Department of Education

Graduate Degree Programs

The College of Education, Nursing and Health Professions awards master’s degrees in Early Childhood Education and Elementary Education a Doctor of Education (Ed.D.) (see Education, Ed.D. ).

Testing Required in Teacher Preparation Programs

Praxis I: Pre-Professional Skills Tests (PPST): Academic Skills Assessments for Prospective Teachers

The Praxis I Pre-Professional Skills Test (PPST) has been implemented by the State of Connecticut to ensure that candidates for teacher preparation are competent in skills (mathematics, reading, and writing) that are considered essential for teacher education candidates. Students who wish to be recommended for certification must either achieve a satisfactory score on each component of the Praxis I PPST or apply and receive a Praxis I waiver.

Praxis I Waiver

The Praxis I waiver may be attained if a student has achieved one of the following: (1) Scholastic Assessment Test (SAT)-(a) administered after April 1, 1995, a cumulative score of 1100, provided that neither the verbal nor the mathematics subtest score is below 450; (b) administered before April 1, 1995, a cumulative score of 1000, provided neither of the subtest scores is below 400; or (2) American College Test (ACT)- (a) administered after October 1989, no less than 22 on the English subtest and 19 on the mathematics subtest; (b) administered before October 1989, no less than 20 on the English subtest and 17 on the mathematics subtest; or (3) Prueba de Aptitud Académica (PAA)-submit proof of cumulative scores equivalent to those stated for the SAT.

A waiver may be granted by furnishing the Connecticut State Department of Education with official proof of having met one of the test score requirements mentioned above. In addition to forwarding appropriate test scores, you must complete a waiver registration form as a waiver applicant. Waiver application forms are available on the Connecticut State Department of Education website.

Subject Knowledge Assessment: Selected Praxis II (for Prospective Teachers)

Students are expected to pass at least one exit exam in their specialty area(s) as a condition of teacher certification; they should consult their advisors for details. Students must successfully complete all appropriate course work and student teaching, as well as pass the appropriate Praxis II subject-area or endorsement-area test(s) in order to be considered certification program completers or to be eligible to receive an institutional endorsement for Connecticut state teacher certification.

Foundations of Reading Test

As of July 1, 2009, teacher candidates in Connecticut who are applying for an Integrated Early Childhood endorsement (NK-3) or Elementary Education endorsement (K-6) are required to pass the Connecticut Foundations of Reading Test, a test of reading instruction, knowledge, and skills.

Master’s Degree Programs Leading to Educator Certification

College graduates who did not, as undergraduates, prepare for public school teaching may engage in professional preparation leading to recommendation for Connecticut teacher certification.

To be eligible for certification endorsement, the candidate must show evidence of balanced study in the liberal arts and have successfully completed the required professional education courses. In addition, all certification candidates must have completed an undergraduate major in a subject area other than education. Candidates with deficiencies in any area may be required to complete additional course work. All official transcripts are reviewed by the advisor and student at the time that the student’s official planned program of study is determined, so that any deficiencies can be noted.

Candidates may have fulfilled some program requirements in past study. Program plans are individually developed in consultation with the student’s advisor and the college evaluator.

Preparation for teaching music may be obtained through The Hartt School in cooperation with the College of Education, Nursing and Health Professions. Programs are planned with advisement of faculty in The Hartt School.

Recommendation for Educator Certification

In addition to fulfilling academic requirements, candidates must demonstrate appropriate personal characteristics of the profession. Forms and information may be obtained from the college’s Department of Education, Hillyer Hall, room 206.

In order to be recommended for certification, the candidate must fulfill State of Connecticut requirements in general education, subject-area major, and professional education courses as outlined in Certification Regulations for Connecticut Educators. Graduate students who are deficient in any of the state requirements must complete those requirements in addition to the professional education courses required for the degree sought.

