- Communication Arts, Reading and Early Childhood, Phyllis Wilkinson, chair
- Multidisciplinary Studies, Ralph Olliges, chair
- Teacher Education, Ted Green, chair
- Ginny Altrogge, co-coordinator, educational leadership; and school systems, superintendency and leadership
- Mary Bevel, co-coordinator, educational leadership; and school systems, superintendency and leadership
- Cheryl Breig-Allen, coordinator, early childhood education
- Donna Campbell, coordinator, special education and mild/moderate disabilities
- Tom Cornell, coordinator, communications arts
- Dawna Ferreira, director, school of education
- Diane Hosford, director, school of education
- DJ Kaiser, coordinator, teaching English as a second language
- Kathy Marlock, associate dean
- Ralph Olliges, coordinator, educational technology and technology leadership
- Basiyr Rodney, coordinator, social science education
- Andrea Rothbart, coordinator, mathematics for educators
- Debbie Stiles, coordinator, applied educational psychology
- Roy Tamashiro, coordinator, education and innovation
- Phyllis Wilkinson, coordinator, reading
Please refer to the Accreditations and Licensures section of this catalog for specialized accreditations that may apply to programs in the School of Education.
The School of Education at Webster University provides its students with the knowledge, experiences, and practical tools that enable them to guide both themselves and others toward lifelong learning. The School is a community of teacher-scholars who apply critical reflection and creative energies to enhance learning in schools and other educational settings. The faculty strives to do this by modeling effective teaching practices based on sound theory and research. The personalized approaches make for a challenging, yet supportive environment that permits the risk-taking necessary for learning and growth. The School encourages its faculty and students to work actively toward this end, keeping in mind that the actions must be rooted in visionary yet realistic thinking. This thought and action process underscores the development of an inner-directed self-understanding, an outer-directed global perspective, and an appreciation of human diversity that arises from both.
"...We all must work to make this world worthy of its children." (Casals, 1970)
Developing a world of learners through knowledge, leadership, and life-long learning.
|This graphic represents the conceptual schema of the School of Education. The outer circle is the "world of learners". Each quadrant represents one of the school's four goals for its candidates: to develop knowledgeable learners, informed instructors, reflective collaborators, and responsive educators.
The two axes represent the theme components of knowledge, leadership, and life-long learning.
1. Education candidates will demonstrate knowledge of the subject matter, knowledge of the learner, and knowledge of pedagogy based on inquiry and scholarship.
The knowledgeable learner:
- knows content that supports conceptual understanding;
- applies tools of inquiry to construct meaningful learning experiences;
- identifies developmental factors in student learning; and
- understands theoretical principles of effective instruction to plan learning experiences.
2. Education candidates will incorporate multiple assessment and instructional strategies to support effective educational practices based on research and theory.
The informed instructor:
- designs curriculum based on students’ prior knowledge, learning styles, strengths, and needs;
- understands and uses a range of instructional strategies;
- uses a variety of communication modes, media, and technology to support student learning; and
- employs a variety of formal and informal assessments to monitor learning and modify instruction.
3. Education candidates will reflect on the roles educators take as leaders of change through collaboration with colleagues, students, and families in schools and communities.
The reflective collaborator:
- values and integrates reflection to grow as a professional;
- promotes communication and collaboration with colleagues, families, and community leaders;
- seeks relationships with families and students to support student learning; and
- initiates change that benefits students and their families.
4. Education candidates will demonstrate respect for diversity through responsive teaching and learning that values individual differences.
The responsive educator:
- understands and responds appropriately to issues of diversity;
- acknowledges social and cultural contexts to create effective teaching and learning environments;
- adapts instruction to the learner’s knowledge, ability, and background experience; and
- identifies resources for specialized services when needed.
There are various definitions of dispositions. The dictionary suggests that dispositions are the combination of traits revealed by one’s habitual ways of behaving or thinking. The National Council for Accreditation of Teacher Education defines dispositions as “the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth.” (Professional Standards, p.53) Interpreting and assessing dispositions is often more intuitive than it is descriptive and measurable. Regardless of the difficulty of assessment, there is significant value in focusing attention on qualities that make an effective teacher. Students must demonstrate satisfactory competency in regard to the knowledge, skills, and dispositions identified in the School of Education Conceptual Framework.
1. Understands and Respects Self
- Understands and respects that s(he) may be different from others
- Embraces an openness to change (adaptability, flexibility)
- Exhibits curiosity
- Engages in reflection
2. Understands and Respects Others
- Understands, respects, and responds appropriately to diversity in a variety of settings
- Exhibits empathy
- Commits to fairness and honesty
- Listens respectfully to other points of view
3. Understands and Respects Professional Communities
- Commits to professional behavior in university and school cultures
- Practices informed decision-making in university and school cultures
- Communicates and collaborates in university and school cultures
- Accepts academic rigor (willingness to work/high expectations)
- Effects change with courage and confidence
The School of Education offers the following
Graduate Degree Programs:
NOTE: These Webster certificates in education are
not Missouri Teaching Certification Programs.
