Undergraduate Teacher Education

Transcription

1 Undergraduate Teacher Education Student Advising Handbook Including COE Student Policies 401 W. Fulton Grand Rapids, MI Information and Questions: Contact the Student Information and Services Center (SISC) 401C DeVos, (616) Revised July 2014

2 Table of Contents Section 1 Pg. 1 Pg. 2 Pg. 3 Pg. 4 Pgs. 5-9 Pgs Pgs Pgs Pg. 19 Pg. 20 Pg. 21 Pg. 22 Pg. 23 Pg. 24 Pg. 25 Pgs Pgs. 30 Pg. 31 Pgs Pg. 35 Pg. 36 Pgs Pg. 40 Pg. 41 Pgs Section 2 Pg. 44 Pgs Undergraduate Teacher Education Student Advising Handbook Table of Contents College of Education Mission Student Responsibilities COE Advising Overview College of Education Admittance and Field Placement Minimum Admissions Criteria Minimum Admissions Criteria Checklist General Education Teacher Certification Criteria Elementary Certification Program Elementary Sequence of Courses CSAT with Education Major and Spanish Minor Sequence of Courses General Education Sequence of Courses Elementary Interim Path Secondary Education Certification Program Secondary General Education Sequence of Courses General Education Sequence of Courses Secondary Interim Path Special Education Certification Criteria Special Education Teaching Program Special Education Sequence of Courses Special Education Sequence of Courses for Endorsements Special Education Sequence of Course Graduate Study Professionalism MTTC Teaching Certification Test Information MTTC Teacher Certification Testing Codes MTTC Teacher Certification Test Guidelines Frequently Asked Questions Undergraduate Teacher Education Student Policies Policies by Topic Policies 1

3 College of Education Mission: Teaching, Leading and Learning in a Democratic Society We believe that schools function as social and political entities as well as for the growth of individuals We prepare candidates to... Enhance the academic and personal potential of their students Establish policies and practices that promote democratic education Evaluate the social and ethical implications of educational policies and practice We value these ideals in our candidates, our faculty, and our relationships with the larger communities we serve: Expertise to guide our practice Equity to guide our interactions Liberal education to guide our perspectives Social responsibility to guide our commitment to democratic education 2

4 THE STUDENT ADVISING AND POLICY HANDBOOK IS DESIGNED TO: Provide Information on Undergraduate Teacher Education requirements Identify available teachable major and minor programs Guide students as they work with their academic advisor and COE advisor to insure meeting program requirements as well as professional and certification requirements Ensure understanding and compliance with COE policies STUDENT RESPONSIBILITIES After the Group Advising Session, elementary, secondary, and special education students must make an appointment with their COE advisor. Call: (616) Major/minor advising appointments are with faculty of those departments. 1. Set up and maintain a College of Education Advising Notebook. Bring your notebook to every advising appointment. Include the following materials in your notebook: Student Advising and Policy Handbook Current mypath degree evaluation Transfer information (if applicable) Major and minor guide sheets (if applicable) Tentative course schedule plan 2. Contact SISC at to set up an appointment with your COE advisor. Meet on a regular basis with your advisor after the initial meeting. 3. Understand your GVSU and COE programs. Question your COE advisor. 4. Be aware of and meet application deadlines. Note: Student Advising and Policy Handbook content is subject to revision at any time. Please check with your College of Education advisor, the Student Information and Services Center staff or the COE website for the most current information. 3

5 College of Education Advising Overview What is Advising? Program clarification Clarifying short-term and long-term academic goals Understanding university requirements and resources Content Advisors: Major(s) and Minor(s) Please contact CLAS advising for more details Students pursuing Economics or Computer Science minors need to contact the respective department for more information College of Education Advisors: Help clarify academic and career goals Help with class selection based on requirements, availability and, interests Help with academic progress evaluation Help with contacting faculty or administrative personnel Give information about adding, dropping or withdrawing from classes Provide information about special programs and international opportunities Student Responsibilities: Meet with your College of Education advisor on a regular basis Understand GVSU requirements and regulations Know your major/minor requirements Be aware of application deadlines Know your class schedule each semester What to bring for Advising Appointments: Tentative course scheduling plan Questions about specific Education courses Information that may effect your program completion Field Placement Concerns: Candidates concerned about a placement should first contact their placement coordinator. The field coordinator will in turn contact the appropriate supervisor as necessary to resolve the issue. Placement coordinators are located in the COE Student Information and Services Center, 401C DeVos Center. 4

6 College of Education Admittance and Field Placement In general, it takes the College of Education five to six weeks to respond to review the applications and render a decision. A letter from the Associate Director of the College of Education s Student Information and Services Center will be sent in the mail. There are three possible responses: Admitted Admitted, pending completion of specific requirements Ineligible because a requirement at the time of admission was not met. Students receiving an ineligible letter may set up an appointment with the Associate Director of the College of Education s Student Information and Services Center. New Student Orientation Accompanying the admit/pending letters will be information regarding orientation for new students. During the orientation sessions, faculty will discuss professional expectations, teacher assisting, and student teaching. Students at the orientation will be introduced to members of the faculty and the placement coordinators. The placement coordinators will present and explain the placement process to students assigned to them. University Field Coordinators will explain the role and expectations for students during their teaching assisting experience. A video on blood borne pathogens is also shown. Students also receive registration information for their Teacher Assisting semester. The New Student Orientation sessions last for two hours and are usually scheduled in the afternoon and the following day in the morning. Students must attend one of these sessions. Class Registration After Admittance to Undergraduate Teacher Education Newly admitted students will receive registration information at the New Student Orientation. Classes that need to be taken with each program will be listed. It will be the student s responsibility to register online in Banner for the correct classes and sections. Student teachers will have their registration information mailed to them with their letter of admission. Students must be admitted into the appropriate program before they can register for the corresponding classes. 5

7 General Education Candidates Field Placements The first official experience in the classroom is the first field placement. This field placement is called teacher assisting. Students who are candidates for general education certification will be placed at a school assigned by their placement coordinator. The teacher assisting field placement lasts for the full semester. Teacher assistants are assigned in the classroom for a half day (while maintaining College of Education coursework and seminars the other half of that day), everyday of the week. Teacher assistants work with students, help prepare lesson plans, and may teach part of a lesson plan depending on the cooperating teacher. The second field placement begins after successful completion of teacher assisting. The second field placement is student teaching. Student teaching is scheduled for a full semester. Student teachers are placed in schools with cooperating teachers for the entire day, five days per week. Placements will not be in the school districts where the candidate had previously attended unless very extenuating circumstances for such a placement are approved by a committee within the College of Education. Special Education Field Placement The first official experience in the classroom is the first field placement. In special education, this first field placement is called teacher assisting. Students who are candidates for special education are placed at a school assigned by their placement coordinator. Teacher assisting lasts for a full semester and takes place in a special education setting. Students are assigned in the classroom for a half day, everyday of the week. Teacher assistants work with students, help prepare lesson plans, and may teach part of a lesson plan, depending on the cooperating teacher. Other than teacher assisting, special education candidates are scheduled into three (3) additional field placements. The student teaching experiences includes a general education setting for a full semester and two 20 week semesters with a minimum of a 10-week placement in each selected endorsement area at the undergraduate level. Placements will not be in the school districts where the candidate had previously attended unless very extenuating circumstances for such a placement are approved by a committee within the College of Education. Field Placement Process The first step in the GVSU field placement process is for the Student Information and Services Center to contact schools regarding teacher requests for field placements for the fall and winter semesters. This is accomplished by notifying principals and asking them to complete and return cooperating teacher request sheets to the College of Education: Student Information and Services Center. A listing of the requests is then submitted to the field placement coordinators. The placement coordinators contact principals and verify requests and contact schools who did not respond. Placements are based upon interest of cooperating teachers and their desire to work with a GVSU student in the classroom. No school is required to accept teacher assistants or student teachers. 6

