” for the student.

Completion of an affidavit indicating felony convictions is required of all applicants for teaching in the State of Michigan.

As of November 20, 2006, the State of Michigan requires that all candidates for teacher certification have the following liberal arts background:

Part II. State Provisional Certificates
R 390.1122 General education; substantive fields.
    Rule 22. (1) An applicant for a provisional certificate shall present evidence of the completion of an approved program of general or liberal education, including English, literature, humanities, social sciences, mathematics, natural or physical sciences, and the arts.

Marygrove has selected a list of courses we feel best fits the spirit of the legislation. Your academic advisor will provide you with a list of those courses with your plan of work.

Qualified applicants to the Sage and Griot Programs will be placed in one of three tiers. TASC students will be placed in Tiers Two and Three depending on the level of preparation. Applicants may be admitted to each tier with a probationary, provisional or full status.

Outstanding undergraduate coursework at the 100 or 200-level may be taken at a community college. Course requirements at 300 or 400 level must be taken at a four-year college or university. Students admitted to a program will be asked to meet with their advisor each term even if they are taking courses externally. Proof of completion of coursework completed externally will allow the advisor to update the student’s plan of work and the student to advance to the next tier where appropriate.

COURSE DESCRIPTIONS
The courses in Marygrove’s Master of Education degree program focus on the importance of acknowledging developmentally appropriate levels for the K-12 learner.

EDU 524 Principles of Classroom Management 3 hours
This course analyzes and discusses the social and psychological dimensions of the classroom environment including the design and implementation of effective instruction, the roles of teacher and student in group dynamics, and techniques for management and design of the classroom. An appropriate field-based experience is essential to this course.

EDU 541 Educational Psychology 3 hours
This course explores the psychology of learning and teaching. Emphasis is on mental abilities, individual differences, motivation, psychological theory and research in learning.

EDU 544 Methods for Teaching Elementary School Mathematics 3 hours
This course presents techniques for teaching mathematics in grades K-8. Emphasis is on developing concepts through understanding, discovery, problem solving, observing, patterns and relationships as well as meeting the individual needs of children. Appropriate field-based experience is required.

EDU 547 General Secondary Methods 3 hours
This course explores methods for developing lesson plans, unit plans, and course overviews, which incorporate objectives, evaluation, and a variety of teaching-learning strategies. Includes field experience and pertinent contributions from research. An appropriate field-based experience is essential to this course.

Discipline Specific 547 Methods of Teaching in the Specific Discipline of a Major 3 hours
This course explores methods for developing lesson plans, unit plans, and course overviews, which incorporate objectives, evaluation, and a variety of teaching-learning strategies. Includes field experience and pertinent contributions from research appropriate to the discipline of the student’s major.

EDU 548 Teaching Writing and Speaking in the Elementary/Secondary Classroom 3 hours
This course introduces the theories and practices of teaching written and oral literacy in the elementary and secondary school. Students will discuss instructional issues and methods; participate in writing and speaking workshops, and experience writing and speaking through personal engagement and application in these processes.

SED 550 Education of the Exceptional Learner 3 hours
This course gives an overview of the legislative rules and policies for individuals with exceptional needs, including those with handicapping challenges, the gifted and talented, and those with cultural differences. This course will also develop an awareness of the characteristics indigenous to exceptional students and their relationship to teaching methodologies.

EDU 554 Methods of Teaching Elementary Social Studies 3 hours
This course combines theoretical and practical models for grades K-8; provides multicultural approaches to activities, materials, and resources necessary for teaching social studies. Appropriate field-based experience is required.

EDU 557 Methods for Teaching Intermediate and Secondary Reading 3 hours
This course analyzes the variations in vocabulary, format, comprehension and study procedures in various content areas and develops teaching strategies for improving basic reading skills and reading proficiency. This course also addresses adapting content instruction to meet the needs of middle school and secondary school students with reading problems.

EDU 564A Methods for Teaching Elementary Reading and Other Language Arts 3 hours
This course combines theoretical and practical models, and provides multicultural approaches to activities, materials and resources. Appropriate field-based experience is required.

EDU 564B Methods in Elementary Reading: Practicum 3 hours
This course covers strategies for developing and implementing detailed lesson plans based on a diagnostic-instruction model for both developmental skills in reading and reading in the content areas.

EDU 574 Methods for Teaching Elementary Science 3 hours
This course presents methodologies appropriate for teaching scientific concepts; it includes teaching demonstrations, projects, and daily/unit planning. Appropriate field-based experience is required.

EDU 575 Foundations in American Education Research Component 3 hours
This course examines the structure, function, and purposes of American education including the philosophical, social, political and economic contexts of educational systems, and the role and characteristics of the teaching profession.

in successful curriculum development and the direction of school-wide reading programs. Techniques for formal and informal research will be presented. Students will design, conduct, and present a research project.

EDU 665 Research in Education 3 hours
This course provides for an in-depth study of basic techniques of research and educational reporting. This course also covers evaluation of current research and trends for implementing change.

EDU 699 Student Teaching 10 hours (12 hours for “On-the-Job” placements)
This course provides for observation and guided, full-time professional laboratory experience in public, private or charter school classrooms at the appropriate level and in the appropriate discipline. In some cases, students may do “on-the-job student teaching.” Students will consult with the teacher certification officer regarding what circumstances can permit “on-the-job” experiences. Students also must attend a student teaching seminar during the semester of the student teaching.


PROFESSIONAL CERTIFICATION
(18 hours beyond degree)

For information, contact:
Gale McFedries, M.Ed.
Teacher Certification Officer
Madame Cadillac Building, Room 223
Phone: (313) 927-1457
Email: gmcfedries@marygrove.edu

Teachers are eligible for Professional Certification after completion of three years of successful teaching and 18 credit hours earned in a planned program of study, with one teacher preparation college, after the date of issuance of the provisional certificate. Students in master’s degree programs may apply the first 18 hours of credit toward the requirement. An approved master’s degree or higher earned at any time also fulfills the credit hour requirement.

Non-degree students who wish to be recommended for Professional Certification may design their own 18-hour program using graduate Professional Development courses for approval by the Teacher Certification Officer who must also approve any adjustments to these programs.

To apply to the Michigan Department of Education for a Professional Certificate, contact the Teacher Certification Officer. It is the student’s responsibility to follow through in this matter