2016-2017 Catalog > Programs of Study > Education Studies

Education Studies

Division VI Chair: M. Mendel-Reyes

Program Chair: Y. Carter

Faculty: Y. Carter, C. Richardson, M. Robillard, J. Saderholm, P. Wong, and A. Webb

Website: http://www.berea.edu/eds/

Courses: EDS Courses

Major/Minor Requirements: Education Studies B.A.; Education Studies with Elementary Certification, P-5 B.A.; Education Studies B.A. with Middle Grades Mathematics Certification, 5-9; Education Studies B.A. with Middle Grades Science Certification, 5-9; Teaching and Curriculum B.A. with Certification

Education Studies currently offers the following major programs: the B.A. in Education Studies for students interested in pursuing the study of education without certification; the B.A. in Education Studies with Elementary Certification P-5 for those who wish to become certified to teach at the Primary (P) through 5th grade level; the B.A. in Education Studies with Middle Grades Certification 5-9 for those who wish to become certified to teach at the 5th through 9th grade level in the areas of Mathematics or Science; and the B.A. in Teaching and Curriculum with Certification for students wishing to receive certification in the areas of art (P-12), biology (8-12), chemistry (8-12), English (8-12), history (8-12), mathematics (8-12), physics (8-12), social studies (8-12 for those wishing to major in sociology or history) or technology education (5-12).

Students interested in teaching may also pursue certification in the areas of vocal or instrumental music (P-12) and physical education or physical education and health. Specific requirements for these programs are listed under the appropriate academic program elsewhere within this Catalog, in addition to the information in the “Requirements for All Students Seeking Certification”, which follows.

Students seeking certification at all levels conclude their preparation with a professional term of Student Teaching and related activities.

Becoming a teacher requires that candidates meet specific criteria at stated points during the preparation process:

1. Admission to one of Berea’s Teacher Education Programs (TEP) typically in the fourth (4th)  or fifth (5th) term and coinciding with admission to major;
2. Admission to Student Teaching typically in the eighth (8th) term;
3. Successful completion of Student Teaching typically in the ninth (9th) term; and
4. Recommendation for certification at the end of Student Teaching and at the time a degree is awarded.

Criteria at these checkpoints include a Written Assessment or Portfolio that satisfactorily demonstrates students’ developing understandings, skills, and dispositions as they pertain to Berea’s TEP goals and to the Kentucky Education Professional Standard Board’s (EPSB’s) Kentucky Teacher Standards. For additional policies related to these checkpoints, please see the Education Studies Handbook and the Student Teaching Handbook, which can be found on the Teaching and Learning Resources page of the Education Studies website.

Specific Criteria for Admission to the Teacher Education Programs (Typically in the Fourth or Fifth Term):

1. Submit a full application by September 1st, 2016 or the Monday that follows if the 1st falls on a weekend, for the fall semester and February 1st, 2017 or the Monday that follows if the 1st falls on a weekend, for the spring semester.
2. Submit a satisfactory TEP Written Assessment, that includes a Why I Want to Teach essay and a resume. The TEP Written Assessment guidelines and rubric can be found on the Teaching and Learning Resources page of the Education Studies website).
3. Possess a cumulative grade point average of at least a 2.75 or 3.00 in the past 30 credit hours (equals approximately seven and a half full credit classes from Berea College) and earn at least a “C” in EDS 150 and B- or higher in one other course within your field of study (preferably EDS 227, EDS 228 or MUS 118B). 
4. Successfully complete all sections of the Core Academic Skills for Educators delivered by the Educational Testing Service (ETS) in the areas of mathematics, reading, and writing.
5. Submit a Character and Fitness Form.
6. Submit a signed Student Curriculum Contract.
7. Submit a Signed Kentucky Code of Ethics Commitment Form and demonstrate no evidence of willful failure to maintain that commitment.
8. Sign 3 waivers allowing the unit to check academic, labor, and student life for clearance of infractions.
9. Exhibit proficiency in communication in all areas essential to teaching as displayed in classes, course work, written statements, and interviews. Candidates must also exhibit proficiency in the areas of critical thinking, communication, creativity and collaboration.
10. Receive a favorable recommendation from the Education Studies Program which includes a consideration for candidate disposition.
11. Receive favorable recommendations from two faculty members outside of the Education Studies Program.  

All students pursuing an initial teaching certificate must be admitted to the Teacher Education Program (TEP) prior to their 6th term and an admission to TEP prerequisite applies to the following classes: EDS 338, EDS 339, EDS 435, EDS 440, EDS 479, EDS 484, MAT 202, MUS 326, MUS 342, MUS 335, MUS 328, MUS 329, MUS 336, MUS 337, and all student teaching courses.  Students gaining certification to teach Physical Education and Health should consult with the Health and Human Performance Program.

Once students have been admitted to the TEP, they must complete a Professional Growth Plan (PGP) that is meant to help the student develop as an educator during their academic career as they prepare to become a teacher.  The PGP will be reviewed at admission to Student Teaching and at the end of their Student Teaching term.

Specific Criteria for Admission to Student Teaching (Typically in the Eighth Term)

1. Submit a satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought. (The Student Teaching Portfolio guidelines and rubric can be found one the Teaching and Learning Resources page of the Education Studies website). This portfolio should be submitted by October 15th, 2016 or the Monday that follows if the 15th falls on a weekend, when student teaching in the spring and March 15th, 2017 or the Monday that follows if the 15th falls on a weekend, when student teaching in the fall.
2. Admission to a Teacher Education Program, and continued meeting of all requirements for admission to the TEP.
3. Possess a cumulative grade point average of 2.75 and a minimum 2.50 in major, collateral, specialization, and Education Studies courses.
4. Demonstration of moral, social, and ethical behavior consistent with the values and commitments of Berea’s Teacher Education Programs and with the Kentucky Education Professional Standard Board’s Code of Ethics
5. Receive a favorable recommendation from the classroom teacher with whom candidate worked during pre-professional placement. (To be placed in Student Teaching Portfolio.)
6. Receive a favorable recommendations from the Education Studies Program and from the content area program.
7. Satisfactory improvement on the Professional Growth Plan.

