UNDERGRADUATE PROGRAMS

Transcription

1 SCHOOL OF EDUCATION Handbook of UNDERGRADUATE PROGRAMS

2 Norfolk State University Administration Mr. Eddie N. Moore, Jr. Interim President Office of Academic Affairs Dr. Sandra J. DeLoatch Provost and Vice President for Academic Affairs Dr. Clarence Coleman Vice Provost Dr. Mildred Fuller Vice Provost for Undergraduate Studies School of Education Dr. Denise Littleton Dean Dr. Joan Johnson Associate Dean Dr. Margaret D. Knight Department Chair, Early Childhood, Elementary and Special Education Dr. Delano Tucker Department Chair, Health, Physical Education and Exercise Science Dr. Norma Brumage Department Chair, Secondary Education and School Leadership Dr. June M. Montgomery Director, Center of Professional Development

3 Table of Contents Dean s Letter 4 Norfolk State University 5 Mission Statement 5 Vision Statement 5 Core Values 5 School of Education 6 Mission Statement 6 The Conceptual Framework 6 General Information 9 Academic Calendar 9 Admission to Teacher Education 9 Assessment Requirements for Initial Licensure 9 Emergency First Aid Requirement 12 Universal Background Check Report 12 Academic Advising 13 Examination of Writing Competency 15 Department of Early Childhood/Elementary and Special Education 16 Pre-Elementary Education (Non-Licensure) 17 INT/Elementary Education/English 19 INT/Elementary Education/History 21 INT/Elementary Education/Mathematics 23 PSY/Elementary Education/PK-6 25 PSY/Early Childhood/Primary Education/PreK-3 27 PSY/Special Education General/K INT/Special Education General/K Program Assessments 33 Department of Health, Physical Education and Exercise Science 34 Physical Education K Health Fitness 37 Kinesiotherapy 40 Program Assessment 43 Secondary Education and School Leadership 45 Business Education and Other Endorsement Areas 46 Business Education Curriculum 46 Program Assessments 47 Business Education 47 Biology Education 48 Mathematics Education 51 2

4 English Education 53 History Education 55 Content Area Liaisons/Academic Advisors 57 Center for Professional Development 58 Professional Associations 59 School of Education Resources 59 School of Education Faculty and Academic Advisors 60 Support Staff for Departmental Programs 63 Alma Mater 64 3

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6 Norfolk State University MISSION STATEMENT Through exemplary teaching, scholarship, and outreach, Norfolk State University transforms lives and communities by empowering individuals to maximize their potential, creating lifelong learners equipped to be engaged leaders and productive global citizens. VISION STATEMENT Norfolk State University will be recognized nationally for its outstanding academic programs, innovative research, scholarship, and global outreach, advancing the transformative power of education to change lives and communities. CORE VALUES Norfolk State University s strength lies in its value system. These core values embody the principles, ideals, and beliefs of our students, faculty, staff, and Board of Visitors. They form the foundation for our actions and reflect what is important to us as members of the Norfolk State University community: 1. Academic Excellence- We are dedicated to fostering the highest educational standards of excellence for student achievement and faculty teaching and scholarship by creating stimulation learning environments that promote intellectual growth, innovation and discovery, and lifelong learning. 2. Student-Centered Focus- Students are our top priority, and we are committed to helping them become globally competitive in an enriching, stimulating and supportive environment. 3. Diversity- We embrace and respect all people, cultures, ideas, beliefs, lifestyles, and perspectives. 4. Integrity and Collegiality- We expect everyone to be accountable for his or her actions and to engage in honest, ethical behavior. We value the contributions of each person, treating all with respect and civility, and affirm our shared responsibility for institutional success. 5. Engagement- We assert our commitment to serve as an important strategic partner and resource for the Hampton Roads region, Commonwealth of Virginia, and the nation by promoting educational attainment, cultural enrichment, and economic development. 5

7 School of Education MISSION STATEMENT The aim of the School of Education is to provide the leadership, coordination and evaluation of all teacher education programs at the university. Its central purpose is to provide educational programs to prospective teachers, in-service teachers, administrators, school counselors and others engaged in educational activities in schools and other agencies. Corollary purposes are: 1. To contribute to the knowledge base in the field of educational theory and practice in a multi-cultural, multi-lingual and multi-racial world; 2. To provide leadership involving schools, universities, and communities in collaborative educational efforts; and 3. To provide service to other agencies engaged in education in such a manner as to promote the realization of equal educational opportunity results for all children. Persons completing programs offered in the School of Education are equipped with the knowledge and skills to work in a multi-cultural, multi-lingual and multiracial world. Similarly they are prepared to become productive citizens and contribute as leaders collaboratively in various educational settings to enhance PK-12 student learning globally. This is further upheld in the revised conceptual framework (see excerpt below) embraced by the School of Education faculty and the professional community. THE CONCEPTUAL FRAMEWORK Preparing Competent, Compassionate, Collaborative and Committed Leaders The conceptual framework adopted by Norfolk State University s professional education programs describes the vision and purpose of the School of Education to prepare educators to work in PK-12 schools. Consistent with the institution s mission, its focus is to prepare competent, compassionate, collaborative and committed leaders capable of preparing diverse learners to become productive global citizens in the 21 st century. Supported by a strong knowledge base, the conceptual framework provides a system for ensuring coherence and a well-articulated professional commitment to knowledge, teaching competence, leadership, and student learning. This is reflected in the curriculum, instruction and clinical experiences provided to develop the knowledge, skills and dispositions that are valued in teachers and other professional school personnel. This conceptual framework embraces the university s mission, updated in 2012 (Norfolk State University, 2012). 6

8 Competence (Undergraduate or Initial Level) At Norfolk State University, the competence strand at the initial level consists of the following knowledge and skill components across the curricula. Though not exclusive the following areas predominate all programs. Below is a discrete listing of knowledge and skills; they are not aligned. Knowledge Liberals arts or science background Skills Write a lesson plan Present a lesson Subject matter or specialized content Manage a classroom Evaluate teaching resources Human Growth and Development Use developmentally appropriate instruction Learning Theories Use multiple teaching and learning research based instructional Pedagogy strategies Adapt instruction for individual Assessment differences Be creative Learner Assess student s performance Monitor students progress Multiculturalism Use a variety of formal and informal assessment techniques Technology Develop instruction based upon evaluation results Develop and ask appropriate questions Organize and manage time Analyze the classroom to promote learning Model effective communication skills 7

