K-12 Certification Programs
Albright College K-12 Certification Programs has a history of preparing outstanding educators who
- learn critical tools to support the physical, cognitive, social and emotional development of teenaged children;
- become facilitators of active learning in developmentally appropriate environments;
- implement research-based curriculum and instruction;
- make data-driven decisions through assessment;
- build relationships with families and communities;
- exude professionalism, including ethical decision-making.
Explore K-12 Certification Programs in the areas below:
The Art major, combined Art major, and special program minors within the Department of Art and Art History provide you the opportunity to combine general liberal studies with in-depth study in studio art and art history. By expanding your knowledge of art genres, visual concepts, media and artists, the Art Department heightens your awareness of and appreciation for the visual arts. We emphasize critical thinking, effective self-expression and creative problem solving. Through our curriculum, the Art and Art History fosters your understanding of the global role of visual arts in human society.
NEW Behavioral Specialist K-12
An individual who designs, implements or evaluates a behavior modification intervention component of a treatment plan, including those based on applied behavioral analysis, to produce socially significant improvements in human behavior or to prevent loss of attained skill or function, through skill acquisition and the reduction of problematic behavior.
NEW English as a Second Language K-12
Prepares educator experts who can serve in a variety of school settings. Students are trained to communicate effectively, think critically, embrace cultural and linguistic diversity, utilize technology appropriately, practice inclusive interventions, learn independently and collaboratively, and serve competently in educational settings.
Language and communication are at the heart of a liberal arts education. It is the mission of the Department of World Languages and Cultures, therefore, to prepare you to communicate effectively in a multicultural American society and in an increasingly interconnected, diverse world. We strive to equip you with the linguistic tools and analytical skills you need to make sense of the complexity of the target cultures you study. We promote an open and informed exchange of ideas through the study of language, culture and literature; we encourage you to study beyond the classroom, to experience language in different community settings and to become life-long learners.
NEW Instructional Technology Specialist K-12
The Instructional Technology Specialist Certificate is designed for currently PK-12 certified teachers through the Pennsylvania Department of Education. An educator is qualified to provide technology information to district administration, staff, students and parents along with curricular advisement on the application of instructional technology into curricular planning and instructional design to district administration and staff. This program trains PK-12 teachers on how to effectively integrate instructional technology into the curriculum across all levels of the school district and provides students with the ability to develop faculty development programs, training workshops, integrate technology into the curriculum, work with district administration on the use of technology in the classroom and assist in the preparation of district-wide plans in information technology, professional development and more.
This certificate will be an option for all Master’s Degree in Education students and/or can be delivered as a stand-alone certificate program. All students who graduate with the certificate will be eligible for PDE Certification as a K-12 Instructional Technology Specialist.
NEW Online Program Endorsement K-12
The Online Instruction Endorsement program is designed for currently PK-12 certified teachers through the Pennsylvania Department of Education. Online instruction has become an essential tool for instructors to engage students and provide electronically supported learning opportunities. According to research from the Sloan Survey, now Babson, by Allen and Seaman, “The growth of online courses and programs has increased the need for faculty to become comfortable with online teaching and gain the necessary skills to make online courses a success. The evidence: There is no single approach being taken by institutions in providing training for their teaching faculty.” (Allen & Seaman 2011).
This program endorsement prepares K-12 teachers to provide that training for teaching faculty in public/private/charter/online schools. This endorsement will be an option for all Master’s Degree in Education students and/or can be delivered as a stand-alone certificate program. All students who graduate with the certificate will be eligible for PDE Online Instruction Program Endorsement.
*New certificate programs require a level I certification to enroll. Contact the School of Professional Studies to enroll in the new specialist programs.
Behavioral Specialist K-12
English as a Second Language K-12
Instructional Technology Specialist K-12
Online Program Endorsement K-12
Behavioral Specialist K-12 Certification (12 credits)
SPE523 Behavioral Assessment
This course will examine the principles and conceptual underpinnings of ethical practice in applied behavior analysis, particularly applied to children and adolescents with autism spectrum disorder and other neurodevelopmental/comorbid disorders. The course will focus on the practical application of individualized behavioral assessment techniques while conducting functional behavioral assessments (FBAs). At the successful conclusion of this course, students will be proficient in using various assessment strategies to inform development of individualized interventions.
