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Course Sequence

Our ESL Specialist certification prepares you to support multilingual learners and their families with knowledge, confidence and culturally responsive practices. Across five courses, you'll explore how language develops, how culture and community shape learning, and how to assess, plan for, and teach English learners effectively. You’ll gain practical strategies and research-based approaches to help multilingual learners thrive academically and participate fully in their school communities.

Summer

• Summer I: EDUC 670 – Language Acquisition and Development
• Summer II: EDUC 672 – ESL Family and Community

Fall

• Fall I: EDUC 673 – ESL Assessment and Support

Spring

• Spring I: EDUC 671 – ESL Curriculum and Instruction
• Spring II: EDUC 674 – ESL Specialist

Your Field Experience

The ESL field experience is designed to be flexible and to fit into the work you're already doing. You'll complete 40 hours working with English learners, guided by an ESL-certified mentor.

Your field hours are built into your coursework and spread across the program. Each course connects what you're learning to real work with English learners, so your hours add up gradually as you go instead of piling up at the end.

Your Mentor

You'll work with a mentor who holds ESL certification. This is often a colleague at your own school, and we're happy to talk with you about who might be a good fit.

What to Know

• You'll complete a minimum of 40 field experience hours with the support of an ESL-certified mentor.
• Your hours are linked to your courses and completed throughout the program.
• Hours must focus on ESL instruction and assessment and include work with English learners.
• Hours must be completed in person; online hours are not accepted.

Learn More

For additional information, please contact:

Dr. Huijing Wen
Reading Specialist Certification Officer
wenh@moravian.edu

Course Sequence

Our Reading Specialist program is designed for working educators. Over one year, you'll move through six courses that build from how language develops to how to assess, support, and lead literacy learning across every grade level.

Throughout the program, you’ll connect research and theory to authentic classroom and school-based practice. You’ll explore literacy development across grade levels, learn to support students with diverse learning needs, and develop the skills to collaborate with teachers, families, and other professionals. The program also prepares you to take on the broader leadership responsibilities of a Reading Specialist, including supporting colleagues, using data to inform literacy decisions, and helping strengthen literacy instruction across a school or district.

Summer

• Summer I: EDUC 670 – Language Acquisition and Development
• Summer II: EDUC 660 – Literacy and Resistance in Secondary Schools

Fall

• Fall I: EDUC 627 – Comprehensive Literacy Practices, Grades 4–8
• Fall II: EDUC 606 – Reading and Writing Across Content Areas

Spring

• Spring I: EDUC 676 – Literacy Assessment and Evaluation
• Spring II: EDUC 626 – Comprehensive Literacy Practices, PreK–4
  Your formal observations, Stage 4 Evaluation, and PDE 430 are completed during this course.

Mentored field hours are completed alongside your fall and spring courses.

Your Stage 4 Field Experience

Your student teaching experience happens right where you already work. Instead of stepping away from your classroom, you'll put what you're learning into practice in your own school, alongside a qualified Reading Specialist who serves as your mentor.

Your mentored hours are spread across the fall and spring courses, so the experience grows naturally with your coursework rather than landing all at once. By the final course, you'll be ready for your formal observations and evaluation.

We work to make this as seamless as possible. We're happy to talk with you about identifying a mentor at your school, and while you'll take the lead on reaching out and arranging the placement, you won't be doing it alone. A member of our faculty will serve as your University supervisor.

What to Know

• Because your mentored hours must be completed in a Pennsylvania school, you'll need to be teaching in PA to earn your Reading Specialist certification through our program. Educators from other states are still welcome to join our courses. We just can't recommend you for PA certification without the PDE-mandated in-state field experience.
• Your mentor (cooperating teacher) should be a qualified Reading Specialist at your school. We'll help you think through who might be a good fit
• You will complete at least 105 hours with a mentor if you already hold an Instructional I or Program Specialist certificate in English 7–12, ESL PK–12, Foreign Language PK–12, Grades 4–8, PK–4, or Special �鶹���� PK–12. 
• Candidates without the above certifications will complete 210 hours. These hours are completed throughout the fall and spring courses.
• In the final course (EDUC 626), your University supervisor completes your formal observations, and you'll finish your Stage 4 Evaluation and PDE 430.

