"Educator As Reflective Learner"
The Annsley Frazier Thornton School of Education at Bellarmine University is accredited by the National Council for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Avenue,
NW, Suite 500, Washington, DC 20036; phone (202) 466-7496 and approved by the Kentucky Education Professional Standards Board. It offers programs leading to teacher certification
in Elementary (Primary – 5), Middle School (5 – 9), Secondary (8 – 12) and Special Education, Learning with Behavior Disorders (Primary – 12).
In order to meet the needs of diverse learners in the schools of the 21st century, Bellarmine’s program is designed to offer certification in elementary grades and special education or middle grades and special education. All graduates from these programs, which can be completed in four (4) years, will have two teaching certifications, one in regular education and one in special education.
Our secondary education program offers teaching certification for grades 8 – 12 in the following content areas: art, biology, chemistry, English, mathematics, music, and social studies. Secondary education majors graduate with a content major and teacher certification in that content area.
Admission to Teacher Education
Students preparing for the teaching profession and initial teacher certification must be accepted into the teacher education program. Formal application for admission may be made upon completion of a required set of courses which includes Education 200, Foundations of Education. Applications
are obtained through the School of Education Office. Transfer students desiring teacher certification will be screened upon completion of twelve semester hours at Bellarmine.
General criteria for acceptance into teacher education programs are as follows:
1. Evidence of specific competency levels in the following basic skills: oral and written communication, reading, writing and mathematics. Applicants to teacher education must demonstrate these competencies through their liberal arts and professional course work (including laboratory and clinical experiences in the field) and by meeting minimum score
requirements on the American College Test (ACT) or other tests sanctioned by the School of Education.
2. A minimum cumulative grade point average of 2.5.
3. A minimum grade of B- in all Education classes.
4. A minimum grade of C+ in Eng. 101; Comm. 103 or 205.
5. Successful review of student portfolio.
6. Receipt of recommendations from instructors of Education courses, selected General Education courses, and supervising teachers of field-based experiences.
7. Appropriate teacher dispositions as delineated by the School of Education.
Portfolio
As part of the Continuous Assessment evaluation program, each student will maintain a portfolio. Portfolios are reviewed for Admission to Teacher Education, Admission to Student Teaching and Exit from the Professional Semester.
Application for the Professional Semester
Application for the Professional Semester must be filed with the School of Education during the spring semester prior to the term in which the student plans to student teach. Students must have been accepted into the teacher education program. General criteria for acceptance into the Professional
Semester are the following:
1. Senior standing. This is determined at Bellarmine University by satisfactory completion of 90 or more semester hours of course work.
2. Completion of the Professional Semester application and portfolio. In addition, the student’s file is determined for current information and recommendations regarding required number of field and laboratory experiences.
3. Acceptable academic requirements. Professional Semester candidates will have achieved the following:
a. An overall academic standing of at least 2.5.
b. An academic standing of at least 2.5 in the teaching major, minor and teacher education program.
c. Completion of three-fourths of all required professional Education courses with an academic standing of at least B- in each course.
d. Completion of at least three-fourths of the course work for the teaching major and/or all of the course work.
e. Approval of the Teacher Education faculty. This decision is based upon evidence that the student demonstrates maturity, interpersonal and communication skills, and the attitudes,
dispositions, knowledge, competence and judgement necessary to be an effective teacher.
Teacher Certification
In order to be granted certification in Kentucky the following criteria must be met:
1. Bellarmine’s Teacher Education faculty must officially recommend that a student be issued the appropriate certification. Such a recommendation must validate that:
a. the student has been admitted to teacher education,
b. the student has passed his/her supervised Professional Semester experience, and
c. the student has completed the approved program of studies for the certificate to be issued.
2. The teacher education program graduate must pass the appropriate PRAXIS Assessment. PRAXIS pass rate for 2003-2004 candidates on first examination was 94%.
3. At the completion of the professional semester an approved exit portfolio will be required for certification.
The application for certification can be obtained in the School of Education office once the above criteria are met. Upon receipt of a completed certification application, the Kentucky
Educational Professional Standards Board issues a Statement of Eligibility. When the candidate has secured employment and returned a Confirmation of Employment, the State issues a provisional one-year certificate for the Kentucky Teacher Internship Program (KTip).
Programs of Study
Specific programs of study for each teacher education program are outlined in this section. Curriculum advisement contracts for each of these programs are available in the School of Education
office.
Dual Certification
Bellarmine’s School of Education is leading the nation in innovative teacher education programs. Bellarmine is one of a small number of colleges and universities in the nation creating a more comprehensive teacher preparation program which incorporates the national standards for teacher competencies and the state standards (Kentucky New Teacher Standards) by requiring all undergraduate students interested in teaching elementary or middle grades to complete a four year program which leads to certification in both general education and special education for learning and behavioral disorders.
