Degrees for Education

The University offers postgraduate Manizales “COMPUTER EDUCATION PEDAGOGY COMPUTATIONAL with emphasis on” expertise that covers the needs context, preparing teachers to contribute to the educational community, conceptual and practical elements of Informatics Education and Teaching computational lets you design, build and evaluate educational modules or virtual computer, and also advise, manage and control projects in its virtual school, college or your region.

Universities have a role to play in the school system that emerges from the wider use of new communications technologies and IT (NTCI). If one side is often recognized student work from the era of information as if it were based almost exclusively on the use of CD ROOMS consultation permanent searches in the Internet and interactive programs which would make them necessarily beneficial for Furthermore, the various national institutions do not appear to have fully streamlined new forms of work possible and really useful.

Andalusia NTCI imposed in the coming years, the question of preparing the body of teachers for these radical changes. The ‘new teacher’ will dominate the new environment of the new technologies of information and communications must be psychologically ready for a radical change of role, strengthening and at the same time their disciplinary knowledge.

Educators today recognize the information and communication technologies powerful tools in the teaching learning process. This course aims at training a new teacher, by the need to discuss the uses of technology in the field of building skills and knowledge, both in its application as a resource in the classroom as the creation of new methodologies such as Education Distance.

Audience
Graduates in various fields who wish to work in education.

A minimum of 129 semester credit hours is required to earn a degree in Elementary Education. Students must complete all Liberal Studies requirements (must take PHS 201); earn a C or above in 29 hours of additional content courses; be formally admitted to the TEP; earn a C or above in all Professional Education courses (35 hours); be formally admitted to Supervised Teaching; earn a C or above in Supervised Teaching (12 hours); and successfully complete PRAXIS II and PLT tests.

Because elementary teachers instruct in several content areas, courses required for Elementary Education majors offer students a breadth and depth of content knowledge and skills in English, mathematics, science, and social studies that go beyond the Liberal Studies courses. These courses (29 hours) allow some flexibility for both students and content area faculties to adjust to students’ interests and skills, as well as to the changing needs of elementary schools. The required courses are: applied human sciences (FNU 203); fine arts (ART 101 and MUE 333); humanities (ENG 260, ENG 285, and HIS 201); mathematics (MAT 103, 104, and 205); and science (PHS 202).

Once admitted to the TEP, teacher candidates may enroll in upper level Professional Education courses. Professional Education courses (47 hours) are designed to provide teacher candidates with the pedagogical knowledge and skills they will need to teach children effectively in the content areas. Required Professional Education courses for Elementary Education majors follow: EDU 202, 203, 302, 303, 304, 310, 312, 405, 407, 408, 415, and 423. During their last semester of coursework, teacher candidates may apply for formal admission to Supervised Teaching (EDU 474) by meeting the criteria specified in the section of this Catalogue entitled Admission to Supervised Teaching. To earn a BA in Elementary Education, supervised teachers must demonstrate competence on each of Kentucky’s New Teacher Standards and successfully complete the relevant PRAXIS II and PLT tests.

The Elementary Education Program is known for high expectations, field experi-ences from the start, and a supportive en-vironment with the following key fea-tures: * A cohort approach composed of teacher candidates progressing through the pro-gram of study together, from entrance into the teacher education program through graduation * Small class size to allow for higher de-grees of individual mentoring and instruc-tor-student interactions * Program is grounded in diverse field experiences in a variety settings at the ele-mentary school level * Program is tailored to meet the Indiana Office of Education Licensing and Devel-opment (OELD), both content and devel-opmental in the areas of knowledge, per-formance, and dispositions, Interstate New Teacher Assessment and Support Consortium (INTASC) Standards and Na-tional Council for Accreditation of Teacher Education (NCATE) Standards *The initial teacher education program is fully accredited at the state (OELD) and national (NCATE) level and licensure pro-grams have been approved by the Indiana Department of Education

