Graduate Certificate in Teacher Licensure - Special Education

Program Purpose

The Graduate Certificate in Teacher Licensure is a certificate option to empower a graduate of Wilmington University’s Education Studies - non-licensure education degree programs to return and complete the coursework and clinical experiences required by the Delaware Department of Education to earn an initial teaching license. This certificate will consist of 15 credits of coursework: three 1 credit practicum courses (MSE 7991, 7992, 7993); 3 credits in Performance Assessment (MSE 8805); and 9 credits in Student Teaching (MSE 8802). Each practicum course requires candidates to complete 60 hours of supervised classroom experience in an approved setting which will be monitored by Wilmington University Practicum advisors and mentor teachers.  The classroom experience will be supported by an additional 30 hours of practicum seminar sessions which are conducted by faculty members at Wilmington University sites. The Student Teaching experience will require 80 consecutive days of student teaching in a setting that is aligned to the candidate’s declared major.  Ultimately, this certificate will provide the coursework and experience needed to be eligible to apply for an initial teaching license and special education certification in the State of Delaware. 

Program Competencies

InTASC Standards

1. Standard 1 – Learner development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2. Standard 2 – Learning Differences - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Standard 3 – Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
4. Standard 4 – Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
5. Standard 5 – Application of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Standard 6 – Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
7. Standard 7 – Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Standard 8 – Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
9. Standard 9 – Professional Learning and Ethical Practice - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
10. Standard 10 – Leadership and Collaboration - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

CEC Initial Preparation Standards

Outcomes Assessment

Evaluation of the proposed concentration will be based on data collected within Watermark.  Key assessments are measured in these courses aligned to state and national standards. Additionally, candidates will be required to pass each course in the certificate with a C or better and take and meet the qualifying score on all praxis exams related to the area of initial certification in addition to ETS 5354 Special Education: Core Knowledge and Applications.    

This system has four broad themes:
1. Data collection to support assessment of competence for certification of candidates.
2. Data collection to assess the quality and effectiveness of programs.
3. Data collection to assess the effectiveness of the Educator Preparation Program including field experiences, clinical preparation, and partnerships.
4. Data collection to track the performance of graduates in their field of specialization.

Course Requirements

Content-Specific Courses (15 Credits)

MSE 7991 Practicum I in Special Education

MSE 7992 Practicum II in Special Education

MSE 7993 Practicum III in Special Education

MSE 8802 Student Teaching in Special Education

MSE 8805 Performance Assessment

This information applies to students who enter this degree program during the 2024-2025 Academic Year. If you entered this degree program before the Fall 2023 semester, please refer to the academic catalog for the year you began your degree program.