The diversity of the typical classroom in private, public or parochial schools has changed dramatically requiring that teachers come to the classroom prepared with a new and more varied set of competencies. National and State standards for teacher competencies have outlined the skills necessary for the teacher of tomorrow. The standards include skills in Planning, Learning Climate, Instructional Delivery, Assessment, Teamwork, Professional Growth, Personal and Professional
Reflection. Embedded in each of these skill areas are critical foundations of teaching which require the teacher to assess, understand and address the unique needs of students with
educational disabilities and multicultural backgrounds.
The School of Education believes that the preparation of teachers with dual certification in general and special education competencies prepares our graduates for the many diverse and challenging classrooms of tomorrow. Graduates will be leaders in education serving their communities by helping every child develop to his/her highest potential.
Secondary Education Program
The Annsley Frazier Thornton School of Education’s four-year secondary teacher education program provides the critical skills necessary for a teacher in the general education classroom of
today and tomorrow. This program requires the undergraduate student to develop an academic emphasis for teaching as well as skills that will improve the learning capacity of students found in the general education setting. Academic emphasis (majors) include English, Mathematics, Social Studies, Biology, Chemistry, Art, and Music.
Early Elementary Education Program, Grades P-5
and Learning and Behavior Disorders, Grades P-12
2. Corequisite Courses
Communications 103 or 205
Mathematics 101 and 102
3. Areas of Specialization
Select one of the following:
a. English (27 hours)
English 201, 207, 208,
Education 315 (or Eng. 402), 334, 335, 339
b. Mathematics (25 hours)
Mathematics 101, 102, 117, 120, 205, 215, 305
Education 336
(Math. 231 is strongly recommended)
c. Social Studies (27 hours)
History 116, 117, 201, 202
Economics 111
Geography: Metroversity
Political Science 101 or 102
Sociology 101 or 201
Education 338
d. Science (25 hours)
Biology 130 and six hours selected from Bio. 111, 112, 113, 114, 115, 116, 117, 118
Chemistry 109, 110, 423 (Earth Science)
Physics 105 or 106
Education 348 And
Special Education (29 hours)
Education 102, 111, 122, 214, 312, 315, 362, 382, 421, 446
High School (Secondary) Education Program, 8 – 12
1. Professional Education Courses
Education 116, 131, 132, 200, 208, 212, 221, 341, 342, 355, 441, 442, 445
One content methods course selected from Education 231, 329, 338, 346, 349, or Math 347. Note: See Education advisor for Art and Music Professional Education courses.
2. Corequisite Courses
Communications 103 or 205
3. Areas of Specialization
Select one of the following:
a. Art (36 hours)
Art 101, 102, 211, 230, 242, 250, 303, 313; six semester hours selected from Art 201, or 288; 202 or 289 or 299 and three hours selected from Art 240, 243, 307, 320, 420, 421
d. English (42 hours)
Eng. 201, 207, 208, 209, 210, 402, 412, 450 and 15 hours of Eng 300/400 level electives including one upper level American Literature, one upper level British Literature, a Multicultural American Literature and a Women’s Literature course as approved and 3 hours selected from Communications 304, 312, English 312/313 or Theater.
e. Mathematics (48 hours)
Mathematics 117, 118, 120, 215, 216, 305, 314, 331 or 332, 347, 403 or 411, 450 and
one course from Math 212, 215, 332, 352, 404, 411, 6 hours of Math 300/400 level
electives. Computer Science 130 is strongly recommended for math majors.
f. Music (48 hours)
Music 101, 102, 201, 202, 211, 231, 311, 410 and 6 hours from 341/431/403/433; sixteen
hours (two per semester) in an applied major; four hours of approved ensemble.
g. Social Studies (48 hours)
History 116, 117, 201, 202, 323, 324; one course from 301, 302, 303, 313; one course
from 319, 320, 321, 327; two 300- or 400-level History electives.
Economics 111, 112
Political Science 101
Sociology 101 or 201
Psychology 103
Geography: Metroversity.
Undergraduate Programs in Education Course Descriptions
Educ. 102 Typical and Atypical Child Development Part A: Birth – 6 years (3)
Hands on research based personal exploration of early childhood, elementary and middle school education with an emphasis on individual learner development. Developmentally appropriate instructional practices and the school as a learning environment. Requisite: Concurrent enrollment in Educ. 111. Every fall.
Educ. 111 Field-Based Instruction (1)
Weekly experience in classrooms with children of diverse learning needs. Extends over both fall and spring semesters. Requisite: Concurrent enrollment in Educ. 102.
Educ. 112/131 Field-Based Instruction (1)
Weekly experience in elementary (112), middle (112) or secondary (131) schools with directed observations and interactions with students. Journal writing on selected action research topics. Concurrent enrollment in Educ. 200. Every spring and fall.