Advanced Graduate Certificates:
All programs are offered at the St. Louis home campus. The MA in Education and Innovation, the MA in Teaching English as a Second Language and ELL/ESOL Certification are also offered at the Kansas City, MO campus. The Webster Certificate in Online Teaching and Learning, the MA in Communication Arts, the MA in Education and Innovation, the MA in Social Science Education, MET in Educational Technology and the EdS degrees are also offered online.
School of Education (MAT, MA, MET)
Webster’s School of Education Graduate Programs provides teachers with subject matter knowledge, educational understanding, technical skills, and opportunities for professional development. Webster reinforces an educator’s commitment to the classroom by increasing command of subject matter fortified with new teaching methods and strategies.
The programs emphasize an inductive approach to learning. Hence, discovery and inquiry play an important part in the program. Faculty members teach as they would have graduates teach--in an open, flexible, considerate manner, in which experimentation and evaluation are encouraged. In such a program, a high level of student participation is encouraged and expected.
Educational Specialist (EdS)
The EdS degree is designed for individuals who seek knowledge and skills beyond the master’s level. Coursework, action research, and internship experiences enable students to develop and demonstrate competencies required to move from a specific focus in teaching, curriculum, or support services in schools to the broader view of the educational leader in the community.
- Educational Leadership
- School Systems, Superintendencv and Leadership
- Technology Leadership
Graduate School of Education degrees require the satisfactory completion of 33-44 (depending on whether certification is included) credit hours of appropriate graduate-level courses with a B average or the equivalent and completion of requirements for a major. Credits may also be gained through credit by examination, directed study, independent study, and transfer of credit.
MAT, MA, and MET Degrees
A completed admission file includes information on professional experience
and the academic transcripts of the applicant’s undergraduate degree work. This material is reviewed by the School of Education Graduate Programs admissions committee. The committee evaluates the academic record, essay, and letters of recommendation (if requested), and determines whether the student will be accepted. New applicants have one term (8 weeks) to complete the acceptance process. An overall minimum undergraduate grade point average of 2.5-3.0 (depending on the degree) is required for acceptance into an MAT, MA and MET programs. Special consideration may be given to students with extraordinary professional accomplishments or to those whose grades show marked improvement in the later years of college or in graduate or professional studies since college.
MA, MAT and MET Degrees
Students must complete their degree within seven years of entry into a graduate program. Students who are unable to finish their program within seven years must apply to the Dean, School of Education for an extension.
Students who enter the program must complete all degree requirements within five years after completion of their initial EdS course. Students who apply but do not enroll within one year must submit a new application to both the university and the program.
A student may apply to the Dean, School of Education for a leave of absence for one year. If the absence is approved, the five-year program limit will be suspended for that year and will resume at the end of the leave of absence, whether or not the student enrolls in EdS courses.
Students who have been absent from program for longer than one year, and who wish to sit for a licensure exam, are responsible for updating their knowledge before they take the test during the current exam year.
The MAT degrees are designed for students who are also pursuing initial Missouri Certification. Students may obtain Missouri certification in Early Childhood (Birth-Grade 3), Early Childhood (Birth-Grade 3), Elementary (Grades 1-6), Middle School (Grades 5-9) Language Arts, Math, Science, Social Studies, Secondary (Grades 9-12), English, Journalism, Math, Social Studies, Unified Science and (K-12) Art, Music, Foreign Language, Special Education. The MAT degrees are: Early Childhood, Elementary, Middle School, Secondary, and Mild/Moderate Disabilities.
A student interested in the MAT degree must have a transcript evaluation by the Webster University Office of Teacher Certification that will indicate the State Department requirements. Some students may need additional coursework beyond what is required for the MAT degree. A student may fax, e-mail or send the transcripts to the Office of Teacher Certification: 314-246-8241 (fax) firstname.lastname@example.org (e-mail), 470 E. Lockwood, St. Louis, MO 63119 (mail). A student should indicate which area of certification desired and include a phone number and e-mail address
After the student has received the evaluation the student should counsel with an MAT advisor regarding the program plan for the degree.
A student who holds an initial certificate and is interested in an advanced certification in ESOL, Reading, Gifted or Severe Developmental Disabilities may pursue one of these certifications with the corresponding MA degree. The student should contact the School of Education Office for information on these MA degrees.
In addition to the required courses, apprentice teaching and and a teacher work sample, the State of Missouri requires all teaching certificate candidates to successfully complete the Praxis II exit test. For information regarding testing dates, locations, and registration materials, check online at www.ets.org.