Students who matriculate into the graduate program must work with their advisor to set up a planned program sheet that lists the required areas of general and professional education. The official planned program sheet is kept in the official files in the Student Services Office, Hillyer 218. In addition, prior to recommendation for certification, official transcripts are reviewed by the college evaluator to ensure that all certification requirements have been met.

Those seeking teacher certification will have to complete a student teaching experience or experiences. Applications for student teaching are due a full semester prior to assignment. Specific deadlines are posted regularly.

As new State of Connecticut certification regulations are implemented, students are required to meet the new standards.

Applicants for certification who completed any portion of their certification training programs at the University of Hartford who wish to return to the University in order to pursue educator certification may need to take additional courses to satisfy new regulations. Candidates for certification must meet the current educator certification requirements for courses and majors, as well as pass examinations and satisfy standards required for certification upon completion of program courses.

Graduate Admission Requirements

Information about Department of Education application procedures may be obtained from the Center for Graduate and Adult Academic Services at 860.768.4371.

The following application materials must be filed with the Center for Graduate and Adult Academic Services in the Beatrice Fox Auerbach Computer and Administration Center, room 201, for applicants seeking master’s degrees:

Official transcripts
Two letters of reference from professional or academic sources
Completed University of Hartford application for graduate study, and a $45 application fee
An essay specifying the area of proposed study, degree sought, and the reasons for seeking admission
Interview with appropriate program faculty (Faculty member will complete an interview summary form.)
International students seeking acceptance into an education program must have their transcripts assessed by an approved transcript evaluation service. Students also have to pass the TOEFL examination, and the International English Language Testing System (IELTS) exam, and produce a valid Guarantor’s Statement. Approved options may be obtained by calling the Center for Graduate and Adult Academic Services at 860.768.4371.

More detailed information on criteria for admission and necessary evidence is available from the college or from the Center for Graduate and Adult Academic Services.

Planned Programs

A planned program is developed in consultation with the advisor. After matriculation, it is the students’ responsibility to set up a meeting with their advisors in order to plan a program of study. Any subsequent changes in the program must be approved in writing by the advisor and the Department of Education chair.

Nonmatriculated Students

Students may take a maximum of 6 semester hours of graduate study in the College of Education, Nursing and Health Professions before matriculating into a degree program. Additional courses normally are not applied toward completion of a University of Hartford degree.

Financial Assistance

Graduate Assistantships

A limited number of graduate assistantships are available to students who are accepted by the Department of Education. Assistantships are designed for students wishing to pursue full-time graduate study. Please inquire in the Department of Education.

Comprehensive Examination or Research Project

The comprehensive exam or other specified culminating experience must be taken to complete the master’s degree. The comprehensive exam should be taken during the semester in which the last course of the program is taken.

Programs in the Department of Education

School Psychology

The School Psychology program is a graduate program in the Psychology department of the College of Arts and Sciences. Further information and application for admission are available from the Center for Graduate and Adult Academic Services.

Teacher Education Programs

The teacher education programs in Early Childhood and Elementary Education provide opportunities for professional preparation in education to meet the rapidly changing needs of a pluralistic society. The goal of these programs is to prepare teachers as reflective practitioners who integrate understanding of their content areas, their students, and theories of pedagogy. Also included in these preparation programs are mastery of learning and developmental theories, knowledge of curriculum and effective teaching strategies, cultural and diverse needs of students, integration of technology, application of skills in assessment, and implementation and evaluation of effective educational programs.

Upon successful completion of course work, student teaching, and the specified national Praxis II examination(s), candidates are recommended for Connecticut certification in their programs of study.

Successful completion of a comprehensive examination is necessary for all teacher education programs. For further information, click here.

As new State of Connecticut certification regulations are implemented, students are required to meet the new standards.

Doctor of Education (Ed.D.)

The Department of Educational offers a Doctor of Education degree (Ed.D.). Students come from a variety of professional disciplines and work settings, including higher education, nursing, public and private K-12 schools, government, and nonprofit agencies.