8 Travel Distance to the Field Placement School Attempts are made to place students in field placements within a reasonable distance from their residence and a mile radius of GVSU campuses. However, some students are more difficult to place than others because of a limited number of cooperating teachers who can supervise special education endorsement areas or secondary teachers with the classes needed to match students majors and minors. As a result, some students may be driving longer distances to complete required field training. Required Diverse Placement The College of Education accrediting agency (NCATE) requires that the students complete at least one diverse field experience. To satisfy this certification requirement, College of Education students will be placed into a diverse setting for either teacher assisting or student teaching. If the College of Education determines a candidate has not completed a diverse placement in either teacher assisting or student teaching, the candidate will be required to enroll in EDF 100: Introduction to Education, regardless of class status. Secondary students will be placed in both a high school and middle school setting. Elementary students will be placed in both a lower elementary and an upper elementary classroom. Students with special education majors complete four placements and can be placed in an elementary, middle school, high school or post graduate through 26 years old. Professional Demeanor in Cooperating Schools Grand Valley State University has an excellent reputation for placing high quality teacher candidates in field experiences. Field coordinators, placement coordinators, as well as faculty in the College of Education, are called upon by many school districts to recommend teacher candidates for hiring. It is advisable for students to present themselves as positive and mature individuals when working with cooperating teachers, administrators, students in schools, support staff and parents. Placement Acceptance Once the placement coordinator obtains approval for placements by the building principal, résumés of candidates are submitted to the placement school for review. In some school districts, résumés are sent by the receiving school or submitted by the placement coordinator to the central office for review. In other cases, the Personnel Department in the central office reviews and approves all résumés and placements prior to acceptance by the building principal. 7

9 Candidates Responsibilities during the Placement Process After the placement coordinator confirms the candidate s placement and the school accepts the placement candidate for an interview, the candidate will be mailed three items: 1) The first enclosure is a confirmation of placement listing the name, address, and phone number of the placement school, and the name of the principal and cooperating teacher with whom the candidate must schedule an interview. This sheet must be signed by the cooperating teacher indicating acceptance of the candidate and returned to the College of Education: Student Information and Services Center office located in 401C DeVos Center. The placement of the candidate is not official until this confirmation sheet is officially recorded in the College of Education s Student Information and Services Center. The placement candidate should schedule an interview within a few days after receiving the mailed enclosures. Candidates who wait to schedule an interview may lose their placement in the school, or lose their placement to another student from another university or college. Placement candidates have only two chances to secure a placement. If two placements are denied, the candidate will sit out the semester. The candidate will need to reapply the next semester for their placement. 2) The second enclosure is a calendar outlining the beginning and ending dates of each placement along with the times each student is expected to arrive at this particular placement. 3) The third enclosure is a return envelope that is used to send the signed confirmation form back to the College of Education: Student Information and Services Center. Cooperating Teacher Contact If a school or teacher communicates with a student regarding a placement in the school, the placement coordinator will contact the principal to verify the placement. Principals must approve all placements in their buildings prior to the student interview. 8

10 Candidate Placement Concerns Candidates concerned about a placement need to first contact their field coordinator and explain the concern. The field coordinator will contact the appropriate supervisor as necessary to resolve relevant issues. If it is determined that a new placement is needed, your field coordinator will contact the appropriate Placement Coordinator listed below. Students may call the College of Education at (616) to schedule an appointment with their field coordinator. Elementary Placement Coordinator: Elyse Reese reesee@gvsu.edu Secondary Placement Coordinator: CJ Mehall mehallc@gvsu.edu Special Education Placement Coordinator: Jo Preston prestonj@gvsu.edu If your cooperating teacher is unaware or unsure of their role and responsibilities, please direct them to the provided website below. There is information available for all placements/internships including elementary, secondary, special education and graduate teacher certification. 9

11 1. Academic Achievement Minimum Admission Criteria: Undergraduate Teacher Education Program Academic achievement is based on a 2.70 GVSU grade point average (GPA) in four areas: GVSU cumulative, major(s), minor, and professional program. The GPA does not include transfer coursework for transfer students. A 3.00 GPA for students majoring in English, English/Language Arts as well as Art majors is required for admission. The College of Education will still evaluate grades of transfer students for prerequisite courses that require a grade no lower than a C. 2. Admission Test Requirement Professional Readiness Exam (PRE): All students seeking certification are required to successfully pass all three sections of the Professional Readiness Examination. It is recommended that students take the examination prior to the semester they submit their application to the Undergraduate Teacher Education program. Students register for the Professional Readiness Examination online at Students register for Section A on the registration form. The cost of the test is stated on the website. Please remember to request that test scores be sent to GVSU when registering for the exam. Students can retake all or part of the Professional Readiness Examination if one or more sections of the exam have not been passed. If a student needs to retake one or more sections of the exam, then the registration form needs to be submitted as if the student is taking the entire exam. Refer to the registration bulletin if you are retaking any or all of these. The Professional Readiness Examination scores will remain valid no matter when the exam was taken. If scores have not previously been received by GVSU, students must contact the Michigan Test for Teacher Certification office to request that their official scores be sent to GVSU ( ). There is a cost for this. Alternative Testing: Students may use scores from the ACT or MME (Michigan Merit Exam) in lieu of the PRE (Please see page 37 of this handbook for details). ACT MME Mathematics: 22 Mathematics: 1116 Reading: 22 Reading: 1108 English + Writing: 24 Writing:

12 3. Prerequisite Courses A. Education and Psychology Courses All students wishing to apply to Undergraduate Teacher Education will be required to successfully complete the following courses with a combined GPA of 2.70 or higher: Elementary and Secondary Program Prerequisite Courses: 1. EDF 315 Diverse Perspectives in Education 2. EDI 337 Introduction to Learning and Assessment C C or or better better in all in courses all courses 3. PSY 301 Child Psychology 4. *EDS 378/379 Universal Design for Learning *(Flex Course This course is taken before OR after admission to the COE. It must be completed before Student Teaching and must earn B- or better). Special Education Program Prerequisite Courses: 1. EDF 315 Diverse Perspectives in Education 2. PSY 325 Child Development 3. PSY PSY 310 and/or PSY 326 C or better B. Prerequisite Courses in Mathematics for Elementary and Special Education Candidates Math requirements in the Elementary Certification Minor are as follows: Students are required to complete Math 221 or Math 222 for admission into the Undergraduate Teacher Education program. Students must complete Math 221 (Mathematics for Elementary Teachers I) and Math 222 (Mathematics for Elementary Teachers II) to meet the requirements of the Elementary Certification Minor. Math 223 (Mathematics for Elementary Teachers III, 5-credit course) may be taken instead of Math 221 and Math 222. The prerequisite for Math 223 is Math 201 (Calculus and Analytic Geometry). Math 223 fulfills the admission requirement to the Undergraduate Teacher Education program, as well as the completion requirement of the Elementary Certification Minor. C. Prerequisite Course for Elementary and Special Education Candidates English requirements in the elementary distributed minor are as follows: All students are required to complete ENG 308 (Teaching Reading: The Necessary Skills) to qualify for admission into the Undergraduate Teacher Education program and for the completion of the elementary distributed minor. 11