The Teacher Education Program at Georgetown College is rooted in the liberal studies tradition, the Vision Statement, and the Eight Guiding Principles of the College. The phrase developing scholars who are competent and caring educators, committed to a spirit of service and learning serves as the theme and philosophical basis that guides the “dynamics” of the teacher education program here. This philosophy embraces an ethic of caring coupled with excellence in curriculum design and professional practice. It provides both the conceptual framework for the undergraduate and graduate teacher education programs and a guide for program development and evaluation. These concepts are best expressed in the program model depicted above, which includes three primary domains: (1) Professional Skills and Competencies, (2) Professional Values and Dispositions, and (3) Reflective Practice.
A variety of classroom and on-campus experiences, extensive fieldwork, and continuous counseling and evaluation of students are integral components of the Teacher Education Program, and serve to meet the following objectives:
to send teachers into the workforce who possess the professional skills and competencies necessary for effecting high levels of achievement for all students;
to send teachers into the workforce who have the professional values and dispositions necessary for creating supportive and constructive learning communities;
to send teachers into the workforce who engage in continuous reflective practice in order to improve their own teaching, increase student learning, and to make positive changes in their school and communities.

Within this framework, bachelor’s degree level students are able to meet Kentucky’s New Teacher Standards for Preparation and Certification and graduate students enhance their ability to meet the Experienced Teacher Standards.

The Teacher Education Program continues to serve undergraduate students who will complete student teaching by the spring of 2010, while at the same time the Education Department is working to create a new post-baccalaureate 5th year licensure program. The first cohort of students in the new program should begin in August 2009. This innovative licensure program will require a focused professional year in a local school. Students will complete this year in addition to a bachelor’s degree earned at Warren Wilson College or elsewhere. The Teacher Education Program will continue to partner with innovative and talented local educators.

Joining the teaching profession through Warren Wilson College’s new Teacher Education Program will mean learning to teach through practice, reflection, and research on practice (bridging theory and the “real world”). The new program will focus on teacher education and global citizenship. This means that educators respect the diversity of learners, and gain knowledge of how to work for their success. Program completers will be expected to become skilled in promoting experiential learning. They will discover how the classroom can be a place to practice and promote social, economic, and environmental justice.

Newly admitted undergraduate students who are ultimately interested in elementary education may pursue majors in a wide range of disciplines. Undergraduate coursework opportunities include Children’s and Adolescent Literature, The Early Childhood Curriculum and Practicum, and other special topics courses. Students are encouraged to meet with Education Department faculty to review these possibilities.

Newly admitted students interested in secondary (7-12) licensure should complete coursework in the academic major of their choice (in the subject they are likely to teach). For potential teachers, additional preparatory coursework in the social sciences, especially related to human development is highly recommended. Students are encouraged to meet with Education Department faculty to review these possibilities.

The current Teacher Education Program sets specific goals for future educators. Beyond meeting basic North Carolina licensure requirements, graduates must exhibit knowledge, skills, and dispositions demonstrating:

The School of Graduate and Professional Studies is pleased to announce two online graduate education programs, a Master of Education with a concentration of School Principal, Special Education, Literacy, or Interdisciplinary Instruction and a CAGS in School Principal or School District Superintendent. The next cohorts will commence January 2009. Instructors in these programs are practitioners and leaders in the education field.

Teaching and Leadership
The Master of Education program is designed to develop teacher leadership as part of the ongoing goals to improve quality of instruction and student success in schools. In keeping with the New Hampshire State Certification Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, the rigorous curriculum is data-driven, site-based, and linked to the classroom.

