Degrees for Education

Master of Arts in Education: Special Education (cross-categorical)
Admission requirements

The minimum requirement for admission is a bachelor’s degree from an accredited, degree-granting institution of higher education. A minimum undergraduate GPA of 3.0 is required for unrestricted admission. Others may be admitted on probationary status pending demonstration of ability to perform work at the graduate level. Please refer to the admission requirements listed in the graduate program information section in the course catalog for additional information.
Degree requirements

Participants must successfully complete 32 semester hours of graduate credit. Four core courses totaling
11 hours are required for all Masters of Arts in Education candidates:
• EDU541 Frameworks for Learning (3 hours)
• EDU542 The Teacher as Leader (3 hours)
• EDU585 Research Methods in Education (3 hours)
• EDU544 Action Research (2 hours)
In addition to the 11 hours of core courses required, a minimum of 21 additional hours must be completed in a major concentration and elective courses. Prospective students should also review the general information on graduate programs in the education/special education section in the course catalog.
Specific concentration requirements

Minimum of 12 hours selected from the list below:
• EDU 500 Behavior Management Techniques (3 hours)
• EDU 504/504 (Block)*
Introduction to Cross-Categorical Disabilities (2 hours)
Methods of Teaching Students with Cross-Categorical Disabilities (2 hours)
Or
• EDU 528 Differentiated Instruction (3 hours)*
* = Required
• EDU 520 Transition/Career Education for Students with Disabilities (2 hours)
• EDU 530 Understanding the Diverse Learner (3 hours)
• EDU 535 Technology Integration for Students with Special Needs (3 hours)
• EDU 566 Language and Literacy for Students at Risk (3 hours)
• EDU 586 Seminar in Disability Studies (3 hours)
• EDU 587 Directed Readings in Education and Disability (1-3 hours)
• EDU 592 Assessment of Ability and Achievement (3 hours)
• EDU 595 Counseling Techniques (3 hours)
• EDU 596 Counseling and Collaboration with Diverse Populations (3 hours)
Core Courses: 11 hours
Specialty Courses: 12 hours
Electives: 9 hours
Program Total: 32 hours
How to apply

To begin your Fontbonne education, please submit:
• A completed application for graduate admission.
• A non-refundable $25 application fee.
• Official transcripts from every college and university you have attended. (If you are
currently attending college, include your most recently completed semester grades.)
• Three letters of recommendation, one of which must be from a supervisor or recent
academic advisor
• A self-statement essay.

Send your application to:
Fontbonne University
Attn: MAED Program Director, Department of Education
6800 Wydown Blvd. St. Louis, MO 63105
For questions, contact: 314-889-4536

Good teachers have high expectations — not only for their students, but also for themselves. With a Master of Arts degree in Education from Fontbonne University, you’ll reach the high expectations which you have for yourself and gain the foundation for continuous career advancement to help you and your students learn and grow. What you learn in our program can be immediately applied to your classroom or other educational settings.

At Fontbonne, we provide practical applications against a theoretical backdrop. You’ll learn from practitioners who combine their knowledge of theory with their own classroom experiences to apply helpful and contemporary techniques that will prepare you to inspire your own students — and isn’t that what it’s all about?

Classes are small and interactive. Our professors and instructors are knowledgeable, experienced and committed to your success. And since you’ll be in classes with fellow educators, you can further benefit from their insights as well.

Fontbonne has a long history of educational excellence, and our program is well respected for its comprehensive approach. Fontbonne University is accredited by the North Central Association of Colleges and Schools. Educational programs are accredited by the Department of Elementary and Secondary Education (DESE) and the National Council for Accreditation of Teacher Education (NCATE).
Degree Options

Within our master’s degree program, you can choose from several concentrations:
• The Teaching of Reading
• The Teaching of Writing across the Curriculum
• Special Education
• Diverse Learners
• Curriculum and Instruction
Online Opportunities

Master of Arts in Education: The Teaching of Reading

Fontbonne is pleased to announce the online version of the master of arts in education: the teaching of reading. The convenience of online courses allows teachers to complete coursework in keeping with their own busy schedules. Our online courses require the ongoing interaction of class participants in responding to the instructor and fellow students, thus creating a rich community of learners. Fontbonne University has a tradition of superior instruction in the area of reading, which is at the core of every good instructional program. We continue this tradition in our online program with the same scrupulous attention as in our face-to-face reading program. Individuals interested in limited coursework for the purpose of meeting credentialing requirements as reading specialists are welcome to enroll in select courses.

