Departments in the College of Education

Curriculum, Instruction, and Technology in Education (CITE) -- prepares K-12 teachers for traditional and non-traditional settings. Here, skilled educators are prepared, research is conducted, model educational programs are developed, and teaching professionals are exposed to the newest theories, materials and methods in education.

Educational Leadership and Policy Studies (ELPS) -- Temple's programs in Educational Leadership and Policy Studies are grouped in two broad areas. The first, Educational Administration, grants the Master of Education and the Doctor of Education, with a concentration in Higher Education. It also provides Pennsylvania superintendent, principal, and supervisory certification for degree and non-degree students through advanced courses in Administrative and Supervisory Certification. The second area, Interdisciplinary Urban Education, grants the Master of Education and the Doctor of Philosophy, The program also offers a course of study that culminates in a Certificate of Learning in Urban Education.

Psychological Studies in Education (PSE) -- PSE is concerned with elementary and secondary teacher preparation, as well as with the training of professionals who develop and disseminate knowledge - educational researchers, consultants, and practitioners, as well as those who teach in higher education. We also prepare professional psychologists for work in prevention, teaching, research, remediation, counseling, and consulting.

Centers & Research

Career & Technical Education (CTE) -- The Temple Center offers career-long services to Career and Technical Education(CTE) professionals throughout the seventeen counties that comprise the eastern region of Pennsylvania. Its mission is to facilitate the professional development of all educators who work with career-bound students.

Institute for Schools & Society (ISS)-- The Temple University Institute for Schools & Society is an interdisciplinary center for the study of emerging problems and challenges facing children, youth, and families. Its overall goal is to investigate the basic forces that effect human development and schooling. An important focus of the Institute's work is to identify and shape effective responses to these forces through far-reaching changes in institutional policies and practices.

Center for Teaching Excellence - Works closely with local districts and schools to recruit high-quality candidates for entrance into the National Board program. In particular, the Temple center targetsteachers of high-need subject areas, teachers of color, and teachers in school-based cohorts for recruitment and support. The Center provides a location for mentorship, cohort work, and research, which are required components of NBPTS Certification. Supports ranges in focus from content-area-specific study to writing support and seminars in time management and organization. Finally, the Center engages local business and industry organizations to continue to help fund privately donated scholarships for NBPTS candidates in their communities.

Institute on Disabilities (IOD) -- The Institute on Disabilities at Temple University envisions a society where all people are valued and respected, and where all people have the knowledge, opportunity and power to improve their lives and the lives of others. The Institute leads by example, creating connections and promoting networks within and among communities so that people with disabilities are recognized as integral to the fabric of community life.

Urban Education Collaborative: The Urban Education Collaborative (UEC) was established in 2004 by the College of Education at Temple University, with support from the William Penn Foundation. Collaborating with the School District of Philadelphia, as well as with other districts and schools in the Philadelphia region, the UEC was founded in order to develop a mutually supportive educational reform strategy, one that simultaneously improves the work of schools and institutions like the college. In particular, UEC’s strategy is designed to correct a lack of coordination between school improvement efforts—as pursued by district leaders and staff, principals, and teachers—and educational evaluation research and professional education—as conducted in institutions of higher learning.