Students who already hold at least a baccalaureate degree from an accredited institution may be able to pursue initial or additional certification through Webster University. Information regarding acceptance and requirements may be obtained from the Office of Teacher Certification.
Apprentice teaching is a requirement for all initial certifications and, in some instances, for additional certification.
To enroll in apprentice teaching, students must make formal application to the Office of Apprentice Teaching and Early Field Experiences at least one full semester prior to the semester in which they plan to apprentice. Application must be filed during periods designated and posted by the Office of Teacher Certification. Students should not contact school officials or teachers about placement, but should contact the Office of Apprentice Teaching and Early Field Experiences for such information. All students enrolled in apprentice teaching must participate in a mandatory biweekly seminar.
1. A student who holds an MAT, MA or MET from Webster’s School of Education may earn a sequential MA or MET by completing the required courses (ranging from 21 to 24 credit hours depending on the sequential program) detailed in the declared major curriculum
2. A student who holds a master’s or doctoral degree in an education related field from another regionally accredited college or university may earn a sequential MA or MET by completing the required core courses (ranging from 21 to 24 credit hours depending on the sequential degree program) detailed in the declared major curriculum.
3. No transfer of credit may be applied toward the minimum required courses.
4. Students working on a sequential MA/MAT are required to complete the School of Education ATC (Advancement to Candidacy) process for their sequential degree.
If a student has completed any required courses as part of a previous Webster University master’s degree, approval for substitute coursework must be requested and approved prior to enrollment.
Students in the School of Education with special interests or needs that are not met by existing curricula may request that a member of the faculty supervise an independent study. Together the student and faculty member decide the content of the independent study and the criteria for evaluation. In no case can an independent study be set up when an existing course already covers the subject.
Alumni of the School of Education’s graduate programs (MAT, MA and MET) may enroll in eligible graduate face-to-face courses for a special reduced fee per credit hour. Interested students must submit an application to the Dean’s Office. The reduced fee is subject to application approval. Under certain circumstances in which classes have a limited enrollment, current degree-seeking students are given priority.
Degree-seeking students may earn up to 6 credit hours through credit by examination. Knowledge and/or skills assessed through this process must be consistent with the student’s major. Students interested in applying for credit by examination should obtain a copy of the Credit by Examination Policy and Procedures from the School of Education office.
Advanced Graduate Certificate (AGC) Program
(this is not a Missouri certification program)
The advanced graduate certificate (AGC) program shares the philosophy of Webster's MAT program in encouraging the active participation of students in their own learning.
The AGC requires the successful completion of 15 credit hours of graduate-level coursework and a 3-credit-hour AGC project.
The grading system in the AGC program is the same as that described in the Grades section of this catalog.
After acceptance into the program, the student will have an initial interview with the AGC coordinator to determine the general focus for the student’s program and to discuss the choice of initial courses. When 6 credit hours have been completed, the student will have a detailed program review, planning, and project proposal conference. If it seems appropriate for the student to continue in the program, the student and coordinator will jointly choose a project advisor who will work closely with the student in preparation of the final AGC project. The student in the AGC program will register each semester with the AGC coordinator.
Advanced Graduate Certificate Project
The AGC project (3 credit hours) is the culminating experience in the program. The faculty member chosen by the student and the AGC coordinator at the time of the program planning conference works closely with the student during this final experience. There are individual possibilities for this culminating experience: a professional conference or in-service presentation; a scholarly paper or research project that might be published or distributed within an appropriate school or community group or for a large audience; or an action project designed and implemented within the student’s place of employment.
At the final presentation (or display/discussion/review) of the AGC, an ad hoc committee, project advisor, and the AGC coordinator review the project and recommend to the dean of education the awarding of the AGC A copy of the AGC project will be forwarded to the student’s school district if the student so requests.
Award of the Advanced Graduate Certificate
After the student has successfully completed 18 credit hours of work, including the AGC project, the AGC will be awarded on the recommendation of the dean of education.
In-service education courses support the professional development of teachers, administrators, and educational professionals. These courses address contemporary topics and issues that are relevant to the educational community. Most instructors of in-service courses are successful educational professionals. Students who are currently pursuing a degree at Webster University may transfer a maximum of six (6) credit hours of 5410 courses toward their graduate degree (MA, MAT or MET) if they have also obtained the permission to do so, as granted by their academic advisor. In-service courses numbered 5210 are primarily for professional development purposes and are not considered part of degree-related curricula. For more information, please contact the In-service Education Office at 314-246-7097.
The Beatrice and David Kornblum Institute for Teaching Excellence is an integral part of Webster University's School of Education. The Institute supports innovative education, program development, community service, and improved teaching and learning with an emphasis on economically disadvantaged minority, immigrant, and/or disabled (at risk) public school children from the urban setting.