We recommend that you contact the appropriate state agency to verify course requirements. We’ve created the following link to help you access individual state departments of education: www.fontbonne.edu/states

The Graduate Teacher Preparation program emphasizes social change and innovative curriculum design. Full-time students typically complete their teacher preparation in five quarters. Classes meet every Tuesday, Wednesday and Thursday from 4 to 9 p.m.

You join a cohort of 20 to 25 students eager to meet the challenges and complexities of teaching in schools with diverse student populations. Your fellow students are to come from a variety of backgrounds including health, social services, business, childcare, engineering, homemaking, the arts and computer sciences.

You can elect to study in Tacoma, Marysville/Stanwood or through the First Peoples’ Partnership offered at the Muckleshoot Tribal College in Auburn. Both of these off-campus options take eight quarters to complete.
Add a Master’s Degree

The master of arts in education also is available to students in this program. It takes one extra quarter of studies to complete the M.A. on the Seattle campus. So in just six quarters, a full-time student completes both teacher preparation and a master’s degree. Additional courses provide opportunities for you to explore significant questions about teaching and learning through research, collaborative learning groups and intensive work with a faculty adviser.

Students focus on action research models, social change and curriculum design and analysis. The master’s program culminates in completed inquiry projects and student presentations of research findings in a presentation symposium.

The Graduate Teacher Preparation program emphasizes social change and innovative curriculum design. Full-time students typically complete their teacher preparation in five quarters. Classes meet every Tuesday, Wednesday and Thursday from 4 to 9 p.m.

You join a cohort of 20 to 25 students eager to meet the challenges and complexities of teaching in schools with diverse student populations. Your fellow students are to come from a variety of backgrounds including health, social services, business, childcare, engineering, homemaking, the arts and computer sciences.

You can elect to study in Tacoma, Marysville/Stanwood or through the First Peoples’ Partnership offered at the Muckleshoot Tribal College in Auburn. Both of these off-campus options take eight quarters to complete.
Add a Master’s Degree

The master of arts in education also is available to students in this program. It takes one extra quarter of studies to complete the M.A. on the Seattle campus. So in just six quarters, a full-time student completes both teacher preparation and a master’s degree. Additional courses provide opportunities for you to explore significant questions about teaching and learning through research, collaborative learning groups and intensive work with a faculty adviser.

Students focus on action research models, social change and curriculum design and analysis. The master’s program culminates in completed inquiry projects and student presentations of research findings in a presentation symposium.

Introduction
School of Education Home Page
The M.A.Ed. and M.Ed. degrees provide opportunities for students to explore issues in education, to develop and examine enduring and innovative instructional approaches, to utilize technology, and to apply knowledge in diverse educational settings.

Overview
The School of Education offers two degree programs that are designed for individuals at different stages of professional growth. The Master of Arts in Education (M.A.Ed.) program leads to Illinois State Certification in elementary, secondary or special education (Learning Behavior Specialist I). The second degree program, the Master of Education (M.Ed.), provides a course of study with a number of options that will enhance a teacher’s understanding of children’s differences, personal systems of communication and the social or political issues that affect the field of education. In both programs, students take an active role in their own learning process and are prepared for shaping the lives of tomorrow’s generation.

The M.A.Ed. program prepares liberally educated teachers to assume leadership roles in the schools. This program provides an in-depth understanding of curriculum development and implementation while affording ample opportunities for developing innovative teaching strategies and process-oriented assessment techniques. Moreover, the program includes a field-based component in public, parochial and/or private school sites. Students are enabled to implement effective teaching strategies under the guidance of master teachers and university faculty.

