School of Education

History 

Excellent teaching is at the historic heart of William & Mary. The original charter of 1693 called for creation of a “certain place of study” for the youth of Virginia to be “educated in good letters and manners.” To fulfill this mission in the colonial era, William & Mary provided a flourishing grammar school along with its undergraduate and advanced courses of study. Teaching and learning at all levels were interdependent, as the first Master of the Grammar School also served as Professor of Humanities. Similarly, Hugh Jones, legendary professor of mathematics and philosophy, gained fame for pioneering instructional methods for teaching English grammar. And in the 1690s William & Mary rolls included a teacher from Maryland who sought assistance to improve his professional skills.  This was the first example of “student teaching” in America.

William & Mary’s involvement in teaching from primary through advanced studies is well illustrated by the education of Thomas Jefferson. His first school master, James Maury, was a William & Mary alumnus; later, as an undergraduate, Jefferson worked closely with mathematics professor William Small, of whose teaching he fondly recalled as, “It was my great good fortune and what probably fixed the destinies of my life. …” Finally, Jefferson’s memoirs attest to the inspired, influential teaching of Professor George Wythe, with whom he read law.

William & Mary enhanced its formal role in the preparation of future educators starting in 1888 when the Virginia General Assembly appropriated substantial annual grants for the express purpose of funding William & Mary to combine liberal education with certification of teachers for the Commonwealth’s emerging public school system. This support was reaffirmed in 1906 when the Commonwealth stated that one of its primary objectives in assuming responsibility for William & Mary as a state institution was to insure a source of well-educated and trained public school teachers throughout Virginia. In subsequent decades, William & Mary’s claim to excellence in professional education escalated due to innovations in two areas: its programs for educating school principals and superintendents; and the founding of the Matthew Whaley School, one of the most influential laboratory schools in the nation.

The School of Education was created as a distinct entity within the academic structure in 1961. During ensuing years, the traditional commitment to undergraduate education for teachers has been supplemented by a wide range of graduate degree programs, including conferral of the first doctoral degree in Education in 1972. In the past decade the School of Education has become an institutional leader in advanced studies, as it has accounted for nearly a third of the master’s degrees and over half of the doctoral degrees awarded at William & Mary each year. Today, the School of Education continues to take pride in its fusion of liberal education and professional studies at both the undergraduate and graduate levels.

Accreditation

Professional education programs in the School of Education are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Virginia Department of Education (VDOE). The Ed.S. School Psychology program at William & Mary is accredited by the National Association of School Psychologists (NASP). The Counseling and Counselor Education programs are accredited by CACREP, The Council for Accreditation of Counseling and Related Educational Programs.

Degrees & Certificates Offered

Master’s Degree Programs

Master’s degree programs in the School of Education are designed for students who wish to pursue systematic professional study in education beyond the bachelor’s degree. Both a Master of Arts in Education degree and a Master of Education degree are awarded.

The Master of Education degree is awarded upon successful completion of programs in Counseling, Higher Education, K-12 Leadership, and School Psychology.

The Master of Arts in Education degree is awarded upon successful completion of programs in Teacher Education.

The following academic policies apply to all master’s degree programs in the School of Education.

• Each master’s degree program includes a specialized culminating activity that is appropriate to the content of the program.
• Students whose programs include Thesis, Project, Seminar in Education, or Master’s Degree Project as the culminating activity may not register for this final three-hour course in their programs unless they have a grade-point average of 3.0 (B) or higher.
• Students have 6 years after matriculation to complete the degree.

Educational Specialist Program

The Educational Specialist degree is the entry-level credential in school psychology. To be recommended for licensure to the Virginia Department of Education, students must complete all program requirements. The total program must be completed within four years after admission. The Ed.S. program involves an additional thirty-nine hours of coursework, including a full-time year-long internship for twelve semester hours.