Requirements for Program
The Early Elementary Education Program is aligned with the New Teacher
Standards of the Kentucky Education Professional Standards Board, and
the national standards for elementary education approved by the National
Council for the Accreditation of Teacher Education.
The model for the early elementary education program presumes a
collaborative relationship between school and university personnel
focused on ensuring a high level of individual attention to the mentoring
and socialization of teacher candidates. The faculty recognizes that this
is a labor-intensive process, requiring sustained time and effort by all
parties. Work in early elementary education must be guided by two
principles: first, a commitment to continuous improvement based on
reflection, evaluation, and on-going research; second, a commitment to
peer collaboration as a source of professional growth for teacher
candidates as well as school and university faculty.
To receive the B.A. degree in Early Elementary Education, students
must: (1) complete the University Studies Program; (2) complete at least
128 hours; (3) complete the program related studies courses; and (4)
complete the professional education component.
Continuous Assessment
1. Admission to the program is based on a selective admission
process that generally occurs after students have completed 60 hours
of university course work. All students are expected to meet the
standards and rules for Admission, Retention and Exit from the Teacher
Education Program as set forth in the section “Admission, Retention and
Exit from Teacher Education Programs” on page 172 of the 2008-2009 UK
Bulletin.
2. Assessment at the Point of Entry to the Early Elementary
Education Program. At the point of entry students must present an
admission portfolio which includes the following: a) a “best piece”
sample of writing which demonstrates ability to research a topic in some
depth; b) evidence of multicultural/cross-cultural experience with written
reflection on the experience; c) evidence of having completed 30 hours
of community service with early elementary age children, including a
written reflection on the experience; d) evidence of having completed 20
clock hours of field experience in an elementary school, supervised by
a qualified person; and, e) a written autobiography. Also at the time of entry,
students will be required to complete an on-demand writing task.
3. On-Going Assessment: Assessment During the Professional
Introduction Semester. Assessment of progress in the Professional
Introduction semester includes assessment strategies specific to
individual courses, but also includes an overall “Professional Introduction
Portfolio.” This portfolio is intended to be an extension of the admissions
portfolio, adding the following exhibits: a) philosophy of education
statement (this will be modified as candidates move through the
program); b) “best piece” samples from course work that show evidence
of content knowledge, pedagogical content knowledge, and effective
practice (given the students’ level of experience); and c) evidence of
competence in instructional applications of technology and systems of
information management.
4. Assessment of Progress in the Professional Block. This
includes assessment strategies specific to individual methods courses that
confirm content as well as pedagogical knowledge. It also includes some
additional assessments. At the beginning of the semester, students’
Professional Introduction Portfolios are reviewed and placement needs are
discussed. Once the semester begins, students are observed throughout
the semester by their supervisor and are assessed using an observation
form which directly reflects the New Teacher Standards. Students also
submit videotapes of themselves teaching and an analysis of these as well
as other lessons they have taught. The supervisors provide feedback on
these lessons as well. The faculty also reviews students’ Professional
Development Plans. Each student develops a Professional Development
Plan (PDP) in cooperation with UK faculty and school-based faculty. The PDP
includes reflections on the student’s strengths and areas that need further
work. This document serves as a planning tool for student teaching.
Students also continue the development of their teaching portfolio, adding
information that demonstrates competence on tasks related to the New
Teacher Standards for each Professional Block course.
5. Assessment During the Student Teaching Semester. Students
are assessed in a variety of ways during this semester. Student
assignments include: observations reports, developing a thematic unit,
critiquing their own teaching using videotapes, completing two solo
weeks, and further developing their teaching portfolios.
Statement on Student Teaching
Students in the early elementary education program complete 16
weeks of student teaching, concentrating on the ages in grades P-5.
(See the section on “Student Teaching” on page 174 of the 2008-2009 UK