Admission Requirements

Information about the Educational Leadership programs may be obtained through the University’s Center for Graduate and Adult Academic Services in the Beatrice Fox Auerbach Computer and Administration Center, room 201.

Admission to the Educational Leadership program is a two-phase process. Applicants must hold a completed master’s degree in a related field and have at least three years of professional experience.

Applicants must successfully fulfill the requirements of phase I before advancing to phase II.

Phase I

To complete the initial phase of the application, the applicant must submit the following credentials:

Application form
Writing samples (form enclosed in application)
Current résumé
Application fee
Official transcripts
Letter of support from employer
Three references from professors, employers, or school administrators on the forms supplied with the application

Phase II

Once applicants have successfully completed phase I, they will receive notification requesting that they schedule an interview with the Educational Leadership Admissions Committee. The admissions interview is the last step in the application process. Successful applicants must (1) demonstrate competence to complete scholarly work, (2) demonstrate skills and/or aptitude for leadership in educational and human service organizations, and (3) demonstrate competency in written expression and in articulating complex ideas verbally.

Doctoral Program in Education

Program Description

The University of Hartford’s Doctoral Program in Education (Ed.D.) reflects the latest thinking and research on leadership, organizations, and institutional change. Participants benefit from the rich interactions of our diverse student body, drawn from public and private schools, universities, health-related professions, government and human service organizations. What these individuals have in common is a dedication to the improvement of possibilities for their respective constituencies through change and enhancement of their service delivery systems.

The Department of Education takes pride in the following mission statement: To create a learning environment through which learners build on their knowledge and skills in ways that enable them to shape their work settings into dynamic learning environments, creating schools, organizations, and communities wherein energies are devoted toward excellent achievement and outcomes.

A variety of experiences have been infused into the doctoral program of study, enabling students to acquire cognitive understanding and to strengthen their personal leadership skills. Students who successfully complete this program are awarded a Doctor of Education, with a specialization in educational leadership.

Special Features

Diversity of Students

Most students are mid-career adults, who balance family and professional responsibilities with their pursuit of the doctoral degree. They work in schools, universities, and health, government, and human service organizations. Thus, the educational leadership learning community benefits from interdisciplinary problem solving as we address the complex issues confronting educational leaders today.

Cohort Group Structure

Students are admitted in cohort groups each summer. These groups serve as a support network as students advance through the program. To the extent possible, courses are scheduled to enable students to complete their programs together with colleagues. Active enrollment in summer courses allows students to move through courses rapidly and replaces the residency requirement in more traditional doctoral programs. Also, students have ongoing formal and informal opportunities to integrate and exchange ideas with colleagues, faculty, and other members of the University community.

Doctoral Advisement Process

Upon matriculation into the doctoral program, each student is assigned a program advisor. Program advisors meet with students regularly as a demonstration of the doctoral program’s commitment to matriculated students. In addition, faculty assists students with the development of their programs of study and develops mentoring relationships with students.

Information Technology

The doctoral program includes training and support in electronic in-formation technology. Students use Blackboard and the University online support system to enhance their classroom experiences. The Mortensen Library website offers a wealth of tools for conducting research on the Internet.

Also, students learn to use computer applications to enhance their work, including spread-sheet, database, and presentation software. The goal of this component of the program is to pro-duce leaders who are familiar with the tools of information technology and who are prepared to use them in instructional and administrative settings.

Advancement to Candidacy

In order for students to be eligible to conduct dissertation research, they must (1) have maintained a 3.5 GPA, (2) have no incomplete grades, and (3) have successfully completed the advancement to candidacy requirements. These requirements include successful completion of EDD 860 and full faculty approval of the candidate’s EDD 860 Chapter One assignment. Official advancement to candidacy entitles the student to formally engage in the dissertation research process, the final stage in the doctoral program.

Dissertation

Every student must complete a dissertation as part of the graduation requirements. Policies and procedures for completing the research are available under separate cover.

Students must maintain continuous enrollment from the initial date of matriculation through completion of the dissertation.