13 4. Advisor Recommendations A recommendation form must come from the student s major advisor and the student s College of Education advisor. 5. Positive Recommendation A recommendation must come from one unrelated individual who can address the candidate s ability as a prospective teacher. 6. Service Hours Documented 25 hours of experience with children or youth. The experience must be with the age group for which the applicant intends to seek certification. This would rule out, for example, working in the university tutoring center. Special education candidates must have volunteer experience with persons with disabilities, e.g., camp experience, Special Olympics, respite care. For additional options contact the GVSU Community Service Learning Center. This cannot be pending. Required tutoring hours for candidates enrolled in English 308 may count toward the required service hours. Successfully completing EDF 100 will also fulfill this requirement. 7. Academic Progress Students must complete at least 60 semester credits and maintain junior class status. The major advisor and/or department will determine adequate coursework in the major/minor and general education requirements. 12

14 8. Felony and Misdemeanor Signature Page Documentation of convictions must be submitted when applying to the Undergraduate Teacher Education program. Candidates must accurately answer the questions on the felony and misdemeanor conviction page: 1) Have you ever been convicted of a felony? 2) Have you ever been convicted of a misdemeanor? 3) Have you been arrested for a crime for which criminal charges are pending? And 4) Have you ever had a teaching certificate denied, revoked, or suspended? Students with concerns about these questions are advised to schedule an appointment with the Associate Director for Undergraduate Teacher Education of Student Information and Services Center. A criminal background check (Live Scan) using digitally scanned fingerprints will be required of all students. This check will scan for certain civil infractions (excluding speeding tickets), certain misdemeanors and all felony convictions. Forms and detailed information will be provided to students when applications are submitted. There will be a cost to the student to have this completed. 9. mypath Students need to submit a mypath degree evaluation with their admission packet. The degree evaluation must be printed from Banner with the student s name on it. Students must also write their G number on the first page of their evaluation before submission. If classes are being taken at another college, include a copy of the current course schedule from the other college, with GVSU course equivalencies noted and highlighted. 10. Current Résumé Résumés need to look professional, be organized and presented without grammatical or spelling errors. Schools may deny placements based on a poorly constructed résumé. Students should not rely upon spell check or computer grammar programs to correct errors. Spell check will not recognize logical errors in the writing process. The names of three references and their current positions and phone numbers need to be included in the résumé. Two copies of the résumé on plain white paper are to be included with the application packet. Résumé packets with sample résumés appropriate for Teacher Assisting, Student Teaching and the job search in education are available from Career Services. Packets are also available in the Student Information and Services Center, 401C DeVos Center on the PEW Campus. 13

15 Minimum Admission Criteria Checklist: UNDERGRADUATE TEACHER EDUCATION College of Education Application Deadline Dates: September 15 th - winter semester admission February 1 st - fall semester admission February 1 st - fall semester admission only for Special Education and Music 1. Academic Achievement. A minimum 2.70 GVSU GPA overall, in the major, minor, and in the professional program. English, English/Language Arts and Art Education require a 3.0 major grade point average. Achievement of the minimum standard does not guarantee admission. All four GPAs must be in place at the time of application. These cannot be pending. (Secondary Review is an option for students who do NOT meet the required grade point average, and have most coursework completed.) 2. Admission Test Requirement. Professional Readiness Exam (PRE): Passing exam scores (minimum score of 220, out of 300) in reading, mathematics, and writing as established by the Michigan Department of Education. Students may take the exam during the semester of application, but it must be completed and passed prior to first field placement. Alternative Test to the PRE: Students may use their ACT/MME scores in lieu of the PRE, the scores can be found on page 10 of this handbook. 3. Prerequisite Courses. May be in progress during the semester of application, but must be completed and successfully passed prior to the first field placement. A 2.70 GPA average required in these courses with no grade lower than a C. General Education a. EDF 315 Diverse Perspectives in Education b. PSY 301 Child Psychology c. EDI 337 Assessment for Learning d. *EDS 378/379 Universal Design for Learning *(Flex Course This course is taken before OR after admission to the COE. It must be completed before Student Teaching and must earn B- or better). Special Education a. PSY 304 b. EDF 315 Diverse Perspectives in Education C or better (Prerequisite: Completion of 24 credit hour) c. PSY 325 Child Development C or better (Prerequisite: PSY 101) d. PSY 310 and/or PSY 326 (both required for undergraduate endorsement) Additional required prerequisites: Elementary general education and special education candidates: a. ENG 308 Reading: Assessment and Instruction b. MTH 221 and MTH 222; or MTH 223, Math for Elementary Teachers 1, 2, or 3 See an education advisor for details regarding math course(s) required for admission and completion of the certification program. *If a class transfers into GVSU as EDF 315, call to schedule a date to attend a Group Advising Session. 4. Advisor Recommendations. One from the major advisor/department and one from the College of Education advisor. Students with dual majors must submit a major advisor recommendation form for each major/department. This cannot be pending. 14

16 5. Positive Recommendation. One from an unrelated individual who can address the candidate s ability as a prospective teacher. This cannot be pending. 6. Service Hours. Documented 25 hours of experience with children or youth. The experience must be with the age group for which the applicant intends to seek certification. This would rule out, for example, working in the university tutoring center. Special education candidates must have volunteer experience with persons with disabilities, e.g., camp experience, Special Olympics, respite care. For additional options contact the GVSU Community Service Learning Center. This cannot be pending. Required tutoring hours for candidates enrolled in English 308 may count toward the required service hours. Successfully completing EDF 100 will also fulfill this requirement. 7. Academic Progress. Completion of at least 60 semester credits and junior status. Completion of major and minor coursework as required by departments and adequate progress in general education requirements. This cannot be pending. 8. Felony and Misdemeanor Signature Page. Review procedures for those who have been convicted or pled no contest to certain civil infractions (excluding speeding tickets), certain misdemeanors and all felony convictions are available from the College of Education. Conviction or a plea of no contest may cause the candidate to be denied admission, field placement or final certification. This cannot be pending. 9. mypath Degree Evaluation. Print from Banner with your name and G# on it. If classes are being taken at another college or university, include a copy of the current course schedule from the other college with GVSU course equivalencies noted and highlighted. This cannot be pending. 10. Two current résumés (on white faxable paper) with an objective stated, as well as 3-5 references included. For further information on résumés please contact Career Services at This cannot be pending. The College of Education will begin accepting Undergraduate Teacher Education applications two weeks prior to the application deadline. French, German, and Spanish majors must pass the OPI (Oral Proficiency Interview) before Student Teaching (EDI 430/431). Special Education and/or Music Education program candidates must apply by (Feb. 1) for fall admission. Field waiver requests and extensive documentation must be submitted with the completed Undergraduate Teacher Education application. 15