SPE623 Behavioral Intervention and Instructional Strategies
This course connects behavioral assessment to the design and implementation of behavioral interventions and instructional strategies. Students will utilize behavioral assessment results and design behavioral interventions and instructional strategies to address behaviors of concern. This course showcases the intricate connections between the individual and the community. Students will learn how to engage in consultation with community supports (educators, medical providers, families). At the conclusion of this course students will demonstrate proficiency in developing behavioral interventions and instructional strategies in educational/clinical settings.
SPE643 Measurements, Interpretation and Single Case Research Designs
This course provides the knowledge and application of single-case research designs that are the primary measurement tool utilized at the individual level in applied behavior analysis. This course connects behavioral assessment and behavioral intervention to measurement of the efficacy of the intervention. Students will systematically assess the effectiveness of behavioral interventions and instructional strategies to ensure efficiency of treatments.
SPE723 Behavioral Specialist Practicum
This course will provide professional practice as a behavior specialist through a supervised field placement. Students will culminate their certificate with a practicum consisting of 1,000 hours of clinical experience and one-year of experience conducting functional behavioral assessments. Relevant legal and professional practice standards will be addressed relevant to the professional practice of behavior analysis. The code of ethics for professional practice in psychology and related fields will be applied.
English Language Learner/English as a Second Language K-12 Certification (15 credits)
EDU670 Second Language Acquisition
This course is designed to expose students to the principle theories of second language acquisition and the relationship of first and second language acquisition processes. Students will explore the development of the various language subsystems and analyze both historical and current understandings of second language acquisition across age groups. Students will have the opportunity to assess specific approaches to English as a Second Language instruction in light of existing theory, and to apply their learning to critically examine issues of language development among the linguistic minority students with whom they work.
EDU671 Observing, Planning, Implementing and Managing ESL Instruction
This course prepares teachers to examine theories, principles, and practices that assist English Language Learners (ELs) in achieving academic proficiency in all content areas from kindergarten to grade 12. Planning standards-based instruction and adapting instruction in the content areas is emphasized. To promote the academic success of ELs, teachers will involve the family and community, and analyze the learner to establish learning goals that are appropriate for the individual. Teacher candidates will learn to use performance-based measures to assess ELs discrete and integrated ability to use grammar, vocabulary, listening, speaking, reading, and writing to communicate.
EDU676 Language and Culture in the Classroom
This course examines the ways in which people communicate both verbally and nonverbally in social interaction. The interdependence of language and culture in communication is a major focus. The course includes experiential approaches to understanding language and cultural diversity in the classroom. Emphasis is placed on the factors of successful intercultural communication, with practical application for the ESL and bilingual teacher.
EDU683 Assessment of Bilingual Students
This course prepares teachers to utilize assessment to inform classroom instruction, specifically focused on classroom and authentic assessment of language and content. As a course targeting urban educators and teachers of English Langue Learners (ELL) and bilingual students, content emphasizes theoretical and practical study of instruments and procedures for assessing culturally and linguistically diverse students. Teachers will design and utilize standardized (formal) and instructional (informal) methods of evaluation to assess students’ social, emotional, cultural, linguistic, and academic development and achievement, inducing critical analyses of existing assessment tools for validity, reliability, and bias. Additionally, teachers will be able to utilize assessment to recognize degree of bilingualism in ELLs, including capacity to distinguish between levels of language proficiency in making decisions of educational placement, as well as differentiate between student-learning challenges due to exceptionality and second language acquisition.
EDU684 Practicum for ELL and ESL Teachers
The primary purpose of the practicum is the development of a well-informed and practiced-based philosophy of teaching English as a Second Language (ESL) and English Language Learners (ELL). The practicum seeks to prepare teachers for personal challenges of teaching ESL and ELL students in the public/private school settings. The practicum provides the opportunity to interact with ESL and ELL teachers and students in the classroom. Practicum students will gain an understanding of the world of ESL and ELL, the challenges confronting teachers, students, and administration, and the resources available to deal with these challenges. The focus of the course is the practical application of knowledge and skills of teachers of ESL and ELL students, and the development of those skills.
Through readings, structured classroom observations, and in-school practicum, class discussions, lesson presentations, and written assignments, practicum students will have opportunities to build on their current understanding of the teacher-learning process.