Learn More

For additional information, please contact:

Dr. Huijing Wen
Reading Specialist Certification Officer
wenh@moravian.edu

The PK-12 Principal Certification program at �鶹���� offers a cutting-edge and thorough preparation for aspiring educational leaders aiming to take on pivotal roles within PK-12 settings, particularly focusing on the school principalship. This revamped program blends foundational leadership courses, strategies for enhancing learning, organizational dynamics, inclusive education principles, and a culminating capstone project. What sets this program apart is its innovative delivery method: coursework is conducted synchronously online, providing flexibility and real-time interaction, while the crucial internship hours are embedded in actual school environments across all courses. This hybrid model ensures a seamless integration of theoretical insights and practical application, enriching students' learning experiences. Fully aligned with the Pennsylvania Department of �鶹���� (PDE) standards and competencies, the Moravian program satisfies course and internship requirements for the Administrative I certification, positioning graduates to thrive as ethical and effective leaders in educational settings throughout Pennsylvania.

The Required Courses are as follows:

Course 1: EDUC 683: Foundations of �鶹����al Leadership (3 CR) (SUMMER I) 
This course, aimed at those pursuing Administrative I (Principal) certification in Pennsylvania, lays the conceptual and theoretical groundwork for understanding transformational leadership within the framework of current complex educational challenges. It delves into the historical perspective of education, transformational leadership theory, strategic foresight, empathy, inclusivity, and decision-making enhanced by emerging technologies like artificial intelligence. Throughout the course, students will hone their communication and storytelling skills, essential for effectively conveying a shared vision and driving systemic transformation in education.

Course 2: EDUC 684: Organizational Leadership (3 CR) (FALL I) 
This course integrates the aspects of historical context, political dynamics, community engagement, and organizational culture within K12 education. It offers a comprehensive understanding of how educational policies and practices have evolved, highlighting the critical role of community effective network building. Students will develop skills in strategic thinking, community collaboration, and cultural leadership, equipping them to effectively navigate and influence the educational landscape with insight, adaptability, and foresight.

Course 3: EDUC 685: Leadership for Learning (3 CR) (FALL II) 
This course is designed to equip aspiring educational leaders with the skills and knowledge necessary to foster innovation and effect positive learning-focused change in their institutions. Participants will delve deeply into contemporary learning theories and explore how these can be applied in the context of educational leadership roles and responsibilities. The course emphasizes the development of a changemaker mindset, focusing on leading effective change for educational transformation. Additionally, learners will have the opportunity to apply their knowledge in practical, real-world scenarios, particularly in areas of professional development and supervision.

Course 4: EDUC 686: Leading Diversity (3 CR) (SPRING I) 
This course delves into Diversity, Equity, and Inclusion (DEI), professional ethics, and Special �鶹����, equipping learners with essential skills for school leadership. It emphasizes a deep understanding of DEI, teaching learners to embed these principles across all aspects of school leadership for equitable and inclusive practices. Special focus is placed on applying inclusive practices in Special �鶹����, exploring identification of learning disabilities, inclusive teaching and culturally responsive pedagogies. Ethical leadership is a core component, encouraging students to develop strong moral decision-making and integrity in their educational roles. The course's goal is to prepare future principals to lead diverse and inclusive educational communities, creating environments conducive to the growth of all individuals, both young and adult.