The M.Ed. program is designed for teachers seeking enhancement of their leadership potential and their understanding of methods of teaching to individual needs. The program options familiarize students with models for collaboration, effective communication strategies, methods for addressing unique learning styles and technological advancements in education and school administration. The M.Ed. program requires 33 semester hours of graduate coursework including 11 to 17 semester hours of professional core courses and 16 to 22 semester hours of specialized courses. M.Ed. programs include Leadership and Administration, Curriculum and Instruction, Special Education/Collaborative Teaching, and Reading and Literacy (learning team program only).

With either program, students will learn the skills necessary to shape the lives of those involved in the educational system. From first-grade teachers to administrators in the front office, Benedictine University’s School of Education prepares students for the challenges that lie ahead. A master’s degree from Benedictine University does not just inform you today; it gives you the power to transform tomorrow.

Master of Arts in Education:

The Master of Arts in Education (M.A.Ed.)program offers three tracks: one for adults seeking a Type 03 teaching certificate in elementary education; a second for those seeking a Type 09 teaching certificate in secondary education; and a third for adults seeking a Type 10 (K-12) special certificate leading to the Illinois Learning Behavior Specialist I (LBS I) teaching certificate. The program to teach Spanish is also a Type 10 (K-12) program.

The elementary education track requires a total of 38 semester hours; 37 semester hours are required for secondary education and a total of 57 semester hours is required for the special education option. The additional coursework in the special education track is required for certification as a LBSI (unlimited) teacher.

Elementary track:
25 semester hours of professional core courses
13 semester hours of specialized courses
120 clock-hours of practicum experiences
12 weeks of student teaching

Secondary track:
25 semester hours of professional core courses
12 semester hours of specialized courses
120 clock-hours of practicum experiences
12 weeks of student teaching

Special Education track:
25 semester hours of professional core courses
32 semester hours of specialized courses
205 clock-hours of practicum experiences
12 weeks of student teaching

Students in the Elementary Education track also must have completed 71 semester hours of general education coursework to meet certification requirements for Benedictine’s approved program with the Illinois State Board of Education (ISBE). This includes an 18 semester hour concentration or a major in a single academic discipline. Nine of the 18 semester hours must be in upper-division coursework.

The secondary track requires 47 semester hours of general education coursework. An additional prerequisite for a secondary certificate is a baccalaureate degree in Biology, Chemistry, Physics, Mathematics, Social Science, English/Literature, Spanish or Business.

Students in the special education option must have completed 47 semester hours of general education coursework.

Any of the required general education courses that have not been completed as part of an undergraduate degree program must be completed prior to application for certification.

Middle-grade Endorsements:

Students seeking an elementary or secondary certificate may qualify for middle grade endorsements by completing a minimum of 18 semester hours in the subject area of their major teaching assignment. In addition, coursework relating to early adolescent development, middle school philosophy and methodology is required. These areas are integrated with existing coursework in the program options.

Curriculum
Master of Arts in Education (M.A.Ed.)
Professional Core
(semester-hours):

EDUC 400 Preclinical Experience (1)
EDUC 517 Introduction to Technology (1)
EDUC 540 Survey of Exceptional Children (3) or EDUC 660 Preparing Teachers for Inclusion (3)*
EDUC 605 Ethics, Education and Social Change (3)
EDUC 610 Learning and Development (3)
EDUC 630 Research Methods (3)
EDUC 640 Assessment Measures (3)
*This course can be substituted for EDUC 540 if a three semester-hour course in the Survey/Characteristics of Exceptional Children was completed at the undergraduate level.

