The Early Childhood Professional Certificate is designed for students interested in a non-degree program in early childhood education. This non-degree certificate does allow for matriculation into the Master of Education in ECE. The certificate complies with the New Hampshire Bureau of Child Care Standards and Licensing education standards for a teacher and director in private settings. It does not meet New Hampshire Department of Education teacher certification requirements. Students must meet with the program director to develop an appropriate plan of study.
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This master’s degree program is designed for students who hold a bachelor’s degree and want to become certified to teach at the elementary level. Students may opt for certification only. The student is interviewed by the director of the Elementary Education Program, who reviews the student’s credentials and lists the professional courses required for certification.

A series of pre-internship experiences is required prior to the internship, ED 638. Directions for these non-credit field-based experiences are related to specific courses and are listed in the course descriptions.

In addition to the above, students who are interested in becoming certified in General Special Education can do so by fulfilling the requirements listed in such programs.

The course of study is intended for individuals with current teaching certification in either special or general education, and who wish to obtain additional certification in the area of EBD. For individuals without special education certification, the program leads to general special education certification (K-12), in addition to EBD certification. Students who do not have a teaching certificate may consider first obtaining certification in early childhood education, elementary education, general special education, or in secondary education.

This advanced program in special education prepares teachers to work directly with students with emotional and behavioral disorders (EBD) in general and special education classrooms and as consultants and collaborators with other professionals and family members. Completion of the competency-based program results in teacher certification and a Master’s degree in Education, with a focus on EBD. Combining classroom and field-based experiences to connect coursework with practical school-based applications, the program provides its students with opportunities to develop the professional knowledge, skills, and attitudes necessary to the effective education and accommodation of students with behavioral needs. The program culminates with a full-time internship in a school-based setting working with children identified as EBD, while being mentored by teachers with certification in the field.

Students who wish to obtain EBD certification only, without a Master’s degree, may do so with the approval of the Program Director.

The student applying for the General Special Education Certification Program must already be certified in elementary or secondary education and/or must fulfill the stated prerequisites. Students who are not already certified in elementary or secondary education and who are currently working in the schools will need to complete the following additional course work prior to enrolling the program requirements for General Special Education: ED 504 Advanced Psychology of Education, ED 506 Measurement and Evaluation, ED 513 Teaching Mathematics Grades 4-8, ED 508 Teaching Science: Elementary Grades, and ED 567 ECE: Reading and Writing PreK-3 or ED 520 Reading and Writing to Learn.

his non-degree program is designed for individuals who already hold a Master’s degree in education, counseling or a closely related field who want to become eligible for employment as a school counselor. This program leads to certification in school counseling (school guidance counselor, K-12) by the New Hampshire State Department of Education. With emphasis on the American School Counselor Association (ASCA) National Model and the New Hampshire Comprehensive Guidance and Counseling Model, this program is designed to equip students with conceptualization and intervention skills designed specifically for the school setting. Courses already completed in the applicant’s Master’s degree program will be compared to those listed below as required courses. Courses already completed by the applicant will be waived. Those that have not been completed will make up the applicant’s requirement for certification.

This program is designed to prepare teachers who hold teaching certification in either special or general education; or, who are fulfilling contracts through Alternative IV and V in the State of New Hampshire to teach students with learning disabilities in general education classrooms and in resource room settings. In addition, students will learn to consult and collaborate with other professionals and family members. Completion of this competency-based program results in teacher certification in General Special Education and Learning Disabilities, and a Master’s degree in Learning Disabilities.

This advanced program provides opportunities to develop professional skills, knowledge, and competencies in relation to the education of children and adolescents with learning disabilities. The program culminates with a full-time internship in a school-based setting working with students identified as learning disabled, while being mentored by a teacher with certification in Learning Disabilities.

This program offers preparation for teacher certification as a reading and writing specialist. Emphasis is on the practical application of theories in the development, corrective, and remedial teaching of reading. Recent trends in reading research and instruction are examined.

This program is designed to prepare educators who already hold a master’s degree for certification by the New Hampshire State Department of Education as a Specialist in the Assessment of Intellectual Functioning.

This program leads to certification as an elementary and/or secondary school principal.

This program is based on the standards for certification established by the New Hampshire Department of Education and the Massachusetts Department of Education. They incorporate the recommendations of the National Association of Secondary School Principals Assessment Center Project, and address the competencies identified as Standards for School Leaders by Interstate Leaders Licensure Consortium, a program of the Council of Chief State School Officers. The program uses a variety of classroom and field-based experiences, and requires a 150-hour internship with a certified school principal.

The Masters of Education with conversion in middle/secondary teaching is designed for individuals who hold a minimum of a baccalaureate degree (or its equivalent) in a content area (biology, English, social studies, mathematics, or Spanish) and who wish to complete the education coursework to be recommended for Initial Certification in secondary teaching. Applicants who do not have a degree or its equivalent in the certification area are directed to those departments in the catalog.

Refer to M.A.T. programs above

This program is specifically designed for candidates with a minimum of three years of progressively responsible experience in working with students with disabilities in approved schools or programs and requires certification in a special education field such as special learning disabilities. Completion of this program leads to certification as a special education administrator. The program requires many field-based experiences related to the course work as well as a 150-hour internship under the supervision of a certified special education administrator.

The certification program for school superintendents is open to students who have three years teaching experience and an advanced degree. Individuals who already have certification as school principals may be able to waive several of the required courses. This program is based on the standards for certification identified by the New Hampshire Department of Education and the Massachusetts Department of Education. They incorporate the recommendations of the American Association of School Administrators and address the competencies identified as standards for school leaders by the Interstate Leaders Licensure Consortium, a program of the Council of Chief State School Officers. The program makes heavy use of case studies and simulations and requires a 150-hour internship with a certified school superintendent.