17 1. EDF 315 Declaration of Intent 2. Session #1 Group Advising 3. Session #2 and #3 COE and Content Advising 6. Teacher Assisting 5. Admittance into Undergraduate Teacher Education 4. Submit Application: Undergraduate Teacher Education 7.* Submit Application for Student Teaching 8. Student Teaching, CPR (Adult and Child) Instruction & First Aid (Standard or Basic), MTTC Subject Area Tests 9. Certification *Students may enter into one or more interim semester(s) to finish remaining major, minor, and/or education courses 16

18 Criteria General Education Teacher Certification 1. EDF 315 Declaration of Intent During EDF 315 (ED 200), all students must submit a Declaration of Intent form. Students are required to sign up for a Group Advising Session, held near the end of each semester. 2. Session #1 - Group Advising Session Students will attend a Group Advising Session Students will receive a Student Advising Handbook and other COE materials. College of Education Advisor assignment will be made. Career Services will provide résumé writing information appropriate to the COE. 3. Session #2 COE Faculty Advising Session The student will schedule an individual advising session with the COE faculty advisor at least one semester before or at the beginning of the semester the student is applying to the Undergraduate Teacher Education program. The COE faculty advisor will complete the necessary advising worksheet (advisor provided). The COE faculty advisor will check the following: Advising notebook Progress in major, minor, and professional program Necessary GPAs (cautions given to those who may lack the required GPAs). The COE faculty advisor will complete a recommendation form regarding the student s progress toward the minimum admission requirements for application to the Undergraduate Teacher Education program. (The recommendation forms from the content major advisor and College of Education faculty advisor must both be submitted as part of the application packet). 4. Submit Application The student submits an application to the COE Undergraduate Teacher Education program by September 15th (for winter admission) or February 1st (for fall admission). (See Minimum Admission Criteria sheet, pages 14 and 15 of the Student Advising Handbook, for application requirements) 5. Admission to Undergraduate Teacher Education Once the student has received a letter of acceptance to the COE Undergraduate Teacher Education Program, s/he will be assigned a placement coordinator. The student will also attend a New Student Orientation session. 6. Teacher Assisting The student will begin Teacher Assisting, a semester placement for a half day, everyday for the entire semester, attend seminars and take corresponding coursework. 17

19 *7. Submit Application for Student Teaching The student will submit an application by September 15th or February 1st, for student teaching for the following semester. 8. Student Teaching Once the student has completed Teacher Assisting, and submitted the Student Teaching application, the student will begin Student Teaching, a semester placement for the entire day, everyday for the entire semester, the following semester. During this semester, the student will need to complete CPR (Adult & Child) and First Aid (Basic or Standard) Instruction. The MTTC subject area tests need to be passed prior to being recommended for teacher certification. 9. Certification After the student has completed all degree and professional program requirements, passed MTTC subject area test(s), and documentation of valid first aid training and CPR certifications for both child and adult are on file with the COE, the student may apply for certification. The student will need to apply for certification through the Michigan Online Educator Certification System (MOECS). *Students may enter into one or more interim semester(s) to finish remaining general education, major, minor, and/or education courses 18

20 Elementary Education Teaching Program Elementary Certification Teachable Majors for Elementary Education In order to earn elementary teacher certification, students must select first a teachable major. The classes required for each major are listed in the GVSU catalog in alphabetical order by major. Teachable majors for elementary education: English/Language Arts Integrated Science Mathematics Social Studies Majors lead to content certification 6-8 and K-5 all subjects (K-8 in a self-contained classroom). The Elementary Minor When working toward elementary certification, the minor is automatically elementary certification. The courses required for the minor are specified in the Education section of the GVSU catalog under Elementary Teacher Certification and have been designed to give elementary teachers the background knowledge to teach all content areas required in the elementary classroom. Courses include: English: ENG 308 Teaching Reading Math: MTH 221 and 222; or MTH 223 Take all courses listed, except in the major: Fine Arts: MAT 300 Language Arts: ENG 302 (WRT 150 & ED 337 Prerequisite) Science: SCI 225 and SCI 226 (MTH 221 Prerequisite) Physical Education/Health: PED 265 & 266 Social Studies: SST 309 The Education Major Elementary education students must also complete the Education Major to qualify for a teaching certificate. The Education Major consists of: Background courses in education and psychology Teacher assisting and corresponding coursework Student teaching and corresponding coursework Students are also required to attend and complete courses and seminars that accompany field experiences. Upon satisfactory completion of all requirements, pending successful completion of the appropriate MTTC subject area test(s), elementary graduates are certified to teach K-5 all subjects (K-8 all subjects in a self-contained classroom), and grades 6-8 in the major content area if the corresponding MTTC subject area test has been passed. Documentation of valid First Aid training and CPR certifications for both child and adult must be on file with the COE for state certification. 19

21 Elementary General Education K-5 All Subjects (K-8 Self-Contained Classroom) Sequence of Course Requirements Leading to Certification Program Outline (Pre College of Education Admission) 1. Major Options: 2.70 GPA Requirement (unless otherwise indicated) English/Language Arts (3.0) Integrated Science Mathematics Social Studies 2. Elementary Minor: 2.70 GPA Requirement a) ENG 308 Teaching Reading: The Necessary Skills b) MTH 221 and 222, Mathematics for Elementary Teachers I and II; or MTH 223 Mathematics for Elementary Teachers III Take all courses, except in Major: c) MAT 300 Music, Art and Theatre for Elementary Education d) ENG 302 Introduction to Language Arts: Teaching Writing and Children s Literature (Prerequisite: WRT 150 & EDI 337) e) PED 265 Teaching Health in Elementary Schools PED 266 Movement and Dance f) SCI 225 Integrated Life Science for K-8 Teachers (Prerequisite: MTH 221) SCI 226 Integrated Physical Science for K-8 Teachers (Prerequisite: MTH 221) g) SST 309 Elementary Social Studies Teaching Methods 3. Education Major Prerequisites: 2.70 & no grade lower than C EDF 315 Diverse Perspectives in Education (Prerequisite: Completion of 24 credit hours) EDI 337 Introduction to Learning and Assessment (Prerequisite: Successful completion of EDF 315 or taken concurrently) PSY 301 Child Development (Prerequisite: PSY 101) *EDS 378 Universal Design for Learning: Elementary *(Flex Course This course is taken before OR after admission to the COE. It must be completed before Student Teaching and must earn B- or better). Post COE Admission Teacher Assisting EDI 330 Methods and Strategies of Elementary Teaching EDR 320 Reading: Assessment and Instruction EDF 310 Organizing and Managing Classroom Environments **EDT 370 Technology in Education **EDS 378 Universal Design for Learning: Elementary i. (Flex Course EDS 378 can be taken before OR after admission to the COE. It must be completed before Student Teaching and must earn B- or better). **EDT 370 and EDS 378 may be taken during or after Teacher Assisting, but must be taken before Student Teaching Student Teaching EDI 430 Elementary Student Teaching ***EDF 485 Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction ***EDF 485 may be taken after Student Teaching, but is required for certification Certification Recommendation for certification occurs after successful completion of appropriate MTTC subject area test(s) 4. GVSU Overall GPA Requirement= Students will also successfully complete Michigan Professional Readiness Examination. 20

