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  Sep 23, 2017
 
 
    
2017-2018 Academic Catalog (August 2017 - July 2018)

Department of Education


The mission of the Educator Preparation Program (EPP) is to prepare educators who are competent, intentional, reflective, culturally responsive, leading, and empathic 21st Century Professionals.  The EPP strives to provide all teacher candidates at the initial and advanced level with the knowledge, skills, and dispositions necessary to become effective teachers/leaders by offering the highest quality instruction and programs.

The advanced program strives to further develop and enhance the knowledge base of the practicing professional.  As candidates progress through the graduate curriculum, the improvement, refinement, and practice of professional knowledge bases, skills, and dispositions are enhanced and refined.

The Department collaborates with representatives from public schools, professional groups, government, and other programs within the University to prepare educators and to cooperate in the development of educational policies. The Department also strives for the improvement of education at the local, state, regional, and national levels in that the improvement of schooling results in a more literate and enlightened citizenry. This, in turn, contributes to the proliferation of democratic values and enhances our position in the global economy.

Partner Schools

Concord University is involved in a collaborative with local public schools.The Partner Schools are designed to prepare future educators, to provide current educators with ongoing professional development, to encourage joint school-university faculty investigation of education-related issues, and to promote the learning of P-12 students. The Partner Schools, structured as a network that includes University and public school faculty, parents, and community partners, seeks to improve teacher education, and meet professional development needs and goals as identified by public school faculty.The partnership collaborative provides the bridges that connect Concord’s teacher education program to the daily instructional practices that occur in P-12 schools. The Partner Schools serve as clinical sites for teacher candidates to teach under the guidance of expert mentor teachers.The clinical experiences allow faculty from Concord and the partnerships to collaborate extensively in providing quality experiences for all teacher candidates involved in the initiative.The public schools benefit from the expertise of the University faculty and the significant contributions the teacher candidates make to the school. The children in these schools benefit from the additional adult attention as well as from the enthusiasm and new learning strategies that teacher candidates often bring to the classroom as they prepare to become teachers.

 

The Department of Education offers a variety of opportunities for students interested in careers in teacher education. Graduates of our program have been recognized as outstanding teachers of the year, earned scholarships and internships with affiliate professional organizations, and admitted to prominent graduate schools around the country. The Department offers a variety of courses from early childhood to secondary education, from foundations to clinical applications. Our programs are accredited and/or approved by the Council for the Accreditation of Educator Preparation (CAEP), National Association for the Education of Young Children (NAEYC), Council for Exceptional Children (CEC),Society of Health and Physical Educators (SHAPE America PE), and the Society of Health and Physical Educators (SHAPE Ameica Health Education)

Bachelor of Science in Education (BS ED)

Preparing teacher candidates to enter the teaching profession is the primary responsibility of the Department of Education. Teacher candidates may earn a degree in a variety of content areas and/or endorsements in order to teach in early education, elementary, middle, or secondary classrooms. The Bachelor of Science in Education degree will qualify a teacher candidate for recommendation of initial licensure to the West Virginia Department of Education. This is a requirement, even if the candidate intends to teach in another state. Through reciprocal licensure agreements, graduates may qualify for licensure in other states. Graduates may receive one-year probationary certification while filing to become a citizen of the United States, or when filing a declaration of intent to become a naturalized citizen.

As of January 1, 2002, all applicants for initial licensure must be fingerprinted and undergo state and federal background checks. Individuals convicted of a felony may not be eligible for certification to teach. Convicted felons should determine their eligibility for certification with the West Virginia Department of Education prior to entering the teacher education program.

Candidates graduating with the Bachelor of Science in Education degree must satisfactorily complete a minimum of 120 semester hours including (1) the General Education Program , (2) the requirements for the content specialization(s), and (3) the Professional Education component. Candidates are also required to meet criterion scores on PRAXIS Core Academic Skills for Educators and PRAXIS II: Subject Assessments (some specializations require more than one subject assessment) and the Principles of Learning and Teaching Test. Candidates must also meet West Virginia certification requirements.

Candidates, who enter teacher education and graduate with a Bachelor of Science in Education, may seek certification in the following areas:

  1. Elementary (Grades K-6) prepares candidates to teach in elementary schools. This program may be combined with additional specializations.
  2. Content Specializations (Grades 5-9, 5-Adult, 9-Adult) prepare teacher candidates to teach at the secondary level. Specialization programs are available in Art, Biology, Chemistry, English/ Language Arts, General Science, Health, Mathematics, Physical Education, or Social Studies.
  3. Content Specializations (Pre K-Adult) prepare teacher candidates to teach in early education through adult education. Programs are available in Art, Music, or Physical Education.
  4. A Special Education Endorsement in Multi-categorical K-6 may be combined with Elementary K-6.
  5. A Special Education Endorsement in Multi-categorical 5-Adult may be combined with a secondary core content specialization (i.e., Biology, English, General Science, Mathematics, or Social Studies).
  6. Early Childhood Special Education (Pre K-K) prepares teacher candidates to teach children from birth through kindergarten, with and without exceptionalities.