9 Reflect upon teaching effectiveness Use human and community resources to foster learning Use technology Dispositions (Undergraduate or Initial Level) Compassion As a disposition, compassion or being a caring educator is well supported. Caring is as much cognitive as affective (Meier, 1995, p. 63). It has become an attribute considered crucial for student learning because relationships matter for learning. Being compassionate promotes self-esteem. Being compassionate builds trust and trust encourages effort. According to McLaughlin (1994, p.9), students told us, the way teachers treat you as a student or as a personally actually, counted more than any other factor in the school setting in determining their attachment to the school, their commitment to the school s goals and, by extension, the academic nature they imagined for themselves. The relationship to student achievement is clear. Collaboration Cooperation is defined as teamwork whereby individuals act together to achieve a goal. The goal at Norfolk State University is to prepare the educator who is capable of demonstrating the collaborative and cooperative skills considered essential in the development and instruction of Pk-12 students. Committed Leadership It is evident in the literature that teacher leadership (York-Barr & Duke, 2004) as well as administrative leadership are roles critically needed in today s schools. It is also a principle that pervades all programs offered at Norfolk State University. From preparing classroom teachers to school administrators, effective teaching, student learning, and committed leadership are inextricably linked. All programs for school based personnel at the graduate and advanced levels offered within the School of Education have been approved by the Virginia Department of Education and accredited by the National Council for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Avenue NS, Suite 500, Washington, DC *Telephone:

10 General Information ACADEMIC CALENDAR The fall 2014, spring 2015, summer 2015, fall 2015 academic calendars can be located at the following link: ADMISSION TO TEACHER EDUCATION Each prospective teacher education candidate must apply for admission to teacher education by submitting a portfolio. Contact your academic advisor for specific details and due dates. Sophomore students are required to apply for admission to the professional education program after completing 60 credit hours, obtaining a 2.5 GPA, and passing Praxis I or equivalent. (See below.) Assessment Requirements for Initial Licensure Praxis I or the substitute tests listed below must be passed before admission to teacher education. Praxis I, ACT, SAT, VCLA Effective January 1, 2014, the following assessments are required for all candidates who are seeking an initial license to teach. Contact your advisor for additional information. Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) The Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) require a passing score for each of the three subtests. There is not a composite passing score for the assessments. If a passing score is not obtained on each subtest, a subtest may be retaken as a stand-alone test. The passing scaled scores associated with the passing raw scores approved by the Board of Education are provided in the following table: Test Board Approved Passing Score Effective Date Praxis Core Academic Skills for Educators: Reading (5712) Raw Score Scaled Score 31 out of 50 points 156 January 1,

11 Praxis Core Academic Skills for Educators: Writing (5722) Praxis Core Academic Skills for Educators: Mathematics (5732) 44 out of 70 points 162 January 1, out of 50 points 150 January 1, 2014 Note: The Board of Education did not approve a composite score for the Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) subtests. A passing score is required on each subtest. Substitute Tests for the Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) The Board of Education will continue the currently approved SAT and ACT substitute tests and passing scores for the basic skills entry assessment until comparison studies using the Praxis Core Academic Skills for Educators Tests: Reading (5712); Writing (5722); and Mathematics (5732) can be completed. The Board also will continue the currently approved Virginia Communication and Literacy Assessment (VCLA) substitute test and passing scores for reading and writing until January 1, 2014, at which time VCLA will continue as a substitute test and the new approved passing raw scores for the VCLA become effective. Substitute Tests for PRAXIS I SAT AS A SUBSTITUTE TEST FOR PRAXIS I On March 24, 2004, the Board of Education approved the use of the SAT as a substitute test for Praxis I (Reading, Writing, and Mathematics). The Board approved the following scores: SAT Taken Prior to April 1, a score of 1000 with at least 450 on the verbal and 510 on the mathematics tests; SAT Taken After April 1, a score of 1100 with at least 530 on the verbal and 530 on the mathematics tests as a substitute for Praxis I. ACT AS A SUBSTITUTE TEST FOR PRAXIS I On September 22, 2004, the Board of Education approved the use of the ACT as a substitute test for Praxis I (Reading, Writing, and Mathematics). The Board approved the following scores: ACT Taken Prior to April 1, a composite score of 21, with the ACT mathematics score no less than 21, and an ACT English Plus Reading score no less than 37. [Please note that you must have taken and met passing scores for the ACT Mathematics and English Plus Reading tests. At one time, the English Plus Reading test was not offered.] ACT Taken After April 1, 1995 a composite score of 24, with the ACT mathematics score no less than 22, and an ACT English Plus Reading score no less than

12 VIRGINIA COMMUNICATION AND LITERACY ASSESSMENT (VCLA) AS A SUBSTITUTE TEST FOR PRAXIS I (READING AND WRITING) On June 27, 2013, the Board of Education approved increased raw scores that are needed to obtain passing scores for the VCLA. The score scale has been adjusted to apply these new passing scores. Score reports for individuals who took the VCLA prior to January 1, 2014, will be accepted provided the candidate met the passing score effective at the time the test was taken. An individual choosing to use the VCLA (Reading and Writing) as a substitute assessment for the Praxis Core Academic Skills for Educators Tests: Reading (5712) and Writing (5722) will be required to meet the Praxis Core Academic Skills for Educators: Mathematics (5732) test requirement (or equivalent SAT or ACT test scores). Information regarding changes to the VCLA may be accessed at: The following assessments must be passed before applying for student teaching. Documentation must be presented to the Director of the Center for Professional Development prior to applying for student teaching, practicum, or an internship. Content Assessment Praxis II (if applicable) For information regarding registration, test administration, fees, the policy for testing individuals with disabilities, etc., please refer to the Web site, or contact the Educational Testing Service (ETS) at or for THE PRAXIS SERIES Registration Bulletin or write to THE PRAXIS SERIES, ETS, P. O. Box 6051, Princeton, NJ Hearing impaired individuals using a Telecommunications Device for the Deaf (TDD) may call for information. Please note: Some Praxis II assessments are being added as computer-based tests. If the first digit of the Praxis II test code begins with a 5, it is a computer-based test. Registration for new computer-based tests will become available approximately six weeks prior to the testing dates. Reading for Virginia Educators-RVE - READING ASSESSMENT -The Praxis Series: Reading for Virginia Educators-RVE (if applicable) A reading assessment is required for individuals seeking initial licensure with endorsements in any of the following endorsements (teaching areas): Early/Primary Education prek-3, Elementary Education prek-6, Special Education-General Curriculum, Special Education-Hearing Impairments, and Special Education-Visual Impairments. [This assessment also may apply to those individuals with endorsements in Special Education- Emotional Disturbances, Special Education-Specific Learning Disabilities, and Special Education-Mental Retardation who were advised under previous regulations to meet this assessment requirement for full licensure.] 11