22 Comprehensive Science and Arts for Teaching Combined with Education Major and Spanish Minor (K-8 in a Self-Contained Classroom) Sequence of Course Requirements Leading to Certification Program Outline (Pre College of Education Admission) 1. Major: Comprehensive Science and Arts for Teaching (CSAT) GPA Requirement ENG 302 SCI 225 MAT 300 PSY 301 ENG 308 SCI 226 PED 265 SAT 495 (Capstone) ENG 400 SST 309 PED 266 HIS 203, 204, 205, or 206 SPA 314 or ENG 467 MTH (Please choose 1 HIS course) or MTH Spanish Minor: 2.70 GPA Requirement SPA 321 SPA 309 SPA 322 SPA 314 SPA Civilization and Culture Course SPA 335 (one of SPA 310, 311, or 312) SPA 395 SPA Civilization and Culture Course SPA Elective (one of SPA 310, 311, or 312) (one of SPA 313, 229, 331, or 332) *Spanish minors interested in teacher certification with the CSAT major are strongly encouraged to study abroad for at least one semester (12-15 credits at the 300-level) in a Spanish-language study abroad program. 3. Education Major Prerequisites: 2.70 & no grade lower than C EDF 315 Diverse Perspectives in Education (Prerequisite: Completion of 24 credit hours) EDI 337 Introduction to Learning and Assessment (Prerequisite: Successful completion of ED 315 or taken concurrently) PSY 301 Child Development (Prerequisite: PSY 101) *EDS 378 Universal Design for Learning: Elementary *(Flex Course This course is taken before OR after admission to the COE. It must be completed before Student Teaching and must earn B- or better). 4. GVSU Overall GPA Requirement= Students will also successfully complete Michigan Professional Readiness Examination Post College of Education Admission Teacher Assisting EDI 330 Methods and Strategies of Elementary Teaching EDR 320 Reading: Assessment and Instruction EDF 310 Organizing and Managing Classroom Environments **EDT 370 Technology in Education **EDS 378 Universal Design for Learning: Elementary i. (Flex Course EDS 378 can be taken before OR after admission to the COE. It must be completed before Student Teaching and must earn B- or better). **EDT 370 and EDS 378 may be taken during or after Teacher Assisting, but must be taken before Student Teaching **Oral Proficiency Interview (OPI) must be passed prior to student teaching. Student Teaching EDI 430 Elementary Student Teaching ***EDF 485 Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction ***EDF 485 may be taken after Student Teaching, but is required for Certification Certification Recommendation for certification will take place upon successful completion of the appropriate MTTC subject area test(s) 21

23 General Education Course Sequencing After Admission to Teacher Education Elementary Education: For students that have chosen the interim semester path If you apply to Teacher Education Fall (Sept. 15), you will begin Winter: EDI cr Methods and Strategies in Elementary Teaching EDR cr Reading: Assessment and Instruction EDF cr Organizing and Managing Classroom Environments Following Fall (Optional interim semester): EDT cr Technology in Education EDS cr Universal Design for Learning: Elementary Finish remaining major/minor courses and/or general education requirements Submit Student Teaching Application Following Winter: EDI cr Student Teaching, Elementary EDF cr Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction Complete MTTC subject area tests If you apply to Teacher Education Winter (Feb. 1), you will begin Fall: EDI cr Methods & Strategies in Elementary Teaching EDR cr Reading: Assessment and Instruction EDF cr Organizing and Managing Classroom Environments Following Winter (Optional interim semester): EDT cr Technology in Education EDS cr Universal Design for Learning: Elementary Finish remaining major/minor courses and/or general education requirements Submit Student Teaching Application Following Fall: EDI cr Student Teaching, Elementary EDF cr Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction Pass MTTC subject area tests 22

24 Secondary Education Teaching Program Secondary Certification Teachable Majors in Secondary Education In order to become certified to teach at the secondary level, students must first select a teachable major. Classes required for each major are listed in the GVSU catalog in alphabetical order by major. Teachable majors include: Majors Certified K-12 Majors Certified 6-12 Music Biology History Physical Education Chemistry Latin Arts Education (3.0 GPA) Earth/Space Science Mathematics English (3.0 GPA) Physics French Social Studies German Spanish Secondary Education Teachable Minors Students in secondary education must also choose a teachable minor from the list below. Classes required for each minor are listed in the GVSU catalog. Biology French Physical Education Chemistry Geography Physics Computer Science German Political Science Earth/Space Science Health Education Psychology Economics History Spanish English Mathematics The Education Major Secondary education students must also complete the Education Major to qualify for a teaching certificate. The Education Major consists of: Background courses in education and psychology Teacher assisting and corresponding coursework Student teaching and corresponding coursework Students are also required to attend and complete courses and seminars that accompany field experiences. Upon satisfactory completion of all requirements, passing the appropriate MTTC subject area test(s)*, secondary graduates are certified to teach grades 6-12 in their major and grades 6-12 in their minor. Music, Physical Education and Art Education majors will receive an endorsement to teach their major content area in grades K-12. Documentation of valid First Aid training and CPR certifications for both child and adult must be on file with the COE for state certification. Students pursuing certification in a foreign language must also pass the OPI. * Secondary education students MUST pass their teachable major and minor subject area tests. 23

25 Program Outline (Pre College of Education Admission) 1. Major Options GPA Requirement (unless otherwise indicated) Biology German Physical Ed (K-12) Chemistry History Physics Earth/Space Science Latin Social Studies English (3.0) Mathematics Spanish French Music (K-12) Visual Arts (K-12, 3.0) 2. Minor Options GPA Requirement Biology Geography Physics Chemistry German Political Science Computer Science Health Education Psychology Earth/Space Science History Spanish Economics Mathematics English Physical Ed. French Secondary General Education (6-12) Sequence of Course Requirements Leading to Certification Post COE Admission Teacher Assisting EDI 331 Methods and Strategies of Secondary Teaching (Includes 2 seminars: Education & Major) EDR 321 Content Area Literacy EDF 310 Organizing and Managing Classroom Environments **EDT 370 Technology in Education **EDS 379 Universal Design for Learning: Secondary i. (Flex Course EDS 379 can be taken before OR after admission to the COE. It must be completed before Student Teaching and must earn B- or better). **EDT 370 and EDS 379 may be taken during or after Teacher Assisting, but must be taken before Student Teaching 3. Education Major Prerequisites with no grade lower than C EDF 315 Diverse Perspectives in Education (Prerequisite: Completion of 24 credit hours) EDI 337 Introduction to Learning and Assessment (Prerequisite: Successful completion of EDF 315 or taken concurrently) PSY 301 Child Development (Prerequisite: PSY 101) *EDS 379 Universal Design for Learning: Secondary *(Flex Course This course is taken before OR after admission to the COE. It must be completed before Student Teaching and must earn B- or better). 4. GVSU Overall Cumulative GPA Requirement = Students will also successfully complete the Michigan Professional Readiness Examination. Student Teaching EDI 431 Secondary Student Teaching ***EDF 485 Context of Educational Issues CPR (Adult & Child) and First Aid (Standard or Basic) Instruction ***EDF 485 may be taken after Student Teaching, but is required for Certification Certification Recommendation for certification will take place upon successful completion of the appropriate MTTC subject area test(s) 24