The Professional Education Component

 All teacher education candidates must earn a 2.75 GPA in the Professional Education component, and complete the following courses with a grade of C or better:

  (3)
  (3) *
  (3)
  (3)
  (3)

  (3)
  (3) **

  (4-12)

 Note:

*Not required for Music Education majors. Music Education majors must complete a computer competency test through the Department of Fine Arts. Verification of successful completion of this competency test must be on file in the Department of Education Office.

**Not required for Physical Education majors. Physical Education majors must complete P ED 307 Assessment in Health and Physical Education  in place of SPED 309 Strategies for the Inclusive Environment .

Additional Information:  Coursework in the Professional Education component that is older than ten years may have to be repeated.

The Special Methods Component

Students in Pre K-Adult, 5-9, 5-Adult, and 9-Adult content specializations must complete the special methods of teaching course(s) with a grade of C or better. These courses are offered through the academic departments which offer the content specialization.

Admission to Teacher Education

Candidates for the Bachelor of Science in Education degree must be officially admitted to the Teacher Education Program prior to taking EDUC 306 . Applications should be submitted to the Department Office for processing.All candidates will be notified by letter concerning their admission status.

Candidates must complete 100 hours of documented volunteer experience working with children in organized settings prior to admission to the Teacher Education Program.Appropriate volunteer experiences might include: Boy Scouts of America, Girl Scouts, Energy Express, Boys and Girls Clubs of America, tutoring in after-school or summer programs, camp counselors, etc.The 100 hours of experience must be documented through letters from teachers, supervisors or leaders.All documentation must be included in the candidate’s portfolio when he/she applies for admission to the Teacher Education Program.The 100 volunteer hours are in addition to any required field practicum hours.

Prior to admission to the Teacher Education Program, candidates must also satisfy the following requirements:

  1. Successful completion of a minimum of 40 hours, which must include 19 hours from the General Education Program, with a 2.00 grade point average.The general education courses must include the following:

    Written and Oral Communications - 9 hours
      , Composition and Rhetoric I (3)
      , Composition and Rhetoric II (3)
      , Fundamentals of Speech (3)
    (A grade of C or better is required for each course)

    Mathematics - 3 hours
    One MATH course (excluding MATH 90 & 91) for three hours.  Note:  Student pursuing the Elementary Education K-6 curriculum must complete   or   with a grade of C or better

    Natural Science - 4 hours
    One laboratory science course
    (Note:  Candidates in the Elementary K-6 Program should select from   or  )

    Social and Behavioral Sciences - 3 hours
    (Note:  Candidates in the Elementary K-6 Program should select from GEOG 101  , SOC 101 , PSY 101 , or POSC 101 ).

      , Diversity, Culture, and Education in a Pluralistic Society - 3 hour
    (Completion with a grade of C or better and documentation of a successful 25 hour school-based field experience.)
     
  2. Attainment of an overall grade point average of 2.75 or better in all work completed (including transfer credit).
  3. Successful completion of the PRAXIS Core Academic Skills for Educators test (official verification from the testing service must be received by the Department of Education Office), and a required demonstration of speaking and listening.  A waiver for PRAXIS Core Academic Skills for Educators test may be obtained by providing documentation from the Registrar’s Office, reflecting an ACT composite score of 26 or higher, SAT Revised Score (March 2005 to May 2016 test administrations) of 1170 or higher ,  SAT New Score (May 2016-present test administrations) of 1240 or higher, or completion of a master’s degree.These waivers are accepted only in the State of West Virginia. Certification requirements for other states may include PRAXIS Core Academic Skills for Educators test scores. 
  4. Submission of a professional portfolio via Live Text to the Department of Education (see p. 3 - How to Submit a Portfolio via Live Text).  In some cases, applicants may have to successfully complete an interview with faculty prior to admission.  Portfolios will be due in the Department of Education Office the last working day of September during the fall semester, and the last working day of February during the spring semester.  Candidates whose portfolios are not approved will be given recommendations for improving their portfolios or will be counseled concerning their admission to the teacher education program.
  5. Declaration of a specific and accurate major and content specialization(s) via these links:  www. concord.edu, Academics, Registrar, and Declaration of Degree/Major.
  6. Declaration of a specific and accurate major and content specialization(s) through the Department of Education Office.