13 Emergency First Aid, (CPR), and (AED) Training Requirement Candidates are required to complete the Emergency First Aid, Cardiopulmonary Resuscitation (CPR), and Use of Automated External Defibrillators (AED) training. You may get this training from the American Heart Association, American Red Cross, or one of our local hospital facilities. An online program to meet this requirement is offered by the American Heart Association and the American Red Cross. Any course taken through a community college or university must include all three components: first aid, CPR, and AED before it is accepted. Online training or certification that includes emergency first aid, CPR, and the use of AEDs are accepted if based on the current national evidence-based emergency cardiovascular care guidelines for cardiopulmonary resuscitation and the use of automated external defibrillator, such as a program developed by the American Heart Association or the American Red Cross. Universal Background Check Report You will have to get a Universal Background check report in EDU 201 and before you begin your student teaching, Practicum, or Internship. Once these items are completed, please submit the documents to Dr. June M. Montgomery, Director of the Center for Professional Development. 12

14 ACADEMIC ADVISING Each student at NSU is assigned to a faculty member who is an advisor for both educational and vocational guidance. The advising process is designed to help you make important decisions related to your academic progress at the University. Once admitted, you should work together with your advisor and meet frequently. This handbook is a guide. Your advisor has the most up to date information regarding the curriculum, policies, and steps you will need to take to complete your program. Here are some guidelines to follow throughout the year to make the advising process a successful part of your university experience. WHEN TO SEE YOUR ADVISOR 1. To discuss your academic progress. 2. To discuss course selection. 3. To add or drop courses. 4. To change your major 5. To apply for graduation 6. To discuss career considerations. WHAT YOU AND YOUR ADVISOR SHOULD DO 1. You should contact and keep in touch with your advisor. Your advisor should post office hours. 2. You should make and keep appointments or call if it is necessary to change or cancel an appointment. Your advisor should keep appointments or call if it is necessary to change or cancel an appointment. 2. You should come with specific questions. Your advisor should provide accurate and specific answers along with resource information when necessary. 13

15 4. You should come with necessary materials (pen, class schedule, process form, etc.). Your advisor should have resource materials on hand. 1. You should be open to discussion concerning academic progress, study habits, time management, etc. Your advisor should listen and help you work through pertinent issues. 6. You should build a schedule free of conflicts in time. Your advisor should check your schedule for appropriate selection of courses. 7. You should make decisions concerning choice of majors and selection of courses. Your advisor should suggest options concerning choice of majors and selection of courses. HOW TO SEE YOUR ADVISOR 1. Become familiar with your advisor s office hours/schedule. 2. Call to make an appointment (if required). 3. Allow plenty of time in case you have to wait. 4. Schedule longer conferences. Adapted from How You and Your Advisor Will Work Together, University of Iowa Undergraduate Advising Center. 14

16 Examination of Writing Competency (EWC)/ENG299 WHAT: The Examination of Writing Competency (EWC) is a graduation requirement for all undergraduate students. It is a three-hour proctored exam ination in which students write an essay that responds to a question from a general category. WHO: All undergraduate students (Baccalaureate and Associate degrees), including transfer and readmitted students, must take and pass the EWC. Students seeking a second undergraduate degree must take and pass the EWC unless first degree came from NSU and the student has already taken and passed the EWC required at NSU. The EWC requirement for graduation is in effect for all first-time freshmen who began taking classes in Fall Semester 2001 and thereafter and for transfer and readmitted students who began taking classes in Fall 2002 and thereafter. All Reclamation Project students will be required to take and pass the EWC in order to graduate. Students who do not pass the exam will be offered help with their writing, but they must retake and pass the exam in order to graduate. WHEN: Students should take the EWC as soon as they have completed their freshman composition courses (ENG 101 and ENG 102); for most students, this will be their sophomore year. Students must take the EWC before they complete 90 credit hours. WHERE: The EWC will be administered in various locations on scheduled dates and times throughout each semester. Students must register with the Registrar s Office on Spartan Shield (during the add drop period only) at least one week prior to each administration of the exam. Registered students will be sent an at least 48 hours prior to the exam confirming their registration as well as other pertinent exam information. The EWC dates and times are well publicized at the beginning of each semester and are disseminated through the Spartan E-Daily announcements. SUPPORTING STUDENTS THROUGH DISABILITY SERVICES: In accordance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA) of 1990, if a student has a disability or thinks he or she may have a disability, the student should contact the Supporting Students through Disability Services (SSDS) office, which is located on the 1 st floor of the Student Services Center, suite 110. The contact person is Beverly Boone Harris, the Disability Services Director. She can be reached at (757) Questions: If you have questions about the EWC, please call Katrice Hawthorne, the Writing Competency Coordinator, at (757) or her at kahawthorne@nsu.edu The EWC is a graduation requirement for all undergraduate students. ALL students MUST register via Spartan Shield, with their department or at the Registrar s Office at least one (1) week prior to each exam date or before the section is full. 15

17 Department of Early Childhood/Elementary and Special Education The Early Childhood/Elementary and Special Education Department provides undergraduate programs for students seeking preparation to work with young people and students in the community, agencies, and the prek-12 school settings. The following undergraduate programs are offered through the Department of Early Childhood/Elementary and Special Education. Bachelor of Science in Early Childhood Development Child Care Non- Teaching Option (NCOP) Bachelor of Science in Interdisciplinary Studies / English / Elementary Education PreK-6 Bachelor of Science in Interdisciplinary Studies/Mathematics/Elementary Education PreK-6 Bachelor of Science in Interdisciplinary Studies/History/Elementary Education PreK-6 of Bachelor of Science in Interdisciplinary Studies/Special Education General Curriculum K-12 Bachelor of Arts in Psychology/Elementary Education PreK-3 Bachelor of Arts in Psychology/Elementary Education PreK-6 Bachelor of Arts in Psychology/Special Education General Curriculum K-12 16