26 General Education Course Sequencing After Admission to Teacher Education Secondary Education: For students that have chosen the interim semester path If you apply to Teacher Education Fall (Sept. 15), you will begin Winter: EDI cr Methods and Strategies in Secondary Teaching Includes field work, major content area seminar and education seminar EDR cr Content Area Literacy EDF cr Organizing and Managing Classroom Environments Following Fall (Optional interim semester): EDT cr Technology in Education EDS cr Universal Design for Learning: Secondary Finish remaining major/minor courses and/or general education requirements Submit Student Teaching Application Following Winter: EDI cr Student Teaching, Secondary EDI cr Student Teaching, Secondary Content Area EDF cr Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction Pass MTTC subject area tests If you apply to Teacher Education Winter (Feb. 1), you will begin (Music Ed. Majors can only apply Feb. 1) Fall: EDI cr Methods and Strategies in Secondary Teaching Includes field work, major content area seminar and education seminar EDR cr Content Area Literacy EDF cr Organizing and Managing Classroom Environments Following Winter (Optional interim semester): EDT cr Technology in Education EDS cr Universal Design for Learning: Secondary Finish remaining major/minor courses and/or general education requirements Submit Student Teaching Application Following Fall: EDI cr Student Teaching, Secondary EDI cr Student Teaching, Secondary Content Area EDF cr Context of Educational Issues CPR (Adult & Child) and First Aid (Basic or Standard) Instruction Complete MTTC subject area tests 25

27 1. EDF 315 Declation of Intent 2. Session #1 Group Advising 3. Session #2 and #3 COE and Content Advising 4. Submit Application for Undergraduate Teacher Education by Feb st Special Ed Student Teaching 7. Submit Application for Special Ed Student Teaching 6. Teacher Assisting 5. Admittance into Undergraduate Teacher Education 9. Submit Application For Gen.Ed Student Teaching 10. General Ed Student Teaching, CPR (Adult and Child) Instruction & First Aid (Standard or Basic), MTTC Subject Area Tests 11. Submit Application For 2nd Special Ed Student Teaching, OR Graduate Program 12. 2nd Special Ed Student Teaching, CPR (Adult and Child) Instruction & First Aid (Standard or Basic), MTTC Subject Area Tests 13. Certification 26

28 Criteria for Special Education Teacher Certification 1. Declaration of Intent During EDF 315, all students must submit a Declaration of Intent form. Students are required to sign up for a Group Advising Session when submitting their Declaration of Intent form. Group Advising Sessions are held near the end of each semester. 2. Session #1 - Group Advising Session Students attend a Group Advising Session after they has submitted the Declaration of Intent. Students will receive a Student Advising Handbook and other COE materials COE advisor assignments will be made at the Group Advising Session. Career Services will provide résumé writing information appropriate for the COE. 3. Session #2 - Faculty Advising Sessions The student will schedule an individual advising session with their COE and content area faculty advisors at least one semester before or at the beginning of the semester the student is ready to apply to the Undergraduate Teacher Education program. The COE faculty advisor will complete the necessary advising worksheet (advisor provided). The COE faculty advisor will check the following: Advising Notebook Progress in major, minor, and professional program Necessary GPAs (cautions provided to those who may not have the required GPA(s)). The COE faculty advisor will complete a recommendation form regarding the student s progress toward the minimum admission requirements for application to the Undergraduate Teacher Education program. (The recommendation form must be submitted as part of the application packet.). 4. Submit Application The student submits an application to the COE Undergraduate Teacher Education program by February 1 st for fall admission. Note that Special Education Candidates are only permitted to apply by February 1 st for Fall admission. (Please see Minimum Admission Criteria Checklist, pages 14 and 15 of the Student Advising Handbook, for application requirements) 27

29 5. Admission to Undergraduate Teacher Education Once the student has received a letter of acceptance to the COE Undergraduate Teacher Education program, the student will be assigned a placement coordinator. The student will also attend a New Student Orientation session. 6. Teacher Assisting The student will begin Teacher Assisting, a semester placement for a half day, everyday for the entire semester. 7. Submit Application for Special Education Student Teaching The student will submit an application by September 15 th for Special Education Student Teaching for the following winter semester st Special Education Student Teaching (20 week semester) Once the student has completed Teacher Assisting, and submitted the Student Teaching application, students will begin the 1 st Special Education Student Teaching placement. Students will spend ten weeks attending classes on campus with a one day per week field placement. The last ten weeks are spent in full week, full day placements in the 1 st endorsement area during the winter semester. 9. Submit Application to General Education Student Teaching The student will submit an application by February 1 st for General Education Student Teaching for the following fall semester. 10. General Education Student Teaching Once the student has completed the 1 st Special Education Student Teaching and submitted the Student Teaching application, the student will begin a General Education Student Teaching placement involving full day attendance at a designated school. During the semester, the student will also be required to complete CPR (Adult & Child) and First Aid (Basic or Standard) Instruction. 28

30 11. Submit Application to 2 nd Special Education Student Teaching Placement OR Graduate Program The student will submit an application for the 2 nd Special Education Student Teaching placement by September 15 th for the following winter semester. Students who wish to pursue a graduate endorsement should consult the Student Information and Services Center for requirements nd Special Education Student Teaching (20 week semester) Once the student has completed his/her General Education Student teaching and submitted the 2 nd Special Education Student Teaching Application, the student will begin a 2 nd Special Education Student Teaching placement. Students will spend ten weeks attending classes on campus with a one day per week field placement. The last ten weeks are spent in full week, full day placements in the 1 st endorsement area during the winter semester. Students who are pursuing a graduate level endorsement will begin work on that specific program. Please see Student Information and Services Center for details. 13. Certification After the student has completed all degree and professional program requirements, passed MTTC subject area test(s), and documentation of valid first aid training and CPR certifications for both child and adult are on file with the COE, the student may apply for certification. The student will need to apply for certification through the Michigan Online Educator Certification System (MOECS). 29

