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Education Studies

Division VI Chair: D. Huck

Department Chair: N. Hartlep

Faculty: A. Cox, K. Greer-Effs, N. Hartlep, M. Robillard, and J. Saderholm, 

Website: http://www.berea.edu/eds/

Courses: EDS Courses

Course Sequencing Table: Education Studies

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

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

Education Studies currently offers the following major programs: the B.A. in Education Studies for students interested in pursuing the study of education without certification; the B.A. in Education Studies with Elementary Certification P-5 for those who wish to become certified to teach at the Primary/Kindergarten (P) through 5th grade level; and the B.A. in Education Studies with Middle Grades Certification 5-9 for those who wish to become certified to teach at the 5th through 9th grade level in the areas of Mathematics or Science.  It also of

fers Secondary Education Teacher Certification for students wishing to receive certification in the areas of Biology (8-12), Chemistry (8-12), English (8-12), Mathematics (8-12), Physics (8-12), or Social Studies (8-12 for those wishing to major in History).

Students interested in teaching may also pursue certification in the areas of Vocal and/or Instrumental music (P-12) and Physical Education and Health (P-12). Specific requirements for these departments are listed under the appropriate academic department elsewhere within this Catalog, in addition to the information in the “Requirements for All Students Seeking Certification”, which follows.

Requirements for All Students Seeking Certification

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

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

  1. Admission to one of Berea’s Teacher Education Programs (TEP) typically in the fifth (5th) term and coinciding with admission to major;
  2. Admission to Student Teaching typically in the eighth (8th) term;
  3. Successful completion of Student Teaching typically in the ninth (9th) term; and
  4. Recommendation for certification at the end of Student Teaching and at the time a degree is awarded.
  5. A cumulative overall GPA of 2.75; or 3.0 in the last 7.5 credits completed. 

Criteria must satisfactorily demonstrates students’ developing understandings, skills, and dispositions as they pertain to Berea’s Student Learning Goals and Learning Outcomes and to the Interstate Teacher Assessment and Support Consortium (InTASC) standards required by the Kentucky Education Professional Standard Board’s (EPSB). For additional policies related to these checkpoints, please see the Education Studies Handbook, Field Experience Handbook, and the Student Teaching Handbook, which can be found on the EDS Reources page of the Education Studies website.

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

  1. Receive passing score on pre-admission signature assessments. 
  2. Possess a cumulative grade point average of at least a 2.75, or a 3.00 in the past 30 credit hours (equals approximately seven and a half full credit classes from Berea College) and earn at least a “C” in EDS 150 and B- or higher in one other course within your field of study (EDS 227, EDS 228, MUS 118B or HHP 125). 
  3. Successfully complete the Education Professional Standards Board (EPSB) testing requirement, which allows for a combination of scores from ACT exams and Praxis Core Academic Skills for Educators (CASE) exams. For more information, see EDS Resources page of the Education Studies Departmental website. 
  4. Submit a signed Student Curriculum Contract.
  5. Submit a Signed Kentucky Code of Ethics Commitment Form and demonstrate no evidence of willful failure to maintain that commitment.
  6. Exhibit proficiency in communication in all areas essential to teaching as displayed in classes, course work, written statements, and interviews. Candidates must also exhibit proficiency in the areas of critical thinking, communication, creativity, and collaboration. 

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

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

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

  1. Admission to a Teacher Education Program, and continued meeting of all requirements for admission to the TEP. Receive passing scores on post-admission signature assessments. 
  2. Possess a cumulative grade point average of 2.75 and a minimum 2.50 in content courses. Earn a C or better in all required collateral, specialization, and Education Studies courses. 
  3. Receive a favorable evaluation from the P-12 classroom teacher with whom candidate worked during pre-professional placement (each indicator must receive at least a score of two). 
  4. Receive favorable recommendations from two faculty members, one within the Education Studies Department and one outside of the Education Studies Department.
  5. Receive favorable recommendations from the Education Studies Department and from the content area department.

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

  1. Grade of B- or higher in each EDS 440, EDS 484, HHP 362, or MUS 330 depending on certification area. 
  2. Completion of all certification classes.
  3. Completion and documentation a minimum of 200 hours of field experiences in a variety of P-12 school settings in accordance with 16 KAR 5:040 Section 3.
  4. Evidence that the Praxis Content test(s) and Principles of Learning and Teaching (PLT) test have been taken no later than the end of June, if student teaching the following fall and by the end of October, if student teaching the following spring. A passing score on the appropriate Praxis content test(s) and PLT test is required for certification.
  5. Kentucky Department of Education Positive Behavior Training verification of completion.
  6. Criminal Background Check clearance (national and state checks initiated by mid-May, if student teaching the following fall or by the beginning of December, if student teaching the following spring).

Criteria for Teacher Education Program Completer Status:

  1. Satisfactory evaluations from Cooperating Teachers and College Student Teaching supervisor(s) based upon performance in meeting the InTASC Standards (must receive at least a score of two on each indicator).
  2. No grade lower than a B- in any Student Teaching course. 
  3. Completion of all student teaching tasks and exit requirements. 
 
Certification to Teach

In addition to the above requirements, teacher candidates must successfully pass the Praxis II Content exam(s) and the Principles of Learning and Teaching (PLT) exam required for each certification area sought.

Education Studies Student Learning and Interstate New Teacher Assessment and Support Consortium Learner Development Goals

InTASC Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

InTASC Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

InTASC Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

InTASC Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

InTASC Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

InTASC Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

InTASC Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

InTASC Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

InTASC Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and adapts practice to meet the need of each learner.

InTASC Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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