Jan 21, 2019  
2017-2018 Graduate Catalog 
2017-2018 Graduate Catalog [ARCHIVED CATALOG]


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Education, Counseling and School Psychology

Rivier University offers graduate degrees in education, counseling, and school psychology with accompanying certification and licensure through the Division of Education, including the Master of Education, Master of Arts in Teaching, Masters of Arts of Clinical Mental Health Counseling, Educational Specialist in Counseling and School Psychology, Doctorate in Education Leadership and Learning, Doctorate of Psychology in Counseling and School Psychology.

Rivier University is an exciting environment for educators and counselors. It is the graduate school of choice for many current and prospective educators, for aspiring counselors, school psychologists, administrators and leaders for early childhood, and for a range of academic needs of children and youth, including special education, specific learning disabilities and emotional and behavioral disabilities. School departments and communities throughout New Hampshire, Massachusetts, New England and beyond seek out Rivier University to identify accomplished professionals to fill challenging and satisfying educational and counseling roles.

Rivier University provides students with advanced degree and certification programs in education and counseling. The programs leading to Doctor of Education (Ed.D.), Doctor of Psychology (Counseling and School Psychology) (Psy.D.), Masters of Arts (M.A.), Master of Arts in Teaching (M.A.T.), and Master of Education (M.Ed.) degrees, and certification designed to improve the students’ professional performance as they assume leadership roles in their chosen career fields. Formal courses of instruction, seminars, field experiences and internships, service learning opportunities, community service, and directed research projects are vital components of every instructional and degree program.


Professors teaching in the graduate program are successful practitioners and researchers who bring their expertise and direct experience to the classroom to complement their knowledge of education, counseling, and school psychology. They serve as consultants to teachers and administrators in schools throughout the region and around the world. They are recognized as leaders and mentors in programs in schools, literacy, parenting, inclusion and co-teaching, or mental health counseling. They are experts in such areas as curriculum, early childhood,  special education, human development and learning, assessment, counseling, and multicultural issues. Education faculty serve on statewide committees and national and regional professional associations, and boards of directors. They are frequent conference speakers and authors of books and articles in professional journals.

The Benoit Education Center

The Division of Education is located in the University’s Benoit Education Center. The 43,000 square-foot building contains state-of-the-art college classrooms with advanced technological resources, an eight-room early childhood center/laboratory school for children from 6 weeks to six years of age, a parenting resource center, and faculty offices. Other special features for students include  the Cho Educational Resource library, an extensive curriculum library/education resource center with recently published textbooks, software, and other media; counseling rooms with one-way observation windows; classroom laboratories; observation and seminar rooms for early childhood classrooms; several multi-media classrooms enhanced with electronic whiteboards, LCD projectors and projection screens, and a computer laboratory

Dean, Division of Education:
John Gleason, Ed.D.

Office: The Benoit Education Center
Phone: (603) 897-8592


Doctor of Education

         Leadership and Learning

Doctor of Psychology in Counseling and School Psychology

         School Psychology

Certificate of Advanced Graduate Study

         Clinical Mental Health Counseling (to be discontinued 1/1/17)

Educational Specialist

         School Psychology

Master of Arts

         Clinical Mental Health Counseling

Master of Arts in Teaching

Middle Secondary
     Program of Study
          Social Studies

Master of Education

Early Childhood Education
     Program of Study
Education Administration 
Education Studies
Elementary Education
School Counseling
Middle Secondary
     Program of Study
Special Education


Degree programs at Rivier University may lead to state certification and licensure in a chosen program of study. Students must also demonstrate potential for success in teaching and counseling through observation by instructors during coursework, field experiences, and the internship.

The certification authority in the State of New Hampshire is the New Hampshire Department of Education. The Division of Education at Rivier University provides graduate programs with a specific program of study leading to a graduate degree.  Rivier University is accredited by the New England Association of Schools and Colleges (NEASC) and approved by the New Hampshire Department of Education (NHDOE) to provide teacher preparation and counseling programs leading to certification and licensure as an educator, counselor, or school psychologist. After completion of a full program of study and all University requirements each student’s transcript and performance is reviewed by the Professional Educator Preparation Program (PEPP) Committee of the faculty. The committee then recommends to the Certification Officer for Division of Education that the student be recommended for certification or related endorsements to the NHDOE.

The Division of Education recommendation for certification to the NHDOE includes a transcript review. The Bureau of Professional Standards or other appropriate Board decides to grant certification or licensure when the student in addition to program requirements completes and successfully passes all examinations of certification. In the state of New Hampshire, an applicant will not receive certification as a teacher until he or she has successfully passed all required tests for the desired certification. Students are advised to periodically review the NHDOE website for any changes in the policy or the examinations. At the present time, students seeking certification must demonstrate competency in writing, reading, and mathematics by successfully passing all sections of Praxis Core Academic Skills. Prior to applying for certification, students must successfully pass all section of Praxis II, the specialized knowledge examination required for their area of certification. Foundations of Reading test is required in some program areas.