Instructional Technology Specialist and Online Program Endorsement (15 credits)
Students in both programs will take these courses:
EDU675 Emerging and Engaging Instructional Technologies in K-12 Schools
This course covers learning theories and recent research relevant to emerging trends in technology and their possible effects on learning. Students will demonstrate strategies for using and integrating technologies in the design, implementation, integration, and assessment of technology-based applications in formal and informal learning settings. Students will also investigate the role of leadership, hardware/software and innovation in technology-related change in education and learning.
EDU677 Systematic Instructional Design Practices
In this course, students will be introduced to the practice of instructional design and develop fluency with the models that support instructional design activities. Beginning with an overview of the history and development of instructional design focusing on the ADDIE model, students will explore how instructional design differs in the domains of higher education, K-12, and corporate environments. The impact of educational research such as learning theories and student engagement on instructional design will be investigated. Students will also consider the impact of technology on instructional strategies and delivery and gain proficiency with several tools. The course will culminate with a project that draws on the knowledge and skills that students have developed throughout the term.
EDU696 – Instructional Technology/Online Program Internship
This course provides a structured practical working experience for a minimum of 100 hours in an educational setting under the supervision of an Instructional Technology Specialist or a district-wide Technology Administrator. Students will consult with administrators, faculty, school-age students (K-12) and parents to evaluate available technology and to put into practice those resources that meet student needs. Students develop faculty development plans, create, and deliver in-service workshops or classes, assist teachers with projects that involve the use of instructional technologies across the district. A portfolio of work along with a research paper are the two deliverables in the course.
Students interested in the Instructional Technology Specialist Certificate take these two courses:
EDU679 Integration of Instructional Technologies into the K-12 Curriculum
This course prepares educators to effectively integrate instructional technologies into the K- 12 curriculum. Students work collaboratively to design and deliver instructional technology solutions to real-world problems that include direct/differentiated instruction, student-centered and inquiry-based learning, assessment, and student learning outcomes. Students will create lesson plans detailing the use of instructional technologies and assess the effectiveness on student learning.
EDU680 – Professional Development of Teachers and Administration of Instructional Technology
This course is designed to develop instructional technology leaders who are knowledgeable and skilled in technology leadership practices that improve student learning and school operations in K-12 schools. Students learn the skills required to succeed in instructional technology leadership positions in school organizations. Students will also learn how to facilitate the development of institutional cultures that promote collective growth and development using emerging instructional technologies. Products created in association with these learning goals include technology needs assessment plans, implementation plans, professional development plans and grant applications. Students will participate in a capstone field experience during which they will employ their leadership product in their affiliated educational organization.
Students interested in the Online Program Endorsement take these two courses:
EDU681 – Authentic Online Teaching and Assessment for the 21st Century Learner
This course prepares students to deliver high quality instruction in fully online and blended K-12 learning settings. Navigating various learning management systems (LMS) currently used in K-12 online schools will be explored, as well as a focus on utilizing collaboration, assessment, and instructional tools within the learning management systems. Students will be guided to incorporate multi-media instruction and tools that facilitate active learning, encourage student to student and student to faculty interactions, build teacher presence, and provide student feedback. Students will also learn how design and deliver authentic assessments while ensuring that academic integrity is maintained through the iNACOL and Quality Matters national standards. Topics of assessments include multiple forms, measuring success, using data to modify and guide learning and aligning assessments with the objectives and learning resources for a course. Students will complete a field experience focused on delivery instruction and assessments in online and blended environments.
EDU682 – Designing and Developing K-12 Online and Blended Content for Learning Management Systems
This course serves to introduce and provide students experience with designing and delivering quality online and blended courses, guided by national standards of iNACOL and Quality Matters, and through the lens of Universal Design for Learning. The first half of the course will focus on course design, while the second half of the course will focus on developing online content. Students will research a variety of theories related to instructional design. Topics that will be covered include, structuring effective online instruction, aligning course objectives with the actual design of the course structure, using a range of learning technologies during the design and development phase, creating learning experiences that enables student success, and making online content accessible for a diverse range of student learners. Students will complete a field experience focused on designing and developing online content.
Note: You may take all seven courses to earn both the Instructional Technology Specialist Certification and Online Program Endorsement