31 Special Education Teaching Program Comprehensive Science and Arts for Teaching Major (First Major) Students choosing to teach special education will have a major in CSAT (Comprehensive Science and Arts for Teaching). Classes required for the CSAT major are listed in the Education section of the GVSU catalog under Elementary Teacher Certification (Special Education Endorsement). Special Education Major (Second Major) Students choosing to teach special education will also have a Special Education major, which consists of background courses in education and psychology, teacher assisting, student teaching in general elementary education and special education student teaching, as well as corresponding coursework. Students are also required to attend and complete courses and seminars that accompany field experiences. Required courses for special education endorsements are listed in the GVSU catalog under Elementary Teacher Certification (Special Education Endorsement). Program and Course Requirements Prior to First Field Placement Students must complete all the required courses in general education, all required CSAT courses, and the Special Education Major Prerequisites (including PSY 310 and/or PSY 326) by the time they enter the College of Education. Students will apply to the College of Education (by February 1 st ) during the winter semester prior to the fall semester in which they wish to begin the Special Education Teacher Assisting placement. Field Experiences for Special Education Endorsements Field experiences for special education endorsements require completion of placements in two endorsement areas. The endorsement options are listed below: EI Emotional Impairment (undergraduate program) CI Cognitive Impairment (undergraduate program) ZS Early Childhood Education (graduate program) LD Learning Disabilities (graduate program) Possible combinations are listed below: EI/CI (CI is area of emphasis) EI/LD EI/ZS CI/EI (EI is area of emphasis) CI/LD CI/ZS The Learning Disabilities (LD) and Early Childhood Education (ZS) endorsements are offered at the graduate level, and therefore, require completion of graduate coursework. Consult the graduate requirements in the education section of the GVSU catalog for further information. Students completing field experiences in the endorsement areas may be placed in elementary schools, secondary schools, schools with categorical programs, or community based programs. Upon satisfactory completion of all requirements for special education, students are certified to teach all subjects in grades K-5 (K-8 in a self-contained classroom) and grades K-12 in the endorsement areas. 30

32 Special Education (K-12) With Elementary Certification: K-5 All Subjects (K-8 in a Self-Contained Classroom) Sequence of Course Requirements Leading to Certification Program Outline (Pre-College of Education Admission) 1. Major: Comprehensive Science and Arts for Teaching (CSAT) 2.70 GPA Requirement ENG 302 MTH OR 223 ENG 308 MAT 300 ENG 400 PED 265 ENG 467 PED 266 SCI 225 PSY 301 SCI 226 SAT 495 (Capstone) SST 309 HST 203, 204, 205, or 206 (Choose only 1) 2. Special Education Major Prerequisites Combined GPA of 2.70 EDF 315 Diverse Perspectives in Education (Prerequisite: Completion of 24 credit hours) C or better PSY 325 Educational Psychology (Prerequisite: PSY 101) PSY 304 PSY 310 and/or PSY 326 (both required for undergraduate endorsement) 3. GVSU Overall Cumulative GPA Requirements = Students will need to successfully complete the Michigan Professional Readiness Examination Post COE Admission cont. Winter 1st Endorsement Student Teaching 1ST 10 weeks - Classes on campus One full day in field CI: EDR 320, EDS 360, EDS 497, EDT 370 EI: EDR 320, EDS 360, EDS 498, EDT 370 2nd 10 weeks - Field Placement full day CI: EDS 441, 471 EI: EDS 442, 472 Fall Teacher Assisting Field Placement ~ half day (Monday-Friday) EDS 332, 361, 495, EDF 310 Fall- General Education Student Teaching Field Placement ~ full day EDI 430, EDF 485 CPR (Adult & Child) and First Aid (Basic or Standard) Instruction Post College of Education Admission 5. Endorsements: a. Undergraduate Endorsement Option (CI/EI or EI/CI) Cognitively Impaired Emphasis (EI/CI) EI EDS 442, 472, 498 (taken during 1st Winter Student Teaching) CI EDS 441, 463, 471, 497 (taken during 2nd Winter Student Teaching) Emotionally Impaired Emphasis (CI/EI) CI EDS 441, 471, 497 (taken during 1st Winter Student Teaching) EI EDS 442, 464, 472, 498 (taken during 2nd Winter Student Teaching) b. Graduate Endorsement Option Choose either CI or EI undergraduate endorsement and add on one of the following at the Graduate Level: Early Childhood / Early Childhood Developmental Delay: ZS Learning Disabilities: LD Winter 2nd Endorsement (Emphasis Area) 1. Undergraduate Endorsement Option: Student Teaching 1st 10 weeks - Classes on Campus One full day in field CI: EDS 463, 497 EI: EDS 464, 498 2nd 10 weeks - Field Placement full day CI: EDS 441, 471 EI: EDS 442, 472 Or 2. Graduate Endorsement Option: (LD or ZS) Begin Graduate-Level Work Certification Recommendation for certification will take place upon successful completion of the appropriate MTTC subject area test(s). 31

33 Special Education (CI/EI or EI/CI) Sequence of Courses for Undergraduate Endorsements *Courses and sequencing for informational purposes only. See advisor for any changes.* Submit application to Teacher Education by February 1 st and you begin Fall: EDS Methods and Strategies of Special Education Teaching (special education placement 15 weeks) EDS Principles, Processes, and Methods in Special Education EDS Diagnostic and Interpretive Procedures EDF Organizing and Managing Classroom Environments Winter (20 Week Semester): 1 st 10 weeks EDR Reading: Assessment & Instruction EDS Language and Reading Development EDT Technology in Education EDS Educational Interventions: CI or EDS Educational Interventions: EI 2 nd 10 weeks EDS Directed Teaching in Cognitive Impairment EDS Curriculum for Special Education: CI or EDS Directed Teaching in Emotional Impairment EDS Curriculum for Special Education :EI Fall: EDI Student Teaching, Elementary (gen. ed. placement 15 weeks) EDF The Context of Educational Issues Winter (20 Week Semester): 1 st 10 weeks EDS Educational Interventions: EI EDS Educational Practices and Procedures: EI or EDS Educational Interventions: CI EDS Educational Practices and Procedures: CI 2 nd 10 weeks EDS Directed Teaching in Emotional Impairment EDS Curriculum for Special Education EI or EDS Directed Teaching in Cognitive Impairment EDS Curriculum for Special Education CI 32

34 Special Education (CI & ZS or CI/LD) Sequences of courses for Undergraduate Cognitive Impairment Endorsement (CI) and Graduate Early Childhood Endorsement (ZS) or Graduate Learning Disabilities Endorsement (LD) *Courses and sequencing for informational purposes only. See advisor for any changes.* Submit application Teacher Education by February 1st and you begin Fall: EDS Methods and Strategies of Special Education Teaching (special education placement - 15 weeks) EDS Principles, Processes and Methods in Special Education EDS Diagnostic and Interpretive Procedures EDF Organizing and Managing Classroom Environments Winter (20 week semester): 1 st 10 weeks EDR Reading: Assessment & Instruction EDS Language and Reading Development EDT Technology in Education EDS Educational Interventions: CI 2 nd 10 weeks EDS Directed Teaching in Cognitive Impairment EDS Curriculum for Special Education: CI Fall: EDI Student Teaching, Elementary (gen. ed. placement - 15 weeks) EDF The Context of Educational Issues Winter: Students planning to obtain their second endorsement in Early Childhood Education (ZS) must follow the program sequence for that endorsement. A copy of that program is available from your College of Education advisor or the Student Information and Services Center. Students planning to obtain their second endorsement in Learning Disabilities (LD) must follow the program sequence for that endorsement. A copy of the program is available from your College of Education advisor or the Student Information and Services Center. 33