All students seeking certification must pass the New Hampshire Department of Education (NHDOE) testing requirements. Certification requirements are subject to change by the New Hampshire Department of Education.  Students enrolled in any education certification program must follow the current academic catalog at Rivier University and examination requirements required by the NHDOE. Additionally, the university does not guarantee recommendation for certification. All applications for certification must be received by the Division of Education within 5 years of completing degree requirements.

Students are eligible for certification in all 50 states, the District of Columbia, and U.S. Territories; the Department of Defense Education Activity; Alberta, British Columbia, and Ontario per the NASDTEC Interstate Agreement.

Admission Requirements

Applicants for admission to graduate programs in Education should follow the general guidelines for applying listed in the Admission Process section of this catalog. In addition, applicants must meet the following requirements:

  • Submit an official transcript of an undergraduate degree awarded and any other relevant academic credentials.
  • Provide one letter of recommendation from an individual with whom the applicant has studied or under whose immediate supervision the applicant has worked in a professional capacity; or from someone who is in a position to offer an appraisal of academic and interpersonal skills, ability, and potential.
  • Provide a “Statement of Purpose” (see application form for content).
  • Provide evidence of English proficiency if a language other than English is the native language. (Consult Admission Process section of this catalog for details.)
  • Complete an interview with the director of the program.


Students are expected to meet professional dispositions and competencies that are based on their field of certification. In addition, preparation for and completion of state certification examinations and requirements are a necessary part of becoming an educator. These examinations test cumulative skills acquired in their previous education as well as knowledge and experience in their chosen major and program of study. Their performance in education or counseling content courses as well as their speaking, writing, and listening skills and abilities are monitored formally by the faculty over the course of each semester.

Students who complete the degree requirements leading to certification in any program area of education should be prepared to:

  • demonstrate knowledge of human growth and development and learning of all individuals through planning for instruction, incorporation of standards in instruction, assessment of learning outcomes, and evaluation for improvement;
  • advocate, nurture and sustain a school culture and instructional program conducive to the diverse learning needs of all students, faculty, and staff;
  • describe a model for providing programs and services for all students or clients based on an assessment of the unique need, ability, gifts and talents in the least restrictive learning environment;
  • create a positive, safe, efficient, and effective teaching, learning, and therapeutic environment;
  • plan and deliver instruction and service across all program areas to meet multiple learning styles, diverse backgrounds, and individual needs in inclusive environments;
  • complete formal and informal academic and/or behavioral/emotional/social assessments to provide educational and therapeutic services based on assessment data for continuous improvement;
  • advance the design of learning or counseling environments that foster social, emotional, physical, and cognitive development and well-being;
  • implement and evaluate positive education, guidance, counseling, and therapeutic management techniques for all children and their families;
  • collaborate and consult with other professionals in order to meet the needs of all children, youth, and families;
  • adhere to legal and ethical standards of the education, counseling, and psychology professions for the health, safety, and well-being of children, youth, and their families.

Program Candidacy/Admission in the Professional Educator Preparation Program (PEPP)

Rivier University is committed to the success of students in their pursuit of careers as teachers, counselors, psychologist, and leaders in every role of the teaching and learning environment. To address this commitment in a meaningful way, the faculty reviews the progress of each student at various stages in their program.

After a student completes twelve credits in a chosen Master’s program, the program requires either an application for degree candidacy or an application for admission in the Professional Educator Preparation Program (PEPP). This is an opportunity for both the student and faculty to reflect on the student’s progress in the program and in the selection of their field of study or program area.

Program Candidacy

To qualify for admission in each of the degree and program areas the applicant must meet with the program director after successfully completing 12 credits at Rivier University to apply for admittance or continuation in their program of study. In order to continue in the program, the student must meet the qualifications and follow the procedures outlined in the program handbooks.

Acceptance into the Professional Educator Preparation Program  (PEPP)

Students seeking initial teacher certification or additional endorsements beyond initial certification must submit an application to the Professional Educator Preparation Program. Applications should be submitted after successfully completing 12 credit hours.

Acceptance into the Professional Educator Preparation Program is contingent upon the following: 

  • Application for Professional Educator Preparation Program submitted to the Division of Education;
  • Minimum grade point average (GPA) of 3.0;
  • Positive field experience evaluation(s) from cooperating practitioners;
  • Positive evaluations from Rivier professors and cooperating practitioners;
  • Evidence of proficiency in reading and writing (as evidenced through required writing in college classes).