NOTE:  Candidates not meeting application deadlines or admission criteria will be denied admission to the Teacher Education Program and may reapply the following semester.  Candidates may appeal this decision through the Director of Teacher Education.

Admission to Student Teaching

Student teaching (supervised directed teaching) is a semester of professional experiences in a public school setting(s).The teacher candidate must file an application for admission to student teaching by the end of the fourth week of the semester preceding the semester in which the student teaching is planned.

Candidates will be notified by letter of their eligibility.Additionally, all candidates must attend a mandatory placement meeting held the semester prior to student teaching. Placement meetings are held on the last Wednesday in September and the last Wednesday in February.

Due to licensure and accreditation regulations, admission requirements may be revised.Therefore, candidates should check current requirements with the Coordinator of Clinical Experiences.

The following criteria must be met in order to be eligible for admission to student teaching:

  1. The teacher candidate must be admitted into the Teacher Education Program.
  2. All coursework must be completed. Credit for all coursework including transfer courses, correspondence courses, individual study courses, etc., must appear on the candidate’s transcript at the time of the eligibility deadline.
  3. Music education majors must complete a technology competency exam.
  4. English majors must complete and successfully pass the Capstone Exam.
  5. All required school-based field experiences must be successfully completed.
  6. The following minimum grade point averages must be attained:
    1. An overall 2.75 in all course work taken.
    2. An overall 2.00 in General Education.
    3. An overall 2.75 in the professional education core component, with no grade less than a C.
    4. The required grade point average for the teacher candidate’s content specialization(s).
  7. Candidates placed in West Virginia public schools must complete Form 24 (student teaching permit) to the West Virginia Department of Education 90 days prior to student teaching.  Verification of meeting all requirements from the WVDOE must be finalized prior to student teaching.
    Note:  Form 24 requires fingerprint verification and criminal background check.
  8. Passing scores on PRAXIS II:Subject Assessments (some specializations require more than one subject assessment) and Principles of Learning and Teaching Test (PLT) must be attained.  Official verification from the testing service must be received by the Department of Education Office prior to the deadline for eligibility to student teach. The eligibility deadline is the last day of the semester prior to the student teaching semester.

Student teaching is a full time professional experience.Teacher candidates should not enroll in extra coursework, or engage in extra-curricular activities which interfere with student teaching. Exceptions to this must be approved by the Coordinator of Clinical Experiences.

Candidates working toward the Bachelor of Science in Education degree are advised that all phases of teacher education require cooperative efforts between Concord University and the public schools or other agencies.The superintendent, or legal representatives of these agencies or schools, and the representative of the University shall have the authority, after consultation, to reject placement or terminate the participation of any candidate who fails to meet the professional standards of the cooperating school, agency, or the University.During student teaching, the reports of the supervising teacher(s) and the recommendation(s) of the University Supervisor are essential components in determining the eligibility for graduation and recommendation for licensure.

NOTE: Candidates not meeting application deadlines, admission criteria, and/or not attending the mandatory placement meeting will be denied student teaching and may reapply the following semester.  Candidates may appeal this decision through the Director of Teacher Education.

Retention

The Department of Education provides a variety of measures to facilitate candidates’ successful performance including the following:

  • Assignment of an appropriate advisor;
  • Special summer advising;
  • Report of mid-term grades;
  • Individual letters to candidates upon application and acceptance to the program;
  • Individual interviews;
  • Individual letters to candidates upon application and acceptance to student teaching;
  • Student teaching placement meetings provide for discussion and questions;
  • Exit interviews with student teachers identify program strengths and recommendations for program improvement.

A variety of support services are available including the Concord Child Development Center, Student Support Services and the Financial Aid Office.

Exit Criteria

Graduation criteria include the completion of a minimum of 120 hours, the required GPAs, successful completion of all state-required tests, and the completion of all coursework to meet program certification requirements. Graduation with a Bachelor of Science degree in Education will not be granted unless a teacher candidate also satisfies all West Virginia teacher certification requirements which includes a state and national background check.

Content Specializations

To prepare to teach in a middle school, candidates should have a minimum of two disciplines at the 5-9 level or combine a 5-9 field with another content specialization. A high school teacher must have at least one content specialization at the 5-Adult or 9-Adult level (the only exceptions to this rule are Art 5-Adult and Health 5-Adult which require a second specialization). Teacher candidates must complete EDUC 318 , Content Area Reading, and special methods courses within their content specialization(s).