Educ. 116 Computer Applications in Education (3)
This course addresses the integration of computer technology into teaching. Pre-service teachers will explore lesson design and alignment with technology to develop student-centered lesson plans in which technology is used as a tool for learning rather than as a delivery mechanism. Students will work with practical inquiry based examples while addressing both local and national educational standards.
Educ. 122 Field Experience (1)
Weekly experience in classrooms with children or adolescents of diverse learning needs. Concurrent enrollment in Educ 312. Every spring.
Educ. 132 Field-Based Instruction (1)
Weekly experience in secondary classrooms with adolescents of diverse learning needs. Concurrent enrollment in Educ. 342. Every spring.
Educ. 200 Foundations of Education (3)
Survey course on purpose of education, school as a social and historical institution, curriculum and philosophy of elementary, middle and secondary schools. Through field experiences students will focus on selected areas of interest and concentration. Concurrent enrollment in Educ. 112/131. Prerequisites: Educ. 102, 111, 220. Every fall and spring.
Educ. 208 School Health, Nutrition and Physical Education (3)
An overview of current issues in school health, nutrition and physical education. A study is made of the various health-related agencies and facilities available to the school community. A module of physical exercises is included with application for school physical education. Every semester.
Educ. 212 Consultation and Collaboration Between School Professionals (3)
A study of children and youth with special needs, emphasizing accommodation in the classroom to help students reach their potential. Students will develop models of collaboration for teaching diverse learners (Secondary Education Students) Every fall.
Educ. 214 Nature and Needs of Children with LBD (3)
An in-depth study of students having learning disabilities and behavior disorders with additional emphasis on other exceptionalities in both special and regular education settings. Prerequisite Admission to Teacher Education. Every fall.
Educ. 220 Typical and Atypical Child Development Part B: Intro to Special Education (3)
Hands on research based personal exploration of early childhood, elementary and middle school education with an emphasis on individual learner development, developmentally appropriate instructional practices and the school as a learning environment. Prerequisite: 102 and 111.
Every spring.
Educ. 221 Psychology of Adolescence (3)
A study of the social and cognitive developmental theories of adolescence and the characteristics manifested by adolescent behavior. Students will work with adolescents in a school setting for a minimum of 30 clock hours. Every spring.
Educ. 231 School Art Methods (3)
Designed to meet the needs of P-5, 5-9, 8-12 and Learning and Behavior Disorders P-12 majors in planning quality art programs. Familiarizes each student with a variety of art media and techniques of teaching art, with application for planning and integrating art in the total curriculum.
Every semester.
Educ. 309 Classroom Management Strategies (3)
Students examine a variety of discipline theories and management strategies for establishing and maintaining a learning environment within the school setting. Simulations, role playing, group work and presentations are among the strategies used in the course.
Prerequisite: Admission to Teacher Education. Every spring.
Educ. 312 Methods and Procedures for Children with LBD (3)
Emphasis on instructional approaches and educational procedures for children and youth with learning and behavior disorders. Students will develop skills in utilizing selected strategies to generate educational experiences for learners with mild disabilities. Prerequisite: Sucessful completion of Education 214. Concurrent enrollment in Educ. 122. Every spring.
Educ. 315 Speech and Language Development (3)
Designed to introduce the student to the typical development of speech and language of children, with emphasis on providing opportunities for enriching experiences in classroom settings. Prerequisite: Educ. 102, 111, 220. Every spring.
Educ. 329 School Music Methods (3)
Teaching techniques and practical application of music fundamentals for the typical and atypical learner.
Prerequisite: Educ. 102, 111, 220. Every semester.
Educ. 334 Literature for Children and Youth (3)
A survey of the historical development of literature for children and youth and an evaluation of selected works of the past and present.
Prerequisites: Educ. 102 and 220. Every spring.
Educ. 335 The Teaching of Reading (3)
An analysis of reading methodology and instruction techniques. Special emphasis is placed on the direct application of theory to the teaching of reading in the classroom. Demonstration
classes and observation required.
Prerequisites: Admission to Teacher Education.
Educ. 336 Teaching Mathematics (3)
Methods and materials for teaching mathematics in the early elementary and middle grades. A survey of the mathematics curriculum using the National Council of Teachers of Mathematics (NCTM) standards, micro-teaching sessions, and participation in school classrooms is included.
Prerequisites: Math 101, 102, and Admission to Teacher Education. Every spring.
Educ. 337 Teaching Science (3)
Prospective teachers address science content, education resources, teaching strategies, and inquiry activities necessary to teach science in contemporary ways while using state and national education standards as a framework for making instructional decisions. Prerequisites: Admission to Teacher Education and one general education science course. Every fall.
Educ. 338 Teaching Social Studies (3)
An analysis and application of methodology and instructional techniques in the content area of the social studies. Thematic units are introduced and developed. Observation and demonstration classes in the schools are required. Prerequisite: Admission to Teacher Education. Every spring.