35 Special Education (EI & ZS or EI/LD) Sequence of courses for Undergraduate Emotional Impairment Endorsement (EI) and Graduate Early Childhood Endorsement (ZS) or Graduate Learning Disabilities Endorsement (LD) *Courses and sequencing for informational purposes only. See advisor for any changes.* Submit application Teacher Education by February 1st and you begin Fall: EDS Methods and Strategies of Special Education Teaching (special education placement- 15 wks.) EDS Principles, Processes and Methods in Special Education EDS Diagnostic and Interpretive Procedures EDF Organizing and Managing Classroom Environments Winter (20 week semester): 1 st 10 weeks EDR Reading: Assessment & Instruction EDS Language and Reading Development EDT Technology in Education EDS Educational Interventions: EI 2 nd 10 weeks EDS Directed Teaching in Emotional Impairment EDS Curriculum for Special Education: EI Fall: EDI Student Teaching, Elementary (gen. ed. placement- 15 weeks) EDF The Context of Educational Issues Winter: Students planning to obtain their second endorsement in Early Childhood Education (ZS) must follow the program sequence for that endorsement. A copy of that program sequence is available from your College of Education advisor or the Student Information and Services Center. Students planning to obtain their second endorsement in Learning Disabilities (LD) must follow the program sequence for that endorsement. A copy of that program sequence is available from your College of Education advisor or the Student Information and Services Center. 34

36 Winter: Special Education - Graduate Sequence of Graduate Courses for Learning Disabilities (LD) Endorsement and Early Childhood (ZS) in combination with an undergraduate special education endorsement *Courses and sequencing for informational purposes only. See advisor for any changes.* Early Childhood Endorsement (ZS) EDI Advanced Studies in Child Development EDI Assessment of the Young School Child EDI Curriculum Development for Early Childhood Education EDS Preschool Special Needs Child Spring/Summer First Half: EDI Administration and Supervision of Early Childhood Education EDS 685D 3 Field Experience: ECDD Spring/Summer Last Half: EDI Infant/Toddler Development EDS Counseling Parents EDS 685J 3 Field Experience: Early Childhood Education Winter: Learning Disabilities Endorsement (LD) (Includes a year internship in LD classroom) EDS Inclusive Practices EDS Diagnostic-Teaching Clinic EDS Transition Practices EDS Instructional Practices: Learning Disabilities 1 Spring/Summer: (First Half) EDS Instructional Practices: Technology EDS Diagnostic-Teaching Clinic Fall: EDS Instructional Practices: Learning Disabilities 2 EDS 685C 3 Practicum: Learning Disabilities Winter: EDS 685C 3 Practicum: Learning Disabilities 35

37 Professionalism Grand Valley State University undergraduate teaching candidates are guests in the schools in which they teach and learn. They are expected to conform to these standards of professional conduct: Appropriate dress expected; be guided by the dress code of the assigned school and mentor teacher Be prompt for the daily field experience and seminars; tardiness is unexcused Exhibit professional curiosity; join professional organizations, attend seminars and workshops Explore ways to produce the best lesson plans; utilize best practice and research based methodology Be genuinely concerned about your students, academically and emotionally Be willing to devote time to professional demands; serve on committees, attend parentteacher conferences and open houses Keep negative feelings to yourself; your mentor teacher and university coordinator are there to assist with concerns Establish a link with peers and school personnel; networking and support systems are vital to success Find ways to assess your classroom progress and your students learning successes Serve as an appropriate role model for students Demonstrate: - Humor and tact - Honesty and integrity - Curiosity and creativity 36

38 MTTC Teaching Certification Tests The Michigan Test for Teacher Certification (MTTC) Registration Bulletin The purpose of this bulletin is to provide general information about the Michigan Test for Teacher Certification (MTTC) and specific instructions for registering to take the tests. General Testing Information It is the individual s responsibility to take the Michigan Professional Readiness Examination and the appropriate subject area tests. The MTTC is the only test that satisfies the testing requirement for teacher certification in Michigan. If students have questions about which required tests to take, they may contact the College of Education office at (616) , or their major/minor advisor. Academic Content Area Tests Candidates for secondary teaching certificates must pass the corresponding subject area test for each teachable major and minor in which they are to be certified. Elementary Education Test Candidates for an elementary teaching certificate must pass the Elementary Education test. Candidates who wish to teach in grades 6-8 in their major area must also pass the appropriate subject area test in order to qualify for the endorsement. When to Take the Tests Students should check with their academic advisor(s) for further information about when tests should be taken for the MTTC (Michigan Test for Teacher Certification). Students may take the Michigan Professional Readiness Examination as early in their college program as they wish at regularly scheduled test administrations, providing students meet registration policies. The College of Education requires students to pass the examination prior to Teacher Assisting. The subject area tests should be taken after the major and minor endorsement coursework requirements have been completed and must be completed prior to state certification. * Students should check with their academic advisor about specific requirements for taking the Michigan Professional Readiness Examination and Subject Area Tests. There is no limit to the number of times a student may retake any MTTC test. 37

39 MTTC Teaching Certification Tests Professional Readiness Exam GVSU candidates for Michigan teacher certification are required to pass the Professional Readiness Exam (PRE) in order to be admitted to the College of Education. To pass the PRE, students must pass each of three subtests: Math, Reading, and Writing. Preparing for the PRE Visit the link below for more information and resources including study guides and practice tests. Alternatives to the PRE Students may use scores from the ACT or MME (Michigan Merit Exam) in lieu of the PRE. Score requirements are listed below. ACT MME Mathematics: 22 Mathematics: 1116 Reading: 22 Reading: 1108 English + Writing: 24 Writing: 1129 A combination of sub-scores on multiple tests (PRE, ACT, and/or MME) will satisfy the requirement. If you believe you are eligible to use your ACT or MME scores in lieu of the PRE, contact the College of Education at

40 Site-based tests will be administered four times during each academic school year: October January April July Computer-based testing available for the following tests: Computer-based testing is available for the following months: Michigan Professional Readiness Examination (096) Mathematics (Elementary) (089) Mathematics (Secondary) (022) Social Studies (Elementary) (105) Social Studies (Secondary) (084) Language Arts (Elementary) (090) English (Secondary) (002) History (009) Integrated Science (Elementary) (093) Elementary Education (103) Early Childhood Education (General & Special Education) (106) August September November December February March May June *May be due to change. Please check the website for test availability. For detailed instructions and information regarding registration deadlines and selected test sites in Michigan, please refer to the Michigan Test for Teacher Certification (MTTC) registration bulletin booklet by visiting their website at: Test Fees There is a cost for the subject area test. More than one subject area test may be taken during the same testing session. For multiple subject area fees, late registration and emergency registration fees, please refer to the Michigan Test for Teacher Certification (MTTC) website. The Michigan Test for Teacher Certification (MTTC) Registration Bulletin The Michigan Test for Teacher Certification (MTTC) registration bulletin can be found on the website at: 39