Bulletin for additional information on student teaching.)
University Studies Component (38-50 hours)
Basic Skills
A. MA 109 or MA 110 or Math ACT 26 or
UK by-pass exam or any calculus course …………………………… 0-4
B. Two semesters foreign language or
two years high school foreign language …………………………….. 0-8
Inference and Communication Skills
A. STA 200 plus PHI 120 or PHI 320 …………………………………………. 6
B. ENG 104 …………………………………………………………………………… 4
Disciplinary Requirements
A. Natural Sciences
BIO 102 and BIO 103 and BIO 111 ……………………………………… 7
B. Social Sciences
Choose one course from two separate disciplines below:
ANT 101, ANT 241, ANT 242
ECO 101, ECO 201
GEO 152, GEO 172, GEO 222, GEO 240
GWS 200
PS 101, PS 235
SOC 235, SOC 335 ……………………………………………………………… 6
Early Elementary Education
– CONTINUED –
Early Elementary Education • 2
C. Humanities
HIS 104 and HIS 105
or
HIS 108 and HIS 109 …………………………………………………………….. 6
Cross-Cultural
Choose one course from the approved list of cross-cultural
courses …………………………………………………………………………….. 3
Electives
*Choose one course from the following:
ENG 230, ENG 231, ENG 232, ENG 233, ENG 234, ENG 261, ENG 262, ENG
264, ENG 281 ……………………………………………………………………… 3
Choose one art, music or theatre arts course
from the USP Humanities listings …………………………………………….. 3
*Students must notify the English Department if used to fulfill the Graduation
Writing Requirement.
NOTE: Students may use University Honors Program courses (HON) and/
or Discovery Seminars (DSP) to fulfill some of the above USP requirements.
Program Related Studies (37 hours)
A-E 200 Workshop in Design Education or Elementary Teachers ……. 3
MUS 266 Teaching Music in Elementary Grades …………………………… 3
MA 201 Mathematics for Elementary Teachers ……………………………. 3
MA 202 Mathematics for Elementary Teachers ……………………………. 3
PSY 100 Introduction to Psychology ………………………………………….. 4
GLY 160 Geology for Teachers ………………………………………………… 3
PHY 160 Physics and Astronomy for Teachers …………………………… 3
Choose one of the following courses:
HIS 580, PS 456G, APP 200, GEO 322, HIS 240 …………………………. 3
LIS 510 Children’s Literature and Related Materials
or alternative (e.g., lower-division equivalent from
community college) ………………………………………………………………. 3
Select two courses from the following (must be different from courses
used in USP Electives):
MA 310, MA 241, EDC 334, ENG 205, ENG 207, ENG 211, ENG 230, ENG
231, ENG 232, ENG 233, ENG 234, ENG 261, ENG 262, ENG 264, ENG 281,
EDC/ENG509 ……………………………………………………………………… 6
Free Elective …………………………………………………………………………. 3
Professional Education Requirements (48 hours)
All of the following courses require admission to the Teacher
Education Program:
*EDP 202 Human Development and Learning ……………………………….. 3
*EPE 301 Education in American Culture …………………………………….. 3
KHP 380 Health Education in the Elementary School ……………………… 2
KHP 382 Physical Education for Elementary School Teachers ………… 2
EDC 329 Teaching Reading and Language Arts …………………………… 3
EDP 303 Teaching Exceptional Learners
in the Elementary Classroom ………………………………………………….. 2
EDC 323 Classroom Management and Discipline ……………………………. 3
EDC 322 Elementary Practicum …………………………………………………. 3
EDC 326 Teaching Social Studies in the Elementary School ……………. 3
EDC 328 Teaching Science in the Elementary School ……………………. 3
EDC 337 Teaching Mathematics in Elementary Schools …………………. 3
EDC 339 Designing a Reading and Language
Arts Program for the Elementary School ………………………………….. 3
EDC 317 Introduction to Instructional Media …………………………………. 1
EDS 447 Strategies for Including Students with
Disabilities in the Elementary Classroom …………………………………… 2
EDC 433 Student Teaching in the Elementary School …………………… 12
*Students beginning their work in a public Kentucky community college may
complete EDP 202 and a lower-division equivalent of EPE 301 before
applying for admission to the Teacher Education Program at UK.

The Elementary/Early Childhood Education Department, accredited by the National Council for Accreditation of Teacher Education (NCATE), has as its goal to prepare elementary and early childhood teachers with the knowledge, skills, and disposition essential to becoming successful members of the teaching profession. All course work and experiences in the major prepare students to meet the following Interstate New Teacher Assessment and Support Consortium (INTASC) principles: (1) knowledge of subject matter, (2) knowledge of human development and learning, (3) adapting instruction for individual needs, (4) multiple instructional strategies, (5) classroom motivation and management skills, (6) communication skills, (7) instructional planning skills, (8) assessment of student learning, (9) professional commitment and responsibility, and (10) partnerships. The Elementary/Early Childhood Education programs are also rooted in the standards of the Association of Childhood Education International (ACEI) and the National Association for the Education of Young Children (NAEYC).