Educ. 339 Teaching Language Arts (3)
Designed for the teacher of language arts to help children and youth experience, observe, think and develop skills through listening, speaking, reading and writing. Demonstration classes and observation required. Prerequisites: Admission to Teacher Education. Every fall.
Educ. 341 Curriculum Organization and the Teacher in the Secondary School (3)
A study and implementation of secondary curriculum, making instructional materials, planning and managing instruction in the classroom. Prerequisite: Application to Professional Semester. Every fall.
Educ. 342 Teaching Secondary School Subjects (3)
The course includes the study and demonstration of a variety of teaching strategies, lesson planning, micro-teaching and classroom management and student assessment. Prerequisite: Admission to Teacher Education, concurrent enrollment in Educ. 132. Every spring.
Educ. 343 Middle Grades Curriculum (3)
An examination of the curriculum required to meet the needs of the middle grades learner and of the instructional techniques and strategies for teaching content areas. Prerequisite: Application to Professional Semester. Every fall.
Educ. 346 Teaching English in the Secondary School (3)
This course provides as overview of current theories that will help guide the pre-service teacher in the teaching of listening, speaking, thinking, reading, and writing at the secondary school level. Students are encouraged to develop and refine their own theories and philosophies in terms of teaching secondary English within the context of the language arts. Students are expected to develop teaching strategies that reflect best practices in the teaching of English as proposed by NCTE,
IRA, and as outlined in the Kentucky Core Content for Assessment. Every spring.
Educ. 348 Teaching Science in the Middle School (3)
Provides a broad range of science curricula, instructional strategies, materials and evaluation tools for teaching science in the middle school. Prerequisite: Admission to Teacher Education. Every spring.
Educ. 349 Teaching Science in High School (3)
Provides a broad range of science curricula, instructional strategies, materials and evaluation tools for teaching science in the high school. Prerequisite: Admission to Teacher Education. Every spring.
Educ. 355 The Secondary Classroom as a Learning Environment
Explores in-depth strategies for enhancing learning, problem solving and critical thinking skills; development of a classroom management plan; and development of specific assessment strategies and scoring rubrics. A 30-hour field experience component in a secondary education setting is embedded in the course. Prerequisite: Admission to Teacher Education. Every spring.
Educ. 362 Education Measurements (3)
An introduction to the foundations, techniques, procedures and application of measurement and evaluation, including performance-based and portfolio assessment for the regular and special education classroom and other setting. Prerequisite: Admission to Teacher Education. Every spring.
Educ. 382 Early Childhood Education for Children with Special Needs (3)
Designed to introduce the student to the current practices, research and program issues in early childhood education of children with special needs. Prerequisite: Educ. 102, 111, 220. Every fall.
Educ. 420 Supervised Professional Semester, LBD, Elementary Grades P – 5 (6)
Directed observation, participation, and student teaching in elementary school special education.
Prerequisites: Application to Professional Semester. Every fall.
Educ. 421 Supervised Professional Semester, LBD, Middle Grades (6)
Directed observation, participation and student teaching in middle school special education.
Prerequisites: Application to Professional Semester. Every fall.
Educ. 423 Independent Study (1-3)
Guided reading or research in an area of special interest under the direction of a faculty member.
Educ. 431 Supervised Professional Semester, Elementary Grades P – 5 (6)
Directed observation, participation and student teaching in the elementary school.
Prerequisites: Application to Professional Semester. Every fall.
Educ. 436 Curriculum Design and Methods for Elementary School (3)
An introduction to basic curriculum design and content in elementary schools. Students will study the tools and implementation of curriculum in various elementary programs. This course will prepare students to utilize instructional techniques from methodology courses within the Professional Semester experience.
Prerequisites: Application to Professional Semester. Every fall.
Educ. 441, 442 Supervised Professional Semester, Secondary Grades 8 – 12 I, II (6, 6)
A full semester of observation, participation and teaching in a high school classroom.
Prerequisite: Application to Professional Semester. Every fall.
Educ. 443 Supervised Student Teaching, Middle Grades 5 – 9 (6, 6)
Directed observation, participation and Professional Semester in the middle grades 5 – 9.
Prerequisite: Application to Professional Semester. Every spring.
Educ. 445 Reading in the Content Areas (3)
Familiarizes middle and secondary pre-service teachers with the reading process as it relates to teaching content-area material. Students will have the opportunity to develop materials for assessing and teaching reading in specific content areas. Demonstration classes and observation required. Prerequisite: Admission to Teacher Education. Every spring.
Educ. 446 Professional Partnerships : Elementary & Middle School Majors (3)
Students will examine the dynamics of supportive and effective partnerships between general and special education professionals focusing on the teaching of diverse learners. Every spring.