Culminating experiences:
EDUC 670 or 671/672 or 673 Student Teaching (6)
EDUC 699 Master’s Thesis/Project (2)

Elementary Education
Certification in K-9 (13 semester-hours):
EDUC 520 Holistic Reading Strategies (3)
EDUC 525 Teaching Mathematics: An Interactive Process (with preclinical 425) (3)
EDUC 530 Assessment and Corrective Reading (with preclinical 430) (3)
EDUC 620 Instructional Strategies across the Curriculum (4)

Special Education
Certification in K-12 (32 semester-hours):
EDUC 520 Holistic Reading Strategies (3)
EDUC 525 Teaching Mathematics: An Interactive Process (with preclinical 425) (3)
EDUC 530 Assessment and Corrective Reading (with preclinical 430) (3)
EDUC 550 Working with Families of Persons with Disabilities (3)
EDUC 555 Classroom Management (with preclinical 455) (3)
EDUC 560 Learning Behavior Characteristics of Individuals with Physical and Mental Retardation Disabilities (3)
EDUC 565 Learning Behavior Characteristics of Individuals with Learning Disabilities (3)
EDUC 570 Learning Behavior Characteristics of Individuals with Emotional/Behavioral Disorders (3)
EDUC 625 Learning Behavior Methods of Teaching Individuals with Learning Disabilites and Emotional/Behavioral Disorders (with preclinical 426) (4)
EDUC 635 Learning Behavior Methods of Teaching Individuals with Physical Disabilities and Mental Retardation (with preclinical 460) (4)

Secondary Education
Certification in 6-12 (12 semester-hours):
EDUC 531-536 Content Area Methods (with preclinical) (3)

Select one course from the following:
EDUC 531 Curriculum and Instructional Methods in Mathematics (3)
EDUC 532 Curriculum and Instructional Methods in English and Language Arts (3)
EDUC 533 Curriculum and Instructional Methods in Social Science (3)
EDUC 534 Curriculum and Instructional Methods in Science (3)
EDUC 535 Curriculum and Instructional Methods in Spanish K-12 (3)
EDUC 536 Curriculum and Instructional Methods in Business, Marketing and Computer Education (3)
and
EDUC 543 Middle School Philosophy, Curriculum, and Instruction (with preclinical 443) (3)

Electives for secondary education: 6 credits:

Select 6 semester-hours of elective coursework from the following:
EDUC 512 Reading, Writing and Thinking in the Middle and Secondary School Curriculum (3)
EDUC 518 Survey of Instructional Technology (1)
EDUC 520 Holistic Reading Strategies (3)
EDUC 530 Assessment and Corrective Reading (with preclinical 430) (3)
EDUC 552 Leadership (1)
EDUC 555 Classroom Management (with preclinical 455) (3)
EDUC 557 Organizational Culture (1)
EDUC 565 Learning Behavior Characteristics of Individuals with Learning Disabilities (3)
EDUC 570 Learning Behavior Characteristics of Individuals with Emotional/Behavorial Disorders (3)
EDUC 573 Performance Appraisal (1)
EDUC 581 Team Building (1)
EDUC 582 Conflict Management (1)
EDUC 583 Organizational Assessment (1)
EDUC 592 Managing Diversity (1)
EDUC 615 Curriculum Development (3)
EDUC 625 Learning Behavior Methods of Teaching Individuals with Learning Disabilities and Emotional/Behavioral Disorders (4)
EDUC 650 Leadership and Motivation (3)

Requirements - Other:
Teacher Education Program Application and Matriculation:

Candidates seeking a teaching career must have a sincere desire to teach, show intellectual promise, and display personal, professional and academic characteristics indicative of competent teachers.

The School of Education’s major goal, according to it’s conceptual framework, is to create effective practitioners who are committed to scholarship, lifelong inquiry, leadership and social responsibility. These enduring outcomes are developed and nurtured through the curriculum. Educators develop scholarship by acquiring a breadth and depth of knowledge in the field. As scholars, they develop lifelong inquiry by immersing themselves in a process of on-going questioning and reflection that results in informed thinking and decision-making. They assume leadership roles in a variety of venues where they can affect change and improve practice. Their leadership is guided by a sense of social responsibility to create fair and equitable environments that support and enhance learning in order to maximize each individual’s potential.