18 Department of Early Childhood/Elementary and Special Education Bachelor of Science in Early Childhood Education (NCOP) Non-Certification Option CIP Code BS.ECE.NCOP (0823 Pre-Elementary Education) This program is designed for students that seek to work as teachers and/or directors in Preschool, Head Start or Child Care Settings. This program does not lead toward PreK-6 teacher licensure. SUMMARY OF GRADUATION REQUIREMENTS I. General Education Core 40 hours II. Major (Early Childhood Education) Course Requirements 38 hours III. Supporting Courses 25 hours IV. General Electives 8 hours V. Support Concentration/Practicum 9 hours Total: 120 credit hours First Year IUL 101 Intro to University Life 3 hours (I) BIO 100 Biological Science 3 hours (I) BIO 100L Biological Science Lab 1 hours (I) ENG 101 Communication Skills I 3 hours (I) ENG 102 Communication Skills II 3 hours (I) HED 100 Personal and Community Health 2 hours (I) HIS 100 History of Civilization or His hours (I) HIS 102 U.S. History or HIS hours (III) MTH 103 Contemporary Mathematics 3 hours (I) MTH 102 or Essentials of Algebra MTH 105 Intermediate Algebra 3 hours (III) PED 100 Fundamental Fitness for Life 1 hours (I) SCI 101 Physical Science or CHM hours (I) PHY 100L Physical Science Lab or CHM 100L 1 hour (III) CSC 150 Computer Literacy 3 hours (I) 35 hours Second Year ECE 110 Intro to the Profession 2 hours (II) EDU 201 American Schools and Teaching... 3 hours (II) ENG 203 Advanced Communication Skills 3 hours (I) ECE 232 Creative Activities for Children 3 hours (II) EED 274 The Study of Young Children 3 hours (II) PSY 210 Intro to Psychology 3 hours (III) PSY 228 Developmental Psychology 3 hours (III) HUM 210 Humanities 3 hours (I) SCM 285 Principles of Speech 3 hours (I) ENG 383 or FIA 370 African American Literature or AA Fine Arts or or MUS 234 AA Music 3 hours (I) 29 hours 17

19 Note: Students must apply for Admission to Teacher Education after completing 60 hours Third Year ENG 299 Exit Exam of Writing Competency 0 hours (I) SOC 237 Race/Culture Minorities 3 hours (IV) ECE 362 Math for Young Children 3 hours (II) ECE 370 Analyzing the Behavior of Children 3 hours (II) ECE 224 Children s Literature 3 hours (II) ECE 375 Children s Drama 3 hours (II) ECS 300 Intro. to Early Childhood Spe.Ed. 3 hours (III) SWK 327 Interviewing Techniques 3 hours (III) EED 233 Critical Thinking & Assessment 3 hours (II) Electives 8 hours (IV) 32 hours Fourth Year INT 350 Trends and Issues of Diverse Populations 3 hours (III) ECE 360 Curriculum and Instruction in ECE 3 hours (II) EED 450 Teaching Literacy in Elem. Schools 3 hours (II) ECE 460 Organization and Administration Of Child Care Programs 3 hours (II) ECE 420 Parent Education 3 hours (II) ECE 495 Practicum (Child Care Setting) 9 hours (V) 24 hours Curriculum Total: 120 hours See more information at the webpage See the NSU Admissions, Transfer, and Financial Aid webpages and or the Virginia Department of Education webpage for more information. EFFECTIVE SUMMER 2006 STUDENTS MUST MAKE A GRADE OF C OR BETTER IN ALL COURSES REVISED 04/12 EESE-UG-1/8 BS.ECE.NCOP 18

20 NSU School of Education Department of Early Childhood/Elementary and Special Education Elementary Education PK-6 Teacher Certification English Concentration Bachelor of Science in Interdisciplinary Studies CIP Code BS.INT.EEE.PK6 ( ) SUMMARY OF GRADUATION REQUIREMENTS I. General Education Core 40 hours II. Interdisciplinary Studies Core 15 hours III. Secondary Concentration-Elementary Education 24 hours IV. Support Concentration I-Liberal Arts Core (LAC) 12 hours V. Support Concentration II-Student Teaching 12 hours VI. Supporting Courses 20 hours 123 hours First Year IUL 101 Intro to University Life 3 hours (I) ENG 101 and 102 Communication Skills I & II 6 hours (I) MTH 103 Contemporary Mathematics 3 hours (I) MTH 105 Intermediate Algebra 3 hours (VI) BIO 100 Biological Science 3 hours (I) BIO 100L Biological Science Lab 1 hour (I) SCI 101 Physical Science 3 hours (I) PHY 100L Physical Science Lab 1 hours (VI) HIS 102 or HIS 103 American History/U.S. History 1865 to Present 3 hours (I) CSC 150 Computer Literacy 3 hours (I) PED 100 Fundamental Fitness Life 1 hour (I) HED 100 Personal and Community Health 2 hours (I) 32 hours Second Year ENG 299 Exit Exam of Writing Competency 0 hours (I) MTH 141 Teaching Math in the Elementary Schools 3 hours (VI) ENG 203 Advanced Communication 3 hours (I) ENG 207 Literature of the Western World 3 hours (VI) SCM 285 Principles of Speech 3 hours (I) HUM 210 Humanities 3 hours (I) EDU 201 Foundations of Education 3 hours (III) MTH 142 Teaching Math in the Elementary Schools 3 hours (VI) FIA 370 or MUS 234 or ENG 383 Art or Music Appreciation or Afr. Amer. Lit. 3 hours (VI) POS 315 or PSY 340 or HIS 335 or HIS 336 or HIS 371 Cultural Elective 3 hours (I) EDU 486 or EED 274 Human Growth & Dev./Study of Young Chldn. 3 hours (III) INT 308 Introduction to Interdisciplinary Studies 3 hours (II) 33 hours NOTE: STUDENTS MUST PASS PRAXIS I (or equivalent) AND APPLY FOR ADMISSION TO TEACHER EDUCATION AT THE END OF 60 HOURS (prerequisite*). STUDENTS MUST PASS PRAXIS II, the VIRGINIA COMMUNICATION AND LITERACY ASSESSMENT (VCLA), and the VIRGINIA READING ASSESSMENT BEFORE APPLYING TO STUDENT TEACHING. 19