Doctoral Degree Programs

Programs in the School of Education that lead to the degree of Doctor of Education (Ed.D.) or a Doctor of Philosophy (Ph.D.) are Counselor Education and Educational Policy, Planning and Leadership (EPPL).  Students who desire licensure while pursuing the doctorate should contact the Department Chair upon enrollment.  Students have seven (7) years to complete their degree program after matriculation.

Doctor of Education Degree

The purpose of the Doctor of Education degree program is to provide educators, scholars, and professionals in other human service fields with a broad and systematic understanding of the structure and process of education. Graduates of the Ed.D. program should possess in-depth knowledge of relevant educational theory and scholarship and the skills necessary to conduct research and evaluation and to apply research findings in an informed and critical manner. The ultimate goal of the Doctor of Education degree program is to prepare professionals with the commitment and competence necessary to enhance educational policy and practice in a variety of settings ranging from the individual classroom to administrative offices and government agencies.

Doctor of Philosophy Degree

The purpose of the Doctor of Philosophy degree program is to develop scholars to conduct original research and interpret and communicate the results of such research to various constituencies concerned about education and other human services. The Ph.D. degree program prepares scholars for service as college and university professors, educational administrators, government or foundation officials, or independent researchers and practitioners.

Certificate Programs

The School of Education offers three types of certificates: Post-baccalaureate, Graduate and Post-Professional.  Only students who have earned a bachelor’s degree are eligible for admission to certificate programs.  Certificate only students are those students only pursuing a certificate program in the School of Education.  Students who are pursuing a degree program in the School of Education may also pursue a post-baccalaureate or graduate certificate at the same time.  Post-Professional certificates are open to students who also hold a professional license or certification. Students have three years after matriculation to complete a certificate program.

Vision & Mission of the School of Education

Our Vision

To be a model of excellence for solving complex educational problems through innovative and participatory teaching, scholarship, and community engagement.

Our Mission

We transform students, schools, and communities through professional preparation, collaborative partnerships, and the translation of research into action.

We Value

Innovative Teaching and Learning

Providing innovative and rigorous curricula through outstanding instruction and clinical supervision-

We will:

• Cultivate transformative leaders
• Model teaching excellence and innovation
• Demonstrate content area expertise
• Address local and global challenges in education through offering traditional and non-traditional learning experiences
• Incorporate multiple perspectives in curricular materials

Influential Research

Engaging in rigorous, ongoing, and actionable research that impacts educational practice and policy-

We will:

• Publish actionable research consistently
• Showcase faculty research in School of Education communications
• Develop school, community, and university research partnerships, locally and globally
• Pursue high impact grant and contract opportunities
• Disseminate research through conferences and outreach opportunities

Community Engagement

Fostering collaborative educational partnerships through research, professional development, and outreach services-

We will:

• Collaborate with community partners to identify educational needs
• Draw on research and practice to develop and implement innovative solutions
• Empower the School of Education community to design and deliver responsive professional development
• Provide an excellent facility and responsive support for our outreach efforts
• Leverage School of Education expertise for William & Mary and larger community for discussing, challenging, and influencing educational policies and programs

Cultural Competence and Diversity

Preparing culturally responsive, ethical, reflective, and collaborative leaders to transform schools and communities-

We will:

• Respect ourselves and others
• Be open-minded, collaborative, and inclusive
• Promote and model cultural competencies
• Treat everyone with dignity
• Strengthen and expand our diversity

Positive Climate

Supporting a safe, caring, and thriving community-

We will:

• Demonstrate caring, open, and honest communication
• Treat others with civility and respect
• Foster faculty and staff enrichment and learning
• Behave ethically
• Confront bullying, harassment, and intimidating and threatening behaviors

Clear and Supportive Organizational Structures

Creating and maintaining administrative, organizational, and governance structures that support our vision, mission, and values-

We will:

• Use our vision, mission, and values to set priorities
• Challenge behavior inconsistent with our vision, mission, and values
• Monitor the implementation of the strategic plan
• Advocate vigorously for the School of Education
• Engage in continuous improvement

Approved by the faculty on March 18, 2015