As candidates progress through the program they will develop an understanding of the Illinois Professional Teaching Standards, the Language Arts Standards for All Illinois Teachers, the Technology Standards for All Illinois Teachers, and the Content-Area Standards for Educators. In addition to successful completion of their course work, they will also develop a professional portfolio that demonstrates their growth in teaching and service to education as well as their understanding of the Illinois standards. Similarly, technology will be an integral part of their development through the use of LiveText as a part of their course work along with the preparation of their portfolio. Their preparedness to teach will also be demonstrated through passage of the Illinois Certification Testing System’s (ICTS) Basic Skills Test, Content-Area Test, and Assessment of Professional Teaching Test.

Candidates desiring to enter the program for teacher education should consult with their academic advisors early in their academic career to ensure that they enroll for the appropriate courses needed for admission to teacher education. The initial courses are EDUC-400(1), Preclinical Experience, and EDUC-605(3), Ethics, Education and Social Change. Candidates, at this time, should also take the ICTS Basic Skills Test if they have not already passed this test. Likewise, secondary education (graduate) program students need to pass their content area test at this time.

Candidates must successfully meet the requirements through six (6) checkpoints to (a) be admitted to the Teacher Education Program (TEP), (b) to maintain enrollment in the TEP, and (c) to successfully complete the program with Illinois teacher certification. A seventh checkpoint is utilized by the School of Education to follow-up with teacher candidates in their first year of teaching in reference to the Illinois Teaching Standards. This provides the SOE with valuable information for on-going assessment of the program. The seven (7) checkpoints (with their requirements) are as follows:

Master of Arts: Education Administration and Preliminary Administrative Services Credential

At Hope, the Master of Arts in Education Administration program is for individuals who have a desire to develop life-long learning skills to become more effective educators and to assist their organizations through leadership. Graduates will successfully serve as teachers, principals and superintendents in either Christian or public schools.

Our program features sound research training, a curriculum blend of theory and practice, and values-laden teaching from faculty with top academic credentials and real world experience. Our program also focuses on a pedagogy designed to strengthen and better define one’s core values.

This program is offered completely online or on-site at the Orange Education Center and the Corona Education Center, and can be completed in as few as 12 months.

The Master of Arts in Education Administration and Preliminary Administrative Services Credential program is 30-units.

On-campus
Classes are offered at the Orange Education Center and the Corona Education Center, both with close freeway access. Courses are offered in eight-week modules throughout the year in the evenings.

Online
Online courses provide an interactive learning environment through online video lectures, online discussion threads, and an online drop box where you can virtually submit your assignments. Best of all, you can log-on to view lectures, participate in threaded discussions, and submit assignments any time of night or day!

Optional Joint Program

Students may also complete a Joint Preliminary Multiple Subject Credential / Master of Education program.
Career Opportunities
Teacher
Assistant Principal K-12 Public and Private Schools
Director Preschool and Charter Schools
Principal K-12 Public and Private Schools
Superintendent
College or University Administrators
School Board Member or Trustee
Career resources
Association of California School Administrators
Association of Christian Schools International
California Commission on Teacher Credentialing
California Department of Education
United States Department of Education
Interesting Courses
Education Administration
Contemporary Issues in Education
Curriculum Development and Instructional Design
Transforming Schools
Real World Opportunities

This program includes twenty-four weeks of field experience and hands-on practicum as a requirement.

NOTE: The School of Graduate and Professional Studies (SGPS) Education Department completed the framework for a California Preliminary Administrative Services Credential and Master of Arts in Education Administration during Fall 2008. Preliminary Administrative Services Credential Standards have been submitted to the California Commission on Teacher Credentialing (CCTC). It is anticipated that the credential program will be approved by the CCTC in January 2009. The Education Department is seeking regional accreditation of the Master of Arts in Education Administration program by the Western Association of Schools and Colleges (WASC). The Department intends to launch the new programs by June, 2009, but possibly as early as March, 2009. For a progress report, please contact Dr. George West, Chair of the SGPS Education Department

Briar Cliff University currently offers a Master of Arts in Education (MAE) for teachers. It is a 34-hour non-thesis interdisciplinary program designed for those who teach at the elementary, middle, or secondary levels in either the public or non-public school systems. The goals of the program are to 1) develop teachers as critical thinkers and “facilitators” of learning and 2) form community with participants in the program. This will be accomplished through courses designed to deal with the students’ membership in a constantly changing global community. Through papers and projects, students will apply these broader perspectives to their own local situations.

