2021-2023 University Catalog
Department of Education
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Teacher Preparation Programs
The Department of Education prepares students for careers in education and for graduate and professional schools. In collaboration with other academic disciplines throughout the University, the department believes that it can produce persons who are committed to the education of all students and serve as teacher-leaders who are catalysts for change int he evolving global society in which we live.
During this preparation, candidates engage in experiences through which they gain content knowledge and develop skills and dispositions that reflect excellence in teacher leadership. Candidates are exposed to many facets of the profession, including: historical, philosophical and sociological foundations; scientific investigation of the human personality, behavior, and development; culturally diverse student populations; technological applications relevant to the classroom; assessments and student learning outcomes; and a practical investigation of schools through extensive methods and clinical experiences.
Department of Education’s Philosophy
The philosophy of the Department of Education embraces the concept of mentoring teachers to become change agents and innovators who are competent coaches and/or facilitators of learning in today’s technologically driven, multicultural school and society. We believe that our teacher candidates need to prepare academically, socially, and spiritually for leadership in a complex, diverse, and rapidly changing world. To achieve this aim, the entire community of Saint Augustine’s University collaborates to ensure candidate success. The faculty foster scholarship and creativity through varied approaches to teaching and learning; the administration facilitates this enterprise by effectively garnering and managing financial resources; and the staff contribute to efficient operations and student services by providing essential support services.
Mission
The Teacher Preparation Programs are committed to rigorous preparation for teachers who will serve as change agents in the field of education who use emerging technologies, develop holistic approaches to teaching and learning, and employ culturally relevant pedagogical strategies to meet the demands of 21st Century culturally and exceptionally diverse students.
Goals
- The Bachelor of Arts degree in Elementary Education prepares students to receive a license to teach in kindergarten through grade six in North Carolina.
- The Bachelor of Science degree in Health and Physical Education prepares students to receive a license to teach in kindergarten through grade twelve in North Carolina.
- Ensure the profesional knowledge and skills of teachers who will enhance the quality of schools and student learning.
- Conduct innovative programs that graduate scholars and leaders who are culturally and socially literate and who approach teaching holistically, responding to the needs of students in our changing global society.
- The Partnership for 21st Century Skills’ “Framework for 21st Century Learning” is threaded throughout the Saint Augustine’s University teacher preparation programs. The distinct demands on 21st Century education dictate new roles for teachers in their classrooms and schools, requiring that 21st century standards and assessments be employed throughout a rigorous teacher preparation program.
Department of Education’s Philosophy
The philosophy of the Department of Education embraces the concept of teachers as change agents and innovators who are competent coaches and/or facilitators of learning in today’s technologically driven, multicultural school and society. We believe that our teacher candidates need to prepare academically, socially, and spiritually for leadership in a complex, diverse, and rapidly changing world. To achieve this aim, the entire community of Saint Augustine’s University collaborates to ensure candidate success. The faculty foster scholarship and creativity through varied approaches to teaching and learning; the administration facilitates this enterprise by effectively garnering and managing financial resources; and the staff contribute to efficient operations and student services by providing essential support services.
Admission Requirements for Teacher Education Majors
Admission to teacher education is a procedural step for students in teacher education programs. After successfully completing the requirements listed below, students are eligible to apply for admission to the Teacher Education Program. An “Application for Admission to the Teacher Education Program” must be filed with the department head by the second semester of the sophomore year. The criteria for admission are as follows:
- Completion of the following courses with a C or higher: MATH 131 (or higher), ENGL 131, ENGL 132, COMM 201, and EDUCA 114.
- A GPA of 2.75 or higher.
- *Acceptable scores on the Reading, Writing, and Mathematics Tests of the PRAXIS Core Skills Test before the end of the sophomore year. All Praxis scores must be current with state mandated score requirements for admission and licensure purposes.
- Philosophy of Education
- Two letters of recommendation from faculty members.
- Verification by the university physician of the applicant’s health status and level of physical fitness.
- Verification by the Dean of Students and the Director of Residence Life of the applicant’s acceptable deportment to the teaching profession.
- Security background check.
- Acceptable scores on the Admission to Teacher Education Interview.
- Final acceptance for admission to the Teacher Education Program by the Teacher Education Committee, based upon documented recommendations from the major area concerned.
Note: Formal admission to Teacher Education is required prior to enrollment in methods courses and student teaching. See each individual program for course listing.
Praxis Core Passing Scores
The Praxis Core Test consists of basic reading, writing, and mathematics tests. Students must pass all three parts prior to entry into the teacher preparation program. Passing scores are at least 156 for Reading, at least 162 for Writing, and at least 150 for Mathematics. A combined score of at least 468 for all three tests constitutes passing the Praxis Cores Test.
