Spanish Education K-12 Certification

¿Quieres ser profesor de español?

The Spanish Education K-12 Certification concentration brings students up to date on the latest practices, programs, and changes in education laws, and qualifies recipients to teach Spanish at the K–12 level in New Hampshire and throughout the United States. The program is ideal for anyone with a baccalaureate degree who would like to teach Spanish at the elementary and secondary level, including those with baccalaureate degrees in Spanish who would like to obtain their teaching certification; teachers already certified in another foreign language or another subject; and native Spanish speakers with a college degree who would like to teach Spanish.

Applicants should demonstrate college-level coursework or equivalent competencies (by audit, portfolio, or exam): completion of five upper-division major courses in Spanish (Spanish history, culture, and civilization; Spanish-American history, culture, and civilization; and Spanish conversation, advanced Spanish, and Spanish grammar and composition), intensive and extensive advanced readings in Spanish, completion or equivalent of at least six advanced Spanish literature courses, intensive immersion experience at the advanced level (i.e., semester abroad, residence in the country or community of the target language), and K–12 foreign language methods. Applicants are required to submit passing Praxis II scores as part of the admissions process.

Certification-only Option: Students would complete 30-33 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.
  • 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
    Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
  • Learning Theory Component (If not met in undergraduate work) – 18 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
    Focuses on providing students interested in elementary or secondary teaching with prerequisite skills necessary for successful student teaching. Students will demonstrate competence in: knowledge of curriculum, lesson and interdisciplinary unit planning, organizing and delivering instruction, adjusting instruction for diverse learning styles, individual needs and cultures, evaluating outcomes of instruction and use of a variety of classroom management strategies. Seminars will address issues related to teaching and emphasize student reflection and evaluation of their teaching. All students will be required to complete directed observation, participation and teaching in an assigned school. Discussions of ethical practices and professionalism will permeate the course. Prerequisite: ED 5270.
  • 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
    This course will focus on assessing curricula and assessment practices which correlate with state and national standards. Students will be introduced to a range of curriculum models. Various strategies and the administration of performance-based assessment will be studied. This course is designed for students in the Elementary and Secondary Teacher Certification programs.
  • - OR -
  • 3
    The emphasis throughout this course is on the practical application of appraisal techniques in education. Critical concepts related to assessment and the integration of assessment into teaching and learning include: the role of assessment in teaching, how validity is determined, factors influencing reliability, avoiding stereotypes, understanding and using numerical data, using standardized assessment to improve instruction, and ideas and strategies for mining and reporting assessment data.
  • 3
    To introduce the student to the theories underlying current pedagogical approaches to foreign language instruction; to assist the student in collecting, creating and adapting instruction materials appropriate to elementary, middle and senior high school foreign language courses; to assist the student in preparing and implementing individual lesson plans, long-range planning, student assessment, text book evaluation and the use of technology; to prepare the student for a successful student teaching experience.
  • 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.
    • Spanish Content Component – 6 credits

A minimum of six PSU graduate credits are required. Additional credits in this discipline may be necessary for certification.

  • Capstone Experience – 6-9 credits
  • 6-9
    Candidates must have completed early field-based experiences and all coursework for certification, including any required undergraduate competencies, before taking this course. This culminating field-based K-12 teaching experience for modern language programs leads to teacher certification. The 9-credit internship is continuous and full-time (five days per week) during which, after a period of structured observation, the intern gradually assumes responsibility for a full range of teaching activities encountered in a school situation, thereby demonstrating the appropriate professional skills and attitudes essential for successful modern language teaching at the K-12 levels. In the 6-credit internship, interns will maintain and improve upon the full range of teaching activities they practice every day at the elementary/middle level. Both internships provide an opportunity for demonstrating the appropriate professional skills, attitudes, and dispositions essential for successful teaching. The internship is conducted under the supervisory guidance of school mentors and a university supervisor. A blended seminar (online and face-to-face) complements the experience. All interns who will be required to take Praxis II World Languages (Spanish Content) must make arrangements for that testing independently and have their scores sent to the Office of Educator Preparation and College of Graduate Studies. Certification interns who are not pursuing the MEd must have submitted passing scores of the Praxis Core Academic Skills for Educators Tests to the College of Graduate Studies before enrolling. Prior to registering, students must meet with James Wenhart ( for Seminar One, in the College of Graduate Studies, and contact the instructor of this course to discuss course requirements. A Placement Confirmation Form must be submitted to: prior to the student teaching term.
  • Total for MEd in Language Education, Spanish Education K-12 Certification – 39-42 credits

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