The curriculum includes the following twelve courses, all of which are three semester-hour courses, with the exception of Library Research, which is one semester hour: Library Research, Educational Research, Education in Society, School Law, Educational Leadership, Instructional Technology, Philosophy of Education, Psychology of the Learner, Current Theories & Practices of Effective Teaching, Exceptional and At-Risk Learners, Curriculum Issues in Education, and Seminar. The master’s program will be taught by faculty in the fields of education, philosophy, psychology, sociology, business and information services.Curriculum
EDUC 500 Library Research 1 cr. hr.
EDUC 510 Educational Research 3 cr. hrs.
EDUC 525 Education in Society 3 cr. hrs.
EDUC 550 School Law 3 cr. hrs.
*EDUC 560 Educational Leadership 3 cr. hrs.
EDUC 590 Instructional Technology 3 cr. hrs.
EDUC 610 Philosophy of Education 3 cr. hrs.
EDUC 625 Psychology of the Learner 3 cr. hrs.
*EDUC 650 Current Theories & Practices of Effective Teaching 3 cr. hrs.
EDUC 665 Exceptional and At-Risk Learners 3 cr. hrs.
*EDUC 680 Curriculum Issues in Education. 3 cr. hrs.
EDUC 690 Seminar 3 cr. hrs.
Total of 34 hours

*EDUC 570 Mentoring: Upon approval of the MAE Program Director, this may be taken as an elective through AEA4 in exchange for EDUC 560 when completed in the local school setting.
*To allow teachers who have earned National Board Certification to receive three graduate credits through Briar Cliff University for EDUC 560, Educational Leadership. These three credits are in addition to the six already being granted (EDUC 650 and EDUC 680).

The program is directed by Dr. Ruth Schock, O.S.F., Associate Professor of Education.

See Catalog page 20 for full course descriptions

View full catalog (PDF format) requires Adobe™ Acrobat Reader

Tuition
Tuition for summer 2006 is $229 per credit hour. In addition, one voucher given to a teacher for serving as a cooperating teacher for the teacher preparation program, will be honored in the MAE program.

Fees
$25.00 nonrefundable admission fee
$25.00 nonrefundable orientation fee
$50.00 nonrefundable graduation fee
$15.00 per credit hour technology fee

Financial Aid
Students who are attending Briar Cliff University and seeking assistance may apply for financial aid. By completing the Free Application for Federal Student Aid (FAFSA), and listing Briar Cliff University’s Title IV School Code 001846, students have the opportunity to be considered for federal financial aid. The federal financial aid programs Briar Cliff University has available to students include Federal Stafford Loan, Federal Perkins Loan, and Federal Work Study. Students who have questions regarding the financial aid process should contact the Department of Financial Aid at 1-800-662-3303 ext. 5440 or 712-279-5440.

BCU will follow the schedule of courses noted above for the cohort beginning in 2005

“When young people are involved with the arts, something changes in their lives” (Fiske, 2000).

Artistic experience encourages independent, flexible thinking, awakens the senses, and engages our entire being—head, heart and hands—in the experience of the diverse worlds around us. The special mission of Art Education is to nourish the human faculties of imagination and inspiration, faculties often overlooked in traditional educational programs. Adelphi’s preparation for NYS visual arts certification reflects this mission by providing course work that develops art educators who:
understand artistic development across the life span through autobiographical exploration, theoretical study, field observation, and respect for different cultural histories and practices

explore the relationship of the sensory and kinesthetic domains to art making through experientially-based course work

clearly articulate an educational philosophy and become an advocate for the role of arts in education by studying the history and philosophy of art education

develop a professional identity through participation in the Adelphi student chapter of the National Art Education Association (NAEA)

maintain a lively commitment to their own artistic identity and practice through on-going studio practice and a final graduation exhibition.