Acceptance into Internship and Seminar

Internship is the culminating experience of the Professional Educator Preparation Program. To be eligible for the internship, students  must:

  • Demonstrate personal and professional characteristics, including effective interpersonal skills and professional responsibilities across their coursework and field experiences;
  • Complete required courses;
  • Complete required education courses with a grade of “B” or better;
  • Demonstrate proficiency in mathematics, reading, and writing throughout all Rivier University courses;
  • Complete the required field experiences in diverse school settings across several age and grade levels;
  • Maintain a cumulative grade point average in all courses of 3.0 or better.
  • Demonstrate preparation for or success in the completion of required state examinations for certification.

Students applying for Internship and accompanying Seminar must meet with their advisor prior to the semester in which they plan to complete the internship. Students who have fulfilled all requirements outlined above and have received the favorable recommendation of their advisor and approval of the Professional Educator Preparation Program Committee are admitted to the semester-long field experience. More detailed information is available in the program and the internship handbooks.


Assessment of students’ knowledge, skills, and disposition is continual and cumulative. Assessment occurs at specific points in the program:(1) application to the Professional Educator Preparation Program; (2) application to the internship; (3) completion of the internship; (4) fulfillment of all program requirements, and (5) demonstrated preparation for or successful completion of required state examination for state certification. Faculty utilize a variety of informal and formal measures to assessment of student course performance and demonstration of learning outcomes including: examinations, case studies, reflective journal entries, lesson plans, and portfolios.  The alignment of expected standards for performance, specific learning outcomes for each course, and the alignment of assignments and assessments is contained in each course syllabus. Through feedback from the cooperating practitioner in field experiences and internships and course instructors and University supervisors, students should obtain regular and systematic information on their performance and progress in their program of study. Professional growth in a certification program through systematic reflection on practice is the foundation of the integration of assumptions and expectations for performance aiding student awareness of their ability. The alignment of the State of New Hampshire standards to learning outcomes, assignments, and related assessments for each courses and the curriculum mapping for all courses provide the faculty and the student with a record of their performance over the course of their program of study. The Division of Education program of assessment for continuous improvement engages students in an active process of self-reflection on teaching performance and student learning.

Education students construct a teaching and learning portfolio of artifacts that provide evidence of development in their learning and teaching over the course of their program of study and internship. Evaluations by the cooperating practitioner and University supervisor serve as summative evidence that the student has the potential to become a successful educator over the course of their career. Detailed information concerning early field experiences and internship are included in the program handbooks.


Students are expected to conduct themselves in a professional manner and maintain standards of confidentiality at all times: in the university classroom with colleagues and professors, and in the field experiences. Students will demonstrate ethical behavior that governs the health, education, safety, and well-being of their students. Students are required to comply with state laws and regulations that requires all persons, who regularly come in contact with children and youth on a daily basis for a period of time, to undergo a full criminal record check, including fingerprinting. The student will assume the responsibility for all costs related to this process.

Professional Educator Preparation Program (PEPP) Core Beliefs and Commitments

The Rivier University educator preparation program is designed to instill the following core beliefs and commitments across all of its programs.

  • Active Learning and Engagement
  • Code of Professional Ethics and Conduct
  • Focus on Positive approaches to Teaching and Learning
  • Centrality of the person and student
  • Pedagogical and Disciplinary Content Competence
  • Professional Collaboration and Collegiality
  • Reflection on Practice
  • Social and Cultural Competency and Inclusion
  • Systematic research and inquiry in practice

Comprehensive Examinations

Comprehensive examinations are required of all students seeking a graduate degree. These are offered three times a year-fall, spring, and summer at scheduled dates and times. Examinations are not given at faculty or student discretion. Eligibility for taking comprehensives is as follows:

  • Students must have completed or be enrolled in all required courses in their program of study.
  • Students must take comprehensive examination before their internship commences.
  • A committee of faculty and program directors designs a comprehensive examination consistent with the content and pedagogy of the students program of study. The form and content of the examination will be described to students at least one month prior to the scheduled examination. Individual instructors may not change the date for the scheduled administration of the examination or administer the examination individually without the expressed concurrence of the program director and the Dean.
  • Overall performance on the examinations is rated on a rubric for each examination. The program director informs the students of the result of the comprehensive examinations. If a reexamination is required, appropriate feedback and timeframe for additional study is determined.
  • Reexaminations will only be scheduled at the time of the next scheduled administration of the comprehensive examinations.

Graduate Students Seeking Certification

Before the internship graduate students’ seeking certification only will be assessed on their knowledge of the pedagogy and content of their program of study through an appropriate version of a comprehensive examination beyond course assignments. This version will be administered after the internship and as part of their internship seminar


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