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Education Studies

Division VI Chair: A. Webb

Department 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

Course Sequencing Table: Education Studies

Entrance to the Major Information: Progression for EDS B.A.; Progression for EDS with Elementary Certification, P-5 B.A.; Progression for EDS B.A. with Middle Grades Mathematics Certification, 5-9; Progression for EDS B.A. with Middle Grades Science Certification, 5-9; Requirements for Teaching Certification

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

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; and 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.  It also offers Secondary Education Teacher Certification for students wishing to receive certification in the areas of biology (8-12), chemistry (8-12), English (8-12), mathematics (8-12), physics (8-12), social studies (8-12 for those wishing to major in history) or engineering and 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 and health (P-12). Specific requirements for these departments are listed under the appropriate academic department 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 Student Learning Goals and Learning Outcomes and to the Interstate Teacher Assessment and Support Consortium (InTASC) standards required by the Kentucky Education Professional Standard Board’s (EPSB). 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, 2018 or the Monday that follows if the 1st falls on a weekend, for the fall semester and February 1st, 2019 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. Each rubric section of the essay must receive at least a score of two in order to be satisfactory.  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, MUS 118B or HHP 125). 
  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. 

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 Department.

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 the student prepares 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)

Stage I: For admission to Student Teaching at Berea, students must meet the following criteria:

  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, 2018 or the Monday that follows if the 15th falls on a weekend, when student teaching in the spring and March 15th, 2019 or the Monday that follows if the 15th falls on a weekend, when student teaching in the fall. All components of the portfolio must receive at least a score of two or "passing" in order to be successful.
  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 (each indicator must receive at least a score of two). 
  6. Receive favorable recommendations from two faculty members outside their major and EDS (each indicator must receive at least a score of two).
  7. Receive a favorable recommendations from the Education Studies Department and from the content area department.
  8. Satisfactory improvement on the Professional Growth Plan.

Stage II: Must be received by the Education Studies Office prior to the start of Student Teaching:

  1. Grade of B- or higher in each EDS course taken in the pre-professional term.
  2. Completion of all certification classes.
  3. Completion and documentation 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.
  4. 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.
  5. Kentucky Department of Education Positive Behavior Training verification of completion.
  6. 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 Teacher Education Program Completer Status:

  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 (must receive at least a score of two on each indicator).
  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. 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).
  5. Satisfactory improvement on the Professional Growth Plan.
  6. Completion of application for certification and related materials.
Certification to Teach
In addition to the above requirements, teacher candidates must successfully pass the Praxis Content test(s) and Principles of Learning and Teaching (PLT) required for each certification area sought.

Education Studies Student Learning Goals & Outcomes

Learning Goal 1:  Effective teacher candidates and/or other educational professionals have high expectations for all learners and implement developmentally appropriate, challenging learning experiences by differentiating instruction to meet student needs.

Learning Outcome 1.1: Teacher candidates and/or other educational professionals 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: Teacher candidates and/or other educational professionals 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: Effective teacher candidates and/or other educational professionals 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: Teacher candidates and/or other educational professionals demonstrate the ability to make content knowledge accessible to learners by using multiple instructional strategies and techniques including cross-disciplinary skills (e.g., content area literacy) and varied means of communication (e.g., reading, writing, speaking and listening).

Learning Outcome 2.2: Teacher candidates and/or other educational professionals 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 Goal 3: Effective teacher candidates and/or other educational professionals understand how to integrate planning, instructional strategies, and assessment to address diverse ways of learning, as well as incorporate new technologies to individualize instruction

Learning Outcome 3.1: Effective teacher candidates and/or other educational professionals demonstrate the ability to plan, implement and modify instruction, which includes creating and implementing a range of formative and summative assessments.

Learning Outcome 3.2: Effective teacher candidates and/or other educational professionals demonstrate the ability to interpret assessment data to provide immediate feedback for student learning, modify instruction, and differentiate instruction accordingly.

Learning Outcome 3.3: Effective teacher candidates and/or other educational professionals have a working knowledge of existing and emerging technologies which are incorporated in instruction for student use to support learning.

Learning Goal 4. Effective teacher candidates and/or other educational professionals 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: Effective teacher candidates and/or other educational professionals are reflective practitioners (e.g. reading professional literature, collaborating with colleagues, self-study, and developing new skills) who also use and engage in meaningful research on educational issues and policies.

Learning Goal 5: Effective teacher candidates and/or other educational professionals demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice and advancing their profession.

Learning Outcome 5.1: Effective teacher candidates and/or other educational professionals demonstrate a deep knowledge of ethical behavior (Kentucky Code of Ethics) as an education professional and model responsible professional behaviors (e.g. honoring commitments, working with integrity, timely and effective communication).

Learning Outcome 5.2: Effective teacher candidates and/or other educational professionals are stewards of their profession by sharing their experience, knowledge and research and demonstrating leadership through participation in governance and advocacy.

Adapted from InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0 Developed by CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC), April 2013.  Revised again on July 28, 2017.