21 Third Year INT 360 Research Interdisciplinary Studies 3 hours (II) INT 375 Language and Society 3 hours (II) ENG 306 Literary Criticism 3 hours (IV) ENG 315 Survey of English Literature 3 hours (IV) ENG 341 Survey of American Literature 3 hours (IV) INT 322 Approaches to Critical Analysis 3 hours (II) EED 465* Methods of Teaching Science, Mathematics, and Technology 3 hours (III) EED 470* Methods of Teaching Social Studies in the EED 360 Elementary School 3 hours (III) Curriculum and Instruction for Primary Grades (Pre K-3) 3 hours (III) EED 450* Teaching Literacy in the Elementary Schools 3 hours (III) 30 hours Fourth Year SCI 381* Science for Teachers 3 hours (VI) SCI 381L* Science for Teachers Lab 1 hour (VI) EED 461* Curriculum and Instruction for Elementary School (Grades 4-6) 3 hours (III) EED 490* Diagnostic Reading 3 hours (III) ENG 452 Literature for Children and Adolescence 3 hours (IV) INT 350 Trends and Issues with Diverse Populations 3 hours (II) EED 499 Directed Teaching 12 hours (V) 28 hours * Prerequisite - Praxis I (or equivalent) Passing Scores are required to enroll in *courses. Courses require a 20-hour observation-participation field experience. SUMMER 2006 STUDENTS MUST MAKE A GRADE OF C OR BETTER IN ALL C0URSES. See more information at the webpage See the NSU Admissions, Transfer, and Financial Aid webpages and or the Virginia Department of Education webpage for more information. 20

22 NSU School of Education Department of Early Childhood/Elementary and Special Education Elementary Education Endorsement (PK-6) Teacher Certification History Concentration Bachelor of Science in Interdisciplinary Studies CIP Code BS.INT.EEH.PK6 ( ) SUMMARY OF GRADUATION REQUIREMENTS I. General Education Core 40 hours II. Interdisciplinary Studies Core 15 hours III. Secondary Concentration-Elementary Education 24 hours IV. Support Concentration I-Liberal Arts Core (LAC) 12 hours V. Support Concentration II-Student Teaching 12 hours VI. Supporting Courses 20 hours 123 hours First Year IUL 101 Intro to University Life 3 hours (I) ENG 101 Communication Skills 3 hours (I) ENG 102 Communication Skills 3 hours (I) MTH 103 Contemporary Mathematics 3 hours (I) MTH 105 Intermediate Algebra 3 hours (VI) BIO 100 Biological Science 3 hours (I) BIO 100L Biological Science Lab 1 hour (I) SCI 101 Physical Science 3 hours (I) PHY 100L Physical Science Lab 1 hour (VI) HIS 102 or HIS 103 American History or U.S. History 1865 to Present 3 hours (I) CSC 150 or CLS 165 or TED 170 Computer Literacy 3 hours (I) PED 100 Fundamental Fitness Life 1 hour (I) HED 100 Personal and Community Health 2 hours (I) 32 hours Second Year ENG 299 Exit Exam of Writing Competency 0 hours (I) MTH 141 Teaching Math in the Elementary Schools 3 hours (VI) ENG 203 Advanced Communication 3 hours (I) ENG 207 Literature of the Western World 3 hours (VI) SCM 285 Principles of Speech 3 hours (I) HUM 210 Humanities 3 hours (I) EDU 201 Foundations of Education 3 hours (III) MTH 142 Teaching Math in the Elementary Schools 3 hours (VI) FIA 370 or MUS 234 or ENG 383 Art or Music Appreciation or Afr. Amer. Lit. 3 hours (VI) POS 315 or PSY 340 or HIS 335 or HIS 336 or HIS 371 Cultural Elective 3 hours (I) EDU 486/EED 274 Human Growth & Dev./Study of Yng. Chldrn. 3 hours (III) INT 308 Introduction to Interdisciplinary Studies 3 hours (II) 33 hours NOTE: STUDENTS MUST PASS PRAXIS I (or equivalent) AND APPLY FOR ADMISSION TO TEACHER EDUCATION AT THE END OF 60 HOURS (prerequisite*). STUDENTS MUST 21

23 PASS PRAXIS II, the VIRGINIA COMMUNICATION AND LITERACY ASSESSMENT, and the VIRGINIA READING ASSESSMENT BEFORE APPLYING TO STUDENT-TEACH. Third Year INT 360 Research Interdisciplinary Studies 3 hours (II) INT 375 Language and Society 3 hours (II) HIS 328 History of Virginia 3 hours (IV) ECN 211 Economics 3 hours (IV) GEO 130 Principles of Geography 3 hours (IV) INT 322 Approaches to Critical Analysis 3 hours (II) EED 465* Methods of Teaching Science, Mathematics, And Technology 3 hours (III) EED 470* Methods of Teaching Social Studies in the Elementary School 3 hours (III) EED 360 Curriculum and Instruction for Primary Grades (Pre K-3) 3 hours (III) EED 450* Teaching Literacy in the Elementary School 3 hours (III) 30 hours Fourth Year SCI 381* Science for Teachers 3 hours (VI) SCI 381L* Science for Teachers Lab 1 hours (VI) EED 461* Curriculum and Instruction for Elementary School (Grades 4-6) 3 hours (III) EED 490* Diagnostic Reading 3 hours (III) HIS 439 Recent American History from 1932 to Present 3 hours (IV) INT 350 Trends and Issues with Diverse Populations 3 hours (II) EED 499 Directed Teaching 12 hours (V) 28 hours * Prerequisite - Praxis I (or equivalent) Passing Scores are required to enroll in *courses. Courses require a 20-hour observation-participation field experience. EFFECTIVE SUMMER 2006 STUDENTS MUST MAKE A GRADE OF C OR BETTER IN ALL C0URSES. See more information at the webpage See the NSU Admissions, Transfer, and Financial Aid webpages and or the Virginia Department of Education webpage for more information. Revised 04/12 EESE-UG-4/8 BS.INT.EEH.PK6 22