Exemptions from Praxis Core Testing Requirements
- Individuals with a total SAT score of 1100 taken prior to March 2016 are exempt from Praxis Core testing requirements for teacher education program admission. This score is calculated by adding only the math and reading scores together. Do not include the writing score. Individuals with a total redesigned SAT score of 1170 taken after March 2016 are exempt from Praxis Core testing requirements for teacher education program admission.
- Individuals with a total SAT score of less than 1100 taken prior to March 2016, but a score of at least 550 on the Reading are exempt from the Praxis Core Tests in Reading and Writing for teacher education program admission. Individuals with a total redesigned SAT score of less than 1170, but a score of at least 600 on the evidence-based reading and writing test are exempt from the Praxis Core Tests in Reading and Writing for teacher education program admission.
- Individuals with a total SAT score of less than 1100 taken prior to March 2016, but have a score of at least 550 on the Math test are exempt from the Praxis Core Test in Mathematics for teacher education program admission. Individuals with a total redesigned SAT score of less than 1170 taken after March 2016, but have a score of at least 570 on the Math test are exempt from the Praxis Core Test in Mathematics for teacher education program admission.
- Individuals with a composite ACT score of 24 are exempt from Core testing requirements for teacher education program admission.
- Individuals with a composite ACT score of less than 24, but with a score of at least 24 on the English test, are exempt from the Core tests in Reading and Writing teacher education program admission.
- Individuals with a composite ACT score of less than 24, but a score of at least 24 on the Math test, are exempt from the Core test in Mathematics for teacher education program admission.
Retention in Teacher Education
Following admission to teacher education, students are required to maintain a GPA of 2.75 or higher and acceptable standards on all other admission criteria. Students must earn a grade of C or higher in all education courses. Students failing to maintain acceptable standards could be suspended from the Teacher Education Program and counseled toward alternative career options.
Admission to Student Teaching
An Application for Student Teaching must be filed the semester prior to the semester in which the student plans to student teach. To be eligible for the Student Teaching Internship, the student must have:
- been admitted formally to teacher education and have senior classification.
- completed to the satisfaction of the major area the teaching specialty component requirements that will lead to licensure by the Department of Public Instruction.
- achieved a cumulative GPA of 2.75 or higher and a grade of C or higher in all professional education courses.
- earned acceptable scores on the Admission to Student Teaching Interview
- been recommended to the Teacher Education Committee by the department chair of the area in which licensure is sought. The Teacher Education Committee must give approval for the student teaching internship. In addition to the admission requirements stated above, prospective student teachers must have completed or be enrolled in all methods courses before being admitted to student teaching.
- an audit submitted verifying that no courses remain to be taken toward the degree other than the student teaching block of courses.
- enrolled in only the student teaching block courses during the student teaching semester.
Note: Students who have been approved for admission to student teaching, but who have not maintained the standards for the internship, will be subject to review by the Teacher Education Committee before they are allowed to re-enter the program.
Licensing Requirements
The ultimate goal of the Department of Education is to help the prospective teacher receive, immediately upon graduation from Saint Augustine’s University, licensing in their specialty area. The general requirements for licensing by the North Carolina State Department of Public Instruction are:
- The completion of the bachelor’s degree in an approved teacher preparation program;
- Demonstrate achievement on the state basic and advanced technology competencies;
- Confirmation and evaluation of successful experiences in directed observation and student teaching in the area of program completion;
- Recommendations by the official licensing officer of the university; and
- Passing scores on the Pearson Test for Elementary Education majors or passing scores on the Praxis II Exam for Health and Physical Education majors.
Program Learning Outcomes
The following program learning outcomes define what teachers who graduate from the Department of Education will know and be able to teach to students and the dispositions they must have:
- Teachers demonstrate leadership;
- Teachers establish a respectful environment for a diverse population of students;
- Teachers know the content they teach;
- Teachers facilitate learning for their students;
- Teachers reflect on their practice and include assessments that are authentic structures, and demonstrate student understanding; and
- Teachers contribute to the academic success of students.
- (from North Carolina Professional Education Standards, 2009, 2011)
To achieve these program learning outcomes, candidates are involved in a minimum of 120 hours of observing, assisting, participating in planning and analyzing activities in the public schools through a series of progressive, sequential field experiences. Finally, each candidate successfully completes a full semester of clinical experience in the public schools to demonstrate their insight into human relations and the special techniques of teaching.
Programs
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