Course 5: EDUC 687: �鶹����al Leadership Capstone (3 CR) (SPRING II)
 This is the culminating course in the Principal Certification program. In this capstone course, learners will undertake a comprehensive action research cycle/project, demonstrating their mastery of transformational leadership principles and techniques. This project will require the integration of diverse skills ranging from strategic planning and community engagement to ethical decision-making and inclusive educational practices, reflecting the depth and breadth of learning from the entire program. Through this experiential learning approach, the course aims to solidify learners' abilities to enact meaningful change and innovation in educational settings, preparing them for successful careers as transformative educational leaders.

Learn More

For additional information, please contact:

Dr. Randy Ziegenfuss
Professor of Practice
ziegenfussr@moravian.edu

Designed for certified and practicing Pennsylvania educators, this streamlined graduate-level add-on certification equips teachers to better serve students with diverse learning needs. The program blends foundational knowledge with practical strategies across inclusive education, literacy development, differentiated instruction, and special education law and practice. With courses offered year-round—including fall, winter, spring, and summer sessions—teachers can complete the sequence efficiently while continuing to work. Graduates are prepared to address a wide range of learner needs and pursue the add-on Special �鶹���� PK-12 certification in Pennsylvania.

Course Sequence

Learn More

For additional information, please contact:

Dr. Laurie Kahn
Certification Officer
kahnl@moravian.edu
 

�鶹���� proudly offers the Autism K-12 Endorsement, a 12-credit graduate program approved by the Pennsylvania Department of �鶹���� (PDE). This program is designed to deepen your understanding and expand your skill set in supporting students with Autism Spectrum Disorders (ASD) across educational settings.

Who Is This Program For?

• Certified Teachers (Instructional I or II): Eligible to add the Autism Endorsement to their current PA teaching certificate.
• Other �鶹���� Professionals: School counselors, paraprofessionals, therapists, and anyone passionate about understanding and supporting students with autism can enroll for elective credit or personal/professional development.

Whether you're seeking a formal PDE endorsement or simply want to become a more inclusive educator, this program will empower you with practical tools and collaborative strategies.

Program Highlights

• 100% online and flexible for working professionals
• Emphasis on family engagement, community collaboration, and inclusive practices
• Designed and taught by experts in the field of autism and education
• Suitable for educators in all classroom settings, including general education, special education, and inclusive environments

Course Sequence (12 Credits)

To earn the PDE Autism Endorsement, candidates must complete all four courses with a minimum cumulative GPA of 3.00, and no more than three grades below a B–.

Learn More

For additional information, please contact:

Dr. Bess Van Asselt
Director of Graduate �鶹����
vanasseltb@moravian.edu

For Pennsylvania Educators and �鶹����al Professionals

�鶹����’s SEBW Endorsement Program is a 15-credit graduate sequence approved by the Pennsylvania Department of �鶹���� (PDE). It prepares educators to promote the mental health, resilience, and overall well-being of PreK–12 students using trauma-informed, culturally responsive, and evidence-based practices.

Who Should Enroll?

• Certified Teachers (Instructional I or II):
  Eligible to add the SEBW Endorsement to their existing PA teaching certificate
• Other �鶹���� Professionals:
  School counselors, paraprofessionals, behavior specialists, therapists, and other professionals who want to strengthen their skills in supporting student well-being may take these courses as electives or for professional growth

Course Sequence (15 Credits)

To receive the SEBW Endorsement, candidates must complete all five courses below with a minimum cumulative GPA of 3.00 and no more than three letter grades below B–.

Learn More

For additional information, please contact:

Dr. Bess Van Asselt
Director of Graduate �鶹����
vanasseltb@moravian.edu

Moravian’s PDE AI Endorsement offers a four-course journey designed to integrate AI into educational settings. Beginning with educator efficiency and designing personalized learning environments and further exploring AI's role in addressing educational challenges such as equity and mental health, the series will equip teachers and leaders with the knowledge and skills to innovate in the Age of AI.

What is the Program?

The AI Endorsement is a one-year, graduate-level program designed for PK–12 educators who want to confidently and responsibly use artificial intelligence in their teaching, learning, and leadership.

