5-12 Certification

Students interested in obtaining New Hampshire Teacher Certification in English (grades 5–12) should select this option. Graduates will be endorsed for certification in New Hampshire and fully qualified to teach English and language arts in grades 5–12. The program is designed to meet all New Hampshire, NCATE, and NCTE standards for the preparation of teachers of English and language arts as well as providing a background in the subject areas of literature, writing, and language at the graduate level.

Required college-level coursework or equivalent competencies (audit, portfolio, or exam): analyzing and interpreting literature and literary criticism; creative and non-fiction writing above composition level; study of language; study of grammar; completion of four upper-level literature courses; sign language, journalism, communications, or media; and completion of six credits in American literature, British literature, or humanities.

Certification-only Option: Students would complete 27-30 credits as listed below, excluding the Master’s Core Component.

Program of Study

  • Master’s Core Component – 9 credits
  • 3
    Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
  • - OR -
  • 3
    This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
  • 3
    A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
  • 3
    This course is designed to provide a background in qualitative classroom-based research. Students design a research project in which they find and frame a research question that they will investigate through interview, observations, participant observations and/or analysis of artifacts. They will write up and present the results of this limited study.
  • Learning Theory Component (If not met in undergraduate work) – 9 credits
  • 3
    An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
  • 3
    An introduction to the teaching profession and the realities of teaching in today's schools. A series of seminars includes such topics as the history and structure of education, societal issues, the role of the teacher, instructional planning, legal rights and responsibilities of students and teachers, learning styles and effective teaching. A school observation/participation experience of a minimum of 30 hours is required.
  • 3
    Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.
  • English Methods Component – 6 credits
  • 3
    An introduction to methods and philosophies of the teaching of writing, with a focus on grades 5-12. Students will explore philosophical elements of a process/environmental approach to teaching writing for responsive teaching in a democratic and pluralistic society. They will use constructivist learning theory to set up and practice writing conferences and in-depth assessment of student writing, and have practiced using that assessment to guide instruction. Observation and participation in secondary or middle schools required.
  • 3
    Instructional methods and materials used in teaching literature at the secondary (5-12) level. Observation and participation in local schools is required.
    • English Component (Literature/Writing Courses) – 6 credits

With your advisor, you’ll choose 6 credits of electives appropriate for your program of study.

* Passing PRAXIS II scores required before starting field experience

  • Total for MEd in English Education, 5–12 Certification Concentration – 36-39 credits

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