24 NSU School of Education Department of Early Childhood/Elementary and Special Education Education (PK-6) Teacher Certification Mathematics Bachelor of Science in Interdisciplinary Studies Elementary Concentration CIP Code BS.INT.EEM.PK6 ( ) SUMMARY OF GRADUATION REQUIREMENTS I. General Education Core 40 hours II. Interdisciplinary Studies Core 15 hours III. Secondary Concentration-Elementary Education 24 hours IV. Support Concentration I-Liberal Arts Core (LAC) 13 hours V. Support Concentration II-Student Teaching 12 hours VI. Supporting Courses 20 hours 124 hours First Year IUL 101 Intro to University Life 3 hours (I) ENG 101 Communication Skills 3 hours (I) ENG 102 Communication Skills 3 hours (I) MTH 105 Intermediate Algebra 3 hours (VI) MTH 151 College Algebra 3 hours (I) BIO 100 Biological Science 3 hours (I) BIO 100L Biological Science Lab 1 hour (I) SCI 101 Physical Science 3 hours (I) PHY 100L Physical Science Lab 1 hour (VI) HIS 102 or HIS 103 American Historyor U.S. History 1865 to Present 3 hours (I) CSC 150 or CLS 165 or TED 170 Computer Literacy 3 hours (I) PED 100 Fundamental Fitness Life 1 hour (I) HED 100 Personal and Community Health 2 hours (I) 32 hours Second Year ENG 299 Exit Exam of Writing Competency 0 hours (I) MTH 141 Teaching Math in the Elementary Schools 3 hours (VI) ENG 203 Advanced Communication 3 hours (I) ENG 207 Literature of the Western World 3 hours (VI) SCM 285 Principles of Speech 3 hours (I) HUM 210 Humanities 3 hours (I) EDU 201 Foundations of Education 3 hours (III) MTH 142 Teaching Math in the Elementary Schools 3 hours (VI) FIA 370 or MUS 301or ENG 383 Art or Music Appreciation or Afr. Amer. Lit. 3 hours (VI) POS 315 or PSY 340 or Cultural Elective HIS 335 or HIS 336 or HIS hours (I) EDU 486/PSY 228 Human Growth &Dev./Study of Yng. Chldrn. 3 hours (III) INT 308 Introduction to Interdisciplinary Studies 3 hours (II) 33 Hours Notes: 1) STUDENTS MUST PASS PRAXIS I (or equivalent) AND APPLY FOR ADMISSION TO TEACHER EDUCATION AT THE END OF 60 HOURS (prerequisite*). STUDENTS MUST PASS PRAXIS II, the VIRGINIA COMMUNICATION AND LITERACY ASSESSMENT (VCLA), and the READING FOR VIRGINIA EDUCATORS (RVE) ASSESSMENT BEFORE APPLYING TO STUDENT TEACHING. 23

25 Third Year INT 360 Research Interdisciplinary Studies 3 hours (II) INT 375 Language and Society 3 hours (II) MTH 153 College Algebra and Trigonometry 3 hours (IV) MTH 184 Calculus 4 hours (IV) CSC 169 Foundations of Computers 3 hours (IV) INT 322 Approaches to Critical Analysis 3 hours (II) EED 465* Methods of Teaching Science, Mathematics, and Technology 3 hours (III) EED 470* Methods of Teaching Social Studies in the EED 360 Elementary School 3 hours (III) Curriculum and Instruction for Primary Grades (Pre K-3) 3 hours (III) EED 450* Teaching Literacy in the Elementary School 3 hours (III) 31 hours Fourth Year SCI 381* Science for Teachers 3 hours (VI) SCI 381L* Science for Teachers Lab 1 hour (VI) EED 461* Curriculum and Instruction for Elementary School (Grades 4-6) 3 hours (III) EED 490* Diagnostic Reading and Prescriptive Reading 3 hours (III) CSC 170 Computer Programming 3 hours (IV) INT 350 Trends and Issues with Diverse Populations 3 hours (II) EED 499 Directed Teaching 12 hours (V) 28 hours * Prerequisite - Praxis I (or equivalent) Passing Scores are required to enroll in *courses. Courses require a 20-hour observation-participation field experience. EFFECTIVE SUMMER 2006 STUDENTS MUST MAKE A GRADE OF C OR BETTER IN ALL C0URSES. See more information at the webpage See the NSU Admissions, Transfer, and Financial Aid webpages and or the Virginia Department of Education webpage for more information. Revised 04/12 EESE-UG-6/8 BS.INT.EEM.PK6 24

26 NSU School of Education Department of Early Childhood/Elementary and Special Education Psychology Elementary Education Pre K-6 Teacher Certification Bachelor of Arts CIP Code BA.PSY.EE.PK6 ( ) PSY, General SUMMARY OF GRADUATION REQUIREMENTS I. General Education Core 40 hours II. Psychology 25 hours III. Secondary Concentration-Elementary Education 24 hours IV. Support Concentration II-Student Teaching 12 hours V. Supporting Courses 20 hours Total 121 hours First Year IUL 101 Intro to University Life 3 hours (I) ENG 101 Communication Skills 3 hours (I) ENG 102 Communication Skills 3 hours (I) MTH 103 Contemporary Math 3 hours (I) MTH 105 Intermediate Algebra 3 hours (V) BIO 100 Biological Science 3 hours (I) BIO 100L Biology Lab 1 hour (I) SCI 101 Physical Science 3 hours (I) PHY 100L Physics 100 Lab 1 hours (V) CSC 150 Computer Literacy 3 hours (I) HIS 103 U.S. History 1865 to present 3 hours (I) PED 100 Fundamentals of Fitness for Life 1 hour (I) HED 100 Personal and Community Health 2 hours (I) 32 hours Second Year ENG 299 Exit Exam of Writing Competency 0 hours (I) EDU 201 Foundations of Education 3 hours (III) PSY 210 Introduction to Psychology 3 hours (II) PSY 211 Basic Principles of Psychology 3 hours (II) PSY 228/EED 486 Developmental Psych/Human Growth Development 3 hours (III) SCM 285 Principles of Speech 3 hours (I) SCI 381 Science for Elementary Teachers 3 hours (V) SCI 381L Science for Elementary Teachers Lab 1 hour (V) ENG 203 Advanced Communication Skills 3 hours (V) ENG 207 Literature in the Western World 3 hours (I) FIA370/MUS234 Afro/Ameri Art History or Afr/ Ameri Music 3 hours (I) PSY 270 Statistics of Psychology 4 hours (II) 32 hours Notes: 1) STUDENTS MUST PASS PRAXIS I (or equivalent) AND APPLY FOR ADMISSION TO TEACHER EDUCATION AT THE END OF 60 HOURS (prerequisite*). STUDENTS MUST PASS PRAXIS II, the VIRGINIA COMMUNICATION AND LITERACY ASSESSMENT 25

