Lee University Catalog 2009-2010 
    
    Apr 06, 2020  
Lee University Catalog 2009-2010 [Archived Catalog]


Teacher Education Program Model

Helen DeVos College of Education



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Deborah Murray, Dean

Department of Early Childhood, Elementary, and Special Education

Pamela Browning, Chairperson

Department of Health, Exercise Science, and Secondary Education

William E. Estes, Chairperson

Undergraduate Studies in the Helen DeVos College of Education

The Helen DeVos College of Education seeks to promote practices and programs that facilitate teaching and learning. This occurs in the classroom and outside of the classroom through modeling best practice, encouraging experimentation and innovation, research, and facilitating programs that positively affect the learner in his/her environment.

At the heart of the Helen DeVos College of Education is the Teacher Education Program, which is the mechanism that governs all teacher preparation and licensure programs. Thus, the College collaborates with other departments on campus to provide a broadbased curriculum of liberal arts, specialty area study and professional education. Experiential learning is highly valued as students construct understandings and develop problem solving skills in the context of real-world situations.

The Helen DeVos College of Education includes the Department of Early Childhood, Elementary, and Special Education and the Department of Health, Exercise Science, and Secondary Education. The Department of Early Childhood, Elementary, and Special Education offers majors in Human Development, Early Childhood; Middle Grades Education; Interdisciplinary Studies (Elementary Education) and Special Education. The faculty of this department collaborate with the faculty of the respective discipline specialties and staff the courses of the professional studies sequences for each of the curricula.

The Department of Health, Exercise Science, and Secondary Education offers majors in Athletic Training, Health Education, Health Science with an emphasis in Fitness/Wellness, Physical Education, and Physical Education with an emphasis in Recreation. The department also offers minors in Fitness/Wellness, Physical Education, Recreation, and Coaching, as well as the professional education courses required for secondary education majors.

Students desiring to teach in the elementary grades should select a major in Interdisciplinary Studies, Middle Grades Education or Human Development, Early Childhood. Students desiring to teach on the secondary level should select a major in the academic departments’ sections of this catalog.

Teacher Education Program

The mission of the Lee University Teacher Education Program is to prepare candidates who are Life-long learners, Effective educators, and Ethical practitioners. The objective is to produce teachers who (1) display a broad general background in liberal education (2) demonstrate thorough preparation in specific academic disciplines (3) plan and teach effectively and (4) view teaching as an area of Christian service.

Official Acceptance into the Teacher Education Program

All students who desire to prepare for teaching are required to apply for and be accepted into the Teacher Education Program. This application is to be filed during the first semester of the junior year, or after the student has completed EDUC-299 or MUED-225. Applications are completed as a part of the course requirement in EDUC-299 or MUED-225. Application forms may also be obtained in the office of the Director of Teacher Education. Students may not enroll in methods courses without admission to the Teacher Education Program. Requirements for acceptance of a student to the Teacher Education Program are as follows:

  1. Academic Achievement
    1. Have completed 30 hours in general education plus EDUC-299 or MUED-225 for Music Education (including 40 clock hours of observation).
    2. Have a 2.5 average for all courses completed.
    3. Have a 2.5 average in the specialty area courses completed.
    4. Have a 2.5 average in the professional education courses completed.
    5. Have no grades below “C” in the professional education courses.
  2. Personal-Social-Physical Status
    1. Satisfactory ratings from the University Health Clinic.
    2. Completion of the Personality Screening.
    3. Satisfactory scores on Praxis I, assessment of academic skills, and achieve minimum scores of Mathematics 173, Reading 174 and Writing 173. Students may be exempt from taking Praxis I if ACT/SAT scores are: Enhanced ACT – 22 or above; recentered SAT – 1020 or above.
    4. A recommendation from three full-time professors who are well-acquainted with the student.
    5. Statement from the Dean of Students concerning disciplinary status.
    6. Satisfactory results from a hearing test
  3. Communication
    1. Have a 2.5 average in English Composition with no grade below C.
    2. Submit a handwritten theme entitled “Why I Want to Be a Teacher” to accompany application for admission.
    3. Have satisfactory ratings on three Interview Forms: one from a cooperating teacher, one from an advisor, and one from the EDUC-199 or MUED-225 instructor.
    4. Submit an electronic portfolio documenting basic skills and dispositions appropriate for teaching. (For specific requirements, contact the Teacher Education Office.)

Majority vote of the Teacher Education Committee prevails when applications for the Teacher Education Program are voted on. Once the Teacher Education Committee meets and has approved the applicant for admission, the student is admitted to the Teacher Education Program. The student is informed in writing of the Committee’s decision to accept or reject the applicant.

If an applicant is denied admission to the Teacher Education Program, he/she may appeal the Teacher Education Committee’s decision by requesting to appear before the Committee. There is no appeal beyond the Teacher Education Committee.

STUDENTS IN TEACHER EDUCATION MUST COMPLETE THE REQUIREMENTS OF THEIR PROGRAM OF STUDIES AS SHOWN IN THE CATALOG AT THE TIME THE STUDENT IS OFFICIALLY AND COMPLETELY ADMITTED TO THE TEACHER EDUCATION PROGRAM.

Alternative Route (Appeal Process) for Admission to the Teacher Education Program

For students who have failed a Praxis I subtest/s but have demonstrated potential for teaching in other areas, the following criteria must be met:

  1. Must have failed the Praxis I subtest/s twice.
  2. Must meet all other admission requirements.
  3. Must come to the Teacher Education Office and write a two-page theme entitled “Why I Think I Should Be Admitted to the Teacher Education Program.”
  4. Must have participated in a Praxis I workshop or tutoring sessions.
  5. Must be recommended by one cooperating teacher to whom the student was assigned for a field-based experience.
  6. Must submit a portfolio.
  7. Must make a personal appearance before the Teacher Education Committee.
  8. Must be approved by majority vote of the Teacher Education Committee.

Official Acceptance to Student Teaching

Lee University has entered into cooperative agreements with the Cleveland City School System, the Bradley County School System and several other school systems for the placement of student teachers in selected schools.

Student teachers are required to attend the public school on a schedule similar to that followed by the cooperating teachers. A minimum of 15 weeks of observation and responsible participation is required of each student. There is no provision for early completion of the experience. Student teaching and seminars carry 12 semester hours credit. No other courses may be taken during the student teacher semester. Application for Student Teaching must be filed by March 1 for the Fall Semester and October 1 for the Spring Semester. Application must be filed the semester preceding the one in which the student plans to do his/her student teaching (generally while enrolled in methods courses). Application forms should be completed while students are enrolled in methods courses, or they may be obtained in the office of the Director of Teacher Education.

For admission to the professional semester, including student teaching, the student must have fulfilled the following