1. Grade of B- or higher in each EDS course taken in the pre-professional term.
2. Complete and document a minimum of 200 hours of field experiences in a variety of P-12 school settings in accordance with 16 KAR 5:040 Section 3.
3. Evidence that the Praxis Content test(s) and Principles of Learning and Teaching (PLT) test have been taken no later than the end of June, if student teaching the following fall and by the end of October, if student teaching the following spring. A passing score on the appropriate Praxis content test(s) and the Principles of Learning and Teaching (PLT) test is required for certification.
4. Kentucky Department of Education Positive Behavior Training verification of completion.
5. Criminal Background Check clearance (national and state checks initiated by mid-May, if student teaching the following fall or by the beginning of December, if student teaching the following spring).

Criteria for Recommendation for Certification:

1. Favorable recommendations from cooperating teachers and College Student Teaching supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea College’s Teacher Education Program Goals.
2. Favorable recommendation from Education Studies based upon the candidate’s reflection of the values and commitments that underlie Berea College’s Teacher Education Programs and adherence to the Kentucky Education Professional Standard Board’s Code of Ethics.
3. No grade lower than a B- in any Student Teaching course.
4. Evidence of having passed the Praxis Content test(s) and Principles of Learning and Teaching (PLT).
5. Satisfactory Exit Eligibility Portfolio demonstrating competency in each field in which certification is sought that meets all Kentucky Teacher Standards (The Exit Eligibility Portfolio guidelines and rubric can be found one the Teaching and Learning Resources page of the Education Studies website).
6. Satisfactory improvement on the Professional Growth Plan.
7. Completion of application for certification and related materials.

Education Studies Student Learning Goals & Outcomes

Learning Goal 1: High Expectations & Challenging Learning Experiences

Effective teachers have high expectations for all learners and implement developmentally appropriate, challenging learning experiences in a variety of environments that help learners meet their full potential.

Learning Outcome 1.1: Professional Knowledge of Human Development

Teachers demonstrate professional knowledge of human development (i.e. cognitive, linguistic, social, emotional, and physical development) to understand how learning occurs and implement appropriate instructional practices.

Learning Outcome 1.2: Learning Diversity

Teachers demonstrate in planning and implementation that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests.

Learning Goal 2: Understanding of Content

Effective teachers have a deep and flexible understanding of their content areas and are able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content.

Learning Outcome 2.1: Instructional Strategies & Techniques

Teachers demonstrate the ability to make content knowledge accessible to learners by using multiple instructional strategies and techniques and varied means of communication.

Learning Outcome 2.2: Cross-Disciplinary Skill Integration

Teachers demonstrate the ability to integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities.

Learning Outcome 2.3: Making Content Relevant

Teachers demonstrate the ability to make content knowledge relevant (democratic practices and multiple perspectives) to learners by connecting it to local, state, national, and global issues.

Learning Outcome 2.4: Content Knowledge

Students demonstrate a high level of knowledge in their content area.

Learning Goal 3: Diverse Ways of Learning

Effective teachers understand how to integrate assessment, planning, and instructional strategies to address diverse ways of learning that incorporate new technologies to individualize instruction, allowing students to creatively take charge of their own learning.

Learning Outcome 3.1: Instruction Planning

Teachers demonstrate the ability to effectively plan instruction.

Learning Outcome 3.2: Instruction Implementation

Teachers demonstrate the ability to effectively implement and modify instruction.

Learning Outcome 3.3: Assessment of Teaching

Teachers demonstrate the ability to design and implement a range of formative and summative assessments that are integrated into their instructional practice.

Learning Outcome 3.4: Data Literacy

Teachers demonstrate the ability to interpret data to analyze practice and differentiate instruction accordingly.

Learning Outcome 3.5: Use of Assessment

Teachers demonstrate the use of assessment data to provide immediate feedback to reinforce student learning and to modify instruction.

Learning Outcome 3.6: Use of Technology

Teachers demonstrate effective use of a variety of appropriate new technologies to maximize and individualize instruction.

Learning Goal 4: Continuous Self-Improvement

Effective teachers engage in a cycle of continuous self-improvement through meaningful and intensive professional learning and self-renewal by regularly examining practice.

Learning Outcome 4.1: Reflective Practitioners

Effective teachers are reflective practitioners (e.g. reading professional literature, collaborating with colleagues, self-study, and developing new skills).

Learning Outcome 4.2: Engagement with Meaningful Research

Effective teachers use and engage in meaningful research on educational issues and policies.

Learning Goal 5: Leadership

Effective teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice and advancing their profession.

Learning Outcome 5.1: Ethical Behavior

Effective teachers demonstrate a deep knowledge of ethical behavior (Kentucky Code of Ethics) as an education professional.

Learning Outcome 5.2: Professional Behavior

Effective teachers demonstrate responsible, professional behaviors (e.g. honoring commitments, working with integrity, timely and effective communication).

Learning Outcome 5.3: Stewards of the Profession

Effective teachers are stewards of their profession by sharing their experience, knowledge and research.

Learning Outcome 5.4: Leadership

Effective teachers demonstrate leadership through participation in governance and advocacy for social justice at the school, district and community levels.

Education Studies Course Sequencing Table:

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