27 (VCLA), and the READING FOR VIRGINIA EDUCATORS (RVE) ASSESSMENT BEFORE APPLYING TO STUDENT TEACHING. Third Year PSY 340 Psychology of African American 3 hours (I) EED 360 Curriculum & Instruction for Primary Grades (Pre K-3) 3 hours (III) PSY Courses Electives 9 hours (II) MTH 141 Math for Elementary Teachers I 3 hours (V) MTH 142 Math for Elementary Teachers II 3 hours (V) EED 461* Curriculum and Instruction Elem School (Grades 4-6) 3 hours (III) EED 450* Teaching Literacy in the Elementary Schools 3 hours (III) EED 465* Methods and Materials for Teaching Science, Math and Technology 3 hours (III) 30 hours Fourth Year PSY 360 Experimental Psychology 3 hours (II) INT 350 Trends and Issues of Diverse Populations 3 hours (V) PSY 492 Psychology Seminar 3 hours (II) EED 490* Diagnostic Reading 3 hours (III) EED 470* Meth of Teach Social Studies in the Elementary 3 hours (III) School EED 499 Directed Teaching 12 hours (IV) 27 hours * Prerequisite - Praxis I (or equivalent) Passing Scores are required to enroll in *courses. Courses require a 20-hour observation-participation field experience. SUMMER 2006 STUDENTS MUST MAKE A GRADE OF C OR BETTER IN ALL COURSES. See more information at the webpage See the NSU Admissions, Transfer, and Financial Aid webpages and or the Virginia Department of Education webpage for more information. Revised 04/12 EESE-UG-3/8 BA.PSY.EE.PK6 26

28 NSU School of Education Department of Early Childhood/Elementary and Special Education Psychology Early Childhood/Primary Education Pre K-3 Bachelor of Arts Teacher Certification CIP Code (BA.PSY.EE.PK3) PSY, General SUMMARY OF GRADUATION REQUIREMENTS I. General Education Core 40 hours II. Psychology 28 hours III. Secondary Concentration-Early Childhood/Primary Education 24 hours IV. Support Concentration II-Student Teaching 12 hours V. Supporting Courses 17 hours Total Hours 121 hours First Year IUL 101 Intro to University Life 3 cr. hours I BIO 100 Biological Science 3 cr. hours I BIO 100L Biological Science Lab 1 cr. hour I ENG 101 & 102 Communication Skills I & II 6 cr. hours I HED 100 Personal and Community Health 2 cr. hours I PSY 210 Introduction Psychology 3 cr. hours II MTH 103 Contemporary Mathematics 3 cr. hours I MTH 105 Intermediate Algebra 3 cr. hours V PED 100 Fundamental Fitness for Life 1 cr. hour I SCI 101 Physical Science or CHM cr. hours I PHY 100L Physical Science Lab or CHM 100L 1 cr. hour V CSC 150 Computer Literacy 3 cr. hours I 32 cr. hours Second Year ENG 299 Exit Exam of Writing Competency 0 cr. hours I EDU 201 American Schools and Teaching... 3 cr. hours III PSY 211 Basic Principles of Psychology 3 cr. hours II ENG 203 Advanced Communication Skills 3 cr. hours I ENG 207 Literature in the Western World 3 cr. hours I EED 274 The Study of Young Children 3 cr. hours II** PSY 270 Statistics of Psychology 4 cr. hours II ENG 383/FIA370/ Afr. Amer. Lit./Afr. Amer Art/Afr. MUS 237 Afr. Amer. Music 3 cr. hours I SCM 285 Principles of Speech 3 cr. hours I HIS 103 U.S. History or His cr. hours I MTH 141 Math for Elementary Teachers 3 cr. hours V 31 cr. hours **Included in the Psychology Major Notes: 1) Students must pass Praxis I (or equivalent) and apply for admission to teacher education at the end of 60 hours (Prerequisite*). Students must pass Praxis II, the Virginia Communication and Literacy Assessment (VCLA), and the Reading for Virginia (RVE) Assessment before applying to student teach. 2) Effective Summer 2006 students must make a grade of C or better in All courses. 27

29 Third Year PSY 360 Experimental Psychology 3 cr. hours II PSY 313 Behavioral Management 3 cr. hours II PSY 322 Psychology of Exceptional Children 3 cr. hours II PSY 312 Behavioral Analysis 3 cr. hours II INT 350 Trends and Issues of Diverse Populations 3 cr. hours V SCI 381* Science for Elementary Teachers 3 cr. hours V SCI 381* Science for Elementary Teachers Lab 1 cr. hour V EED 360* Curriculum and Instruction for Primary Grades 3 cr. hours III ECE 362 Math for Young Children 3 cr. hours III EED 450* Teaching Literacy in the Elementary School 3 cr. hours III 28 cr. hours Fourth Year ECS 300 Introduction to Early Childhood Spe.Ed. 3 cr. hours III PSY 340 Psychology of African Americans 3 cr. hours I PSY 492 Psychology Seminar 3 cr. hours II ECE 420 Parent Education 3 cr. hours III ECE 470* Methods. of Teach.S.S. for Young Children 3 cr. hours III EED 490* Diagnostic Reading 3 cr. hours III ECE 497 Student Teaching 12 cr. hours IV 30 cr. hours *Prerequisite Praxis I (or equivalent) passing scores are required to enroll in *courses. Courses require a 20 hour observation/participation field experience. See more information at the Early Childhood/Elementary and Special Education webpage See the NSU Admissions, Transfer and Financial Aid webpages and or the Virginia Department of Education webpage for more information. EARLY CHILDHOOD FOR THREE-AND FOUR-YEAR-OLDS (ADD-ON ENDORSEMENT) 8VAC For students who want to be licensed to teach PK-3 AND three and four year olds the following three graduate level courses CAN be taken: EDU 605 Human Growth and Development ECS 683 Intervention Strategies for High Risk Children ECS 626 Parent Participation in Education Systems Students seeking the 3 and 4 year old add on licensure must be admitted into our graduate program as a nondegree seeking student. Rev. April-2012 EESE-UG-2/8 BA.PSY.EE.PK3 28

30 Department of Early Childhood/Elementary and Special Education Bachelor of Arts in Psychology Special Education General Curriculum K-12 Teacher Certification CIP Code BA.PSY.SPE.GEN (2000 PSY) SUMMARY OF GRADUATION REQUIREMENTS I. General Education Core 40 hours II. Psychology 34 hours III. Secondary Concentration-Special Education 24 hours IV. Supporting Concentration Student Teaching 12 hours V. Supporting Courses 12 hours Total: 122 hours First Year IUL 101 Introduction to University Life 3 hours (I) BIO 100/100L Biological Science & Lab 4 hours (I) ENG 101/102 Communication Skills I & Communication Skills II 6 hours (I) HED 100 Personal & Community Health 2 hours (I) HIS 102/103 U.S. History to 1865 or U.S. History 1865 to Present 3 hours (I) MTH 103 Contemporary Mathematics 3 hours (I) MTH 102/105 Essentials of Algebra or Intermediate Algebra 3 hours (V) PED 100 Fundamentals of Fitness for Life 1 hours (I) CSC 150 Computer Concepts and Applications 3 hours (I) SCM 285 Principles of Speech 3 hours (I) 31 hours Second Year ENG 299 Exit Exam of Writing Competency 0 hours (I) FIA 201/MUS 301 Art Appreciation or Music Appreciation 3 hours (I) SCI 101 Introduction to Physical Science 3 hours (I) EDU 201 Foundations of Education 3 hours (I) PSY 210 I Introduction to Psychology 3 hours (II) PSY 211 Basic Principles of Psychology 3 hours (II) PSY 280 Abnormal Psychology 3 hours (II) PSY Elective Psychology Elective (200/300 level) 3 hours (II) PSY 270 Psychological Statistics 4 hours (II) PED 365 Adapted Physical Education 3 hours (V) PSY 228/EDU 486 Developmental Psychology/Human Growth and Development 3 hours (II) 31 hours Notes: 1) STUDENTS MUST PASS PRAXIS I (or equivalent) AND APPLY FOR ADMISSION TO TEACHER EDUCATION AT THE END OF 60 HOURS (prerequisite*). STUDENTS MUST PASS PRAXIS II, the VIRGINIA COMMUNICATION AND LITERACY ASSESSMENT (VCLA), and the READING FOR VIRGINIA EDUCATORS (RVE) ASSESSMENT BEFORE APPLYING TO STUDENT TEACHING. 2) EFFECTIVE SUMMER 2006 STUDENTS MUST MAKE A GRADE OF C OR BETTER IN ALL COURSES. 29

31 Third Year HIS 371 African History & Culture 3 hours (V) ENG 383 African-American Literature 3 hours (V) PSY 340 Psychology of the African-American 3 hours (II) PSY 360 Experimental Psychology 3 hours (II) PSY 381 Topics in Psychology 3 hours (II) SPE 321 Foundations, Characteristics, Medical and Legal Aspects in Special Education 3 hours (III) SPE 312* Behavior Management 3 hours (III) SPE 332* Curriculum & Instructional Procedures for Teaching Students With Mild Disabilities 3 hours (III) PSY Elective Psychology elective (300/400 level) 3 hours (II) SPE 344* Teaching Reading to Exceptional Learners 3 hours (III) SED 420 Educational Technology 3 hours (V) 33 hours Fourth Year EED 490* Diagnostic Reading 3 hours (V) PSY Psychology Elective 3 hours (II) SPE 440* Transition/Collaboration Procedures 3 hours (III) PSY 492 Psychology Seminar 3 hours (II) SPE 492* Assessment of Exceptional Students 3 hours (III) Elective 3 hours (V) SPE 499* Directed Teaching 12 hours (IV) 27 hours *Prerequisite - Praxis I (or equivalent) Passing Scores are required to enroll in *courses. Courses require a 20-hour observation-participation field experience. See more information at the webpage See the NSU Admissions; Transfer, and Financial Aid web pages and or the Virginia Department of Education webpage for more information. Revised 04/12 E-UG-7/8 BA.PSY.SPE.GEN 30

32 Department of Early Childhood/Elementary and Special Education Special Education General Curriculum K-12 Teacher Certification Bachelor of Science in Interdisciplinary Studies CIP Code BS.INT.SPE.GEN SUMMARY OF GRADUATION REQUIREMENTS I. General Education Core 40 hours II. Interdisciplinary Studies 15 hours III. Secondary Concentration-Special Education 24 hours IV. Supporting Concentration Student Teaching 12 hours V. Supporting Courses: Psychology 15 hours VI. Supporting Courses: Other 15 hours Total: 121 hours First Year IUL 101 Introduction to University Life 3 hours (I) BIO 100/100L Biological Science & Lab 4 hours (I) ENG 101/102 Communication Skills I & Communication Skills II 6 hours (I) HED 100 Personal & Community Health 2 hours (I) HIS 102/103 U.S. History to 1865 or U.S. History 1865 to Present 3 hours (I) MTH 103 Contemporary Mathematics 3 hours (I) MTH 102/105 Essentials of Algebra or Intermediate Algebra 3 hours (VI) PED 100 Fundamentals of Fitness for Life 1 hours (I) SOC 101 Introduction to the Social Sciences 3 hours (I) CSC 150 Computer Concepts & Applications 3 hours (I) SCM 285 Principles of Speech 3 hours (I) 31 hours Second Year ENG 299 Exit Final Exam of Writing Competency 0 hours (I) EDU 201 Foundations of Education 3 hours (I) FIA 201 or MUS 301 Art Appreciation or Music Appreciation 3 hours (I) SCI 101 Introduction to Physical Science 3 hours (I) INT 308 Introduction to Interdisciplinary Studies 3 hours (II) INT 322 Approaches to Critical Analysis 3 hours (II) PSY 210 Introduction to Psychology 3 hours (V) PSY 211 Basic Principles of Psychology 3 hours (V) PSY 280 Abnormal Psychology 3 hours (V) PSY 322 Psychology of Exceptional Children 3 hours (V) ENG 207 Introduction to World Literature 3 hours (VI) PED 365 Adapted Physical Education 3 hours (VI) 33 hours Notes: 1) STUDENTS MUST PASS PRAXIS I (or equivalent) AND APPLY FOR ADMISSION TO TEACHER EDUCATION AT THE END OF 60 HOURS (prerequisite*). STUDENTS MUST PASS PRAXIS II, the VIRGINIA COMMUNICATION AND LITERACY ASSESSMENT (VCLA), and the READING FOR VIRGINIA EDUCATORS (RVE) ASSESSMENT BEFORE APPLYING TO STUDENT TEACHING. 2) EFFECTIVE SUMMER 2006 STUDENTS MUST MAKE A GRADE OF C OR BETTER IN ALL C0URSES. 31