Elementary (K-8) Teacher Certification
Earn your Washington State Residency Teacher License in our full-time graduate or undergraduate program.
(Part-time options also available.)
Bachelor of Arts in Education

Master in Teaching with Elementary Certification
Secondary Teacher Certification
Master in Teaching with Secondary Certification
Earn your Washington State Residency Teacher License with high school endorsement in one of the
following content areas:
Biology
English/Language Arts
History
Mathematics
Social Studies

Welcome to the Professional Education Department at West Liberty State College. We are a nationally accredited program with recognition by the National Council for Accreditation of Teacher Education (NCATE). Our program is the third oldest program in the state, ranks fourth in number of graduating teachers, and is the home of the largest major on the West Liberty campus. We are in our 54th year of continuous NCATE accreditation.

The Department of Professional Education has selected the “The Teacher as a 21st Century Leader-Learner” as its conceputal framework.

The Teacher Education program at West Liberty is a cooperative effort of faculty, students, and practitioners.These groups engage in self-study programs to develop a professional knowledge base that is consistent with the guidelines, philosophy, and goals of the institution, West Virginia Department of Education, and regional and national specialty organizations.

The purpose of the Teacher Education program is to prepare an entry-level professional who reflects the Teacher as a 21st Century Leader-Learner conceptual framework.

In seeking a way to communicate our renewed vision as we move to initiate our Master of Arts in Education degree program as well as revisit our well-established undergraduate programs, we found a compelling need to revise the conceptual framework for Teacher Education at West Liberty. We feel that our new conceptual framework includes our previous framework as well as our more current focus on 21st century learners and their needs. Our revised conceptual framework is:

Teacher as a 21st Century Leader-Learner Conceptual Framework

• The unit develops competent, effective professionals for 21st Century learning environments.

• The unit uses current research and data-driven decions to foster program development and delivery.

• The unit provides leadership and collaboration to enhance the larger community.

• The unit, through all constituents, will develop candidates who are ready to demonstate appropriate professional knowledge, skills, and dispositions, assume a proactive, effective role in 21st classrooms and schools, use best practices drawn from current research and relevant data to foster student achievement, and assume leadership roles with a vision for 21st Century teaching and learning.

To this end, the unit and its programs, strives to ensure that all candidates are well prepared to increase student achievement by demonstrating competencies in the areas of content knowledge, professional knowledge,pegagoical knowledge, diversity, criticial thinking, collaboration, assessment, technology applications, 21st century learning, and professionalism.

As a measure of these competencies, programs at the undergraduate level are aligned with relevant state standards, national content area standards, and the INTASC Standards, as well as the NCATE Standards. Programs at the graduate level are aligned with the National Board for Professional Teaching Standards as well as relevant state standards, national content area standards

The achievement of our mission, our purposes and our goals is enhanced by highly qualified faculty, experienced master teachers working with candidates in field placements, and established partnerships with PK-12 Schools in the surrounding tri-state area. The comprehensive candidate and program assessment project is based on the INTASC Standards.

West Liberty State College works in cooperation with the Ohio CountySchools in West Virginia as part of our Professional Development Schools Partnership (PDS). Our Professional Development Schools program (PDS) is nationally recognized.

Teacher candidates at West Liberty State College enjoy a safe, comfortable campus and a program where each person is an individual. Faculty are ready, willing, able and available to help students with academic advising as well as class work.

Our program includes field experiences beginning early in the program and continuing throughout the four years. The culminating experience for our teacher candidates is clinical practice, often refered to as student teaching, under the guidance of the university supervisors and mentor teachers in the PK-12 schools.

While many of our graduates start teaching in the local area, the State of West Virginia works in conjunction with other states to help provide reciprocity for licensure. Graduates have secured jobs all over the United States. Our graduates are well prepared and welcomed into the schools as novice teachers.