You will not just learn about AI—you will use it, question it, and apply it directly to your work with students.

By the end of the program, you will be able to:

• Use AI tools to support teaching and assessment
• Design engaging, AI-enhanced learning experiences
• Think critically about ethics, bias, and student impact
• Lead AI innovation in your school or district

The program is hands-on, reflective, and immediately applicable to your classroom.

Duration: 8 weeks
Time: Tuesdays, 5 p.m.–8 p.m.
Format: synchronous online via Zoom

Recommended Sequence

Fall I 
EDUC 632: AI for Educators

• Learn the basics of AI
• Explore tools for grading, feedback, and lesson design
• Begin thinking about ethical and responsible use

Fall II
EDUC 634: AI Applications for Transformational Learning

• Use AI tools (text, image, audio) in real classroom contexts
• Design engaging, student-centered learning experiences
• Strengthen creativity, collaboration, and communication

Spring I
EDUC 636: AI Applications for Transformational Pedagogy

• Rethink teaching practices in an AI world
• Redesign assessment, projects, and personalized learning
• Develop your own philosophy of AI integration

Spring II
EDUC 638: AI Innovations in �鶹����

• Explore the future of AI in schools
• Focus on equity, wellbeing, and innovation
• Create a final project that makes an impact in your school

The K–12 Human Resources Leadership Certificate prepares current and aspiring HR professionals to lead the human systems at the heart of public education. Grounded in the �鶹���� Department’s sensemaking philosophy of learning, the series develops practitioners who can operate a legally sound, strategically effective HR function while simultaneously building the mindset and capacity to transform it. Coursework spans strategic staffing and talent systems, employment law and labor relations, performance management and organizational culture, and workforce analytics and equity-centered strategic planning.

What distinguishes this certificate is its dual focus on operational competence and transformational leadership. Students develop the technical knowledge required to keep a district compliant and functional and the reflective capacity to ask harder questions: Who are our hiring systems actually selecting? What does our evaluation framework do to teacher agency? Where is our workforce data hiding inequity? Every course pairs the how of effective HR practice with the why and what if of human-centered leadership.

Courses

EDUC 631: The HR Leaders as Architect - Fall I
Examines the foundational human capital systems through which K–12 districts build their workforce—including workforce planning, recruitment and selection, educator diversity pipelines, onboarding, and succession planning. Students develop operational competence in strategic staffing while simultaneously interrogating the assumptions embedded in their current hiring systems and designing more equitable, human-centered alternatives. Grounded in Pennsylvania-specific context and national K–12 HR standards, this course develops HR leaders who are both effective architects of the present workforce and intentional designers of the one their communities deserve.

EDUC 639: The HR Leader as Guardian and Advocate - Fall II
Examines the full legal and contractual landscape governing employment in K–12 public school districts, including federal anti-discrimination law, leave and wage-hour requirements, Title IX, due process, and Pennsylvania's collective bargaining framework under PERA and Act 88. Students develop the legal fluency required to keep a district compliant and protected while simultaneously building the ethical orientation to use that knowledge as a foundation for more just, relational, and human-centered HR practice. This course treats the law not as a ceiling but as a floor—the starting point for HR leadership that advocates as vigorously for educators as it does for the organization.

EDUC 651: The HR Leaders as Developer - Spring I
Examines what happens to educators after they are hired—exploring evaluation systems, professional learning, progressive discipline, tenure, and retention—and asks whether current performance management practices are genuinely developing educators or simply managing them. Students develop operational competence in K–12 performance systems while investigating the organizational culture, belonging, and well-being conditions that determine whether educators stay, grow, and thrive. This course develops HR leaders who understand that building a great workforce is not a hiring event but a sustained, relational commitment to the people already in the building.

EDUC 659: The HR Leader as Strategist - Spring II
Develops K–12 HR leaders as organizational strategists and professionals who can read workforce data with sophistication, translate it into equity-centered action, and lead the systemic transformation that public education requires. Students develop fluency in HR information systems, workforce metrics and analytics, equity auditing, strategic HR planning, board governance, and emerging challenges including artificial intelligence in the HR function. This course integrates learning across the series into a Program Leadership Portfolio—a signature artifact of the student's identity, commitments, and vision as a transformational K–12 HR leader.

The 4-course Spanish Language and Culture for Educators certificate program offers a comprehensive and practical overview of the Spanish language for immediate implementation in schools. It also attends to how language and Hispanic/Latinx culture combine in cross-cultural communication in a K-12 context. The first three courses of the program will focus on using the Spanish language so that educators can reach a novice-high to low-intermediate Spanish proficiency level. Along the way, students will build their capacity to interact with Spanish speakers in their school communities. The final course will leverage this practice in a culminating experience where educators and other professionals will apply their knowledge of language and culture in a variety of school and community environments. 

All courses are 8-weeks, online synchronous and meet one evening a week:

• Spring I: SPAN 512 Spanish for Educators I
• Spring II: SPAN 513 Spanish for Educators II
• Fall I: SPAN 514 Spanish for Educators III
• FaII II: SPAN 515 Spanish Language, Culture, and Community for Educators

A graduate pathway for those interested in yoga certification and integrating yoga, mindfulness, movement, and nervous-system-informed practices into teaching and learning. The Embodied Learning in �鶹���� program centers the body as a site of learning, regulation, and meaning-making, blending yoga, somatic education, contemplative pedagogy, trauma-informed teaching, and movement-based learning to support attention, resilience, well-being, and engagement. Courses may be taken within the M.Ed. program or as standalone continuing education.

Program Pathways
Students may complete a full sequence or select courses based on their goals:

Yoga Teacher Certification (7 credits)
A three-course, 200-hour Yoga Alliance–aligned sequence:

• EDUC 533: Restore — The Yoga of Peace & Stillness
• EDUC 535: Energize — The Yoga of Strength & Activation
• EDUC 537: Yoga Pedagogy

Mindfulness & Embodied Learning (6 credits)

• EDUC 539: Mindful Teaching
• EDUC 541: Embodied Learning

Courses

Fall I
EDUC 533: Restore — The Yoga of Peace & Stillness
Explore restorative yoga, yin yoga, breath-centered movement, meditation, and trauma-informed approaches that support nervous system regulation, calm, and self-awareness.

Fall II
EDUC 535: Energize — The Yoga of Strength & Activation
Study dynamic yoga practices, strength-based movement, alignment, breathwork, resilience, and embodied leadership.

Winter Interim 
EDUC 537: Yoga Pedagogy
A capstone practicum where students synthesize Restore and Energize through supervised teaching, sequencing, cueing, trauma-sensitive facilitation, and reflective feedback.

Spring I 
EDUC 539: Mindful Teaching
Learn mindfulness, breathwork, emotional intelligence, trauma-informed practice, and classroom strategies that support student focus, behavior, and educator resilience.

Spring II 
EDUC 541: Embodied Learning
Explore movement, cognition, chair yoga, mindful movement, sensory-based strategies, rhythm, storytelling, and breath as tools for engagement and learning readiness.

Who Is This For?

This program is designed for:

• K–12 teachers
• School leaders and administrators
• Graduate education students
• Counselors, specialists, and support professionals
• Yoga practitioners interested in educational contexts
• Educators seeking trauma-informed, mindfulness-based, and movement-centered tools

What Students Will Learn

Students will learn to:

• Apply movement, breathwork, and mindfulness to support attention and self-regulation
• Understand the role of the nervous system in teaching and learning
• Use trauma-sensitive and inclusive practices
• Integrate embodied awareness into instructional design and classroom management
• Translate personal somatic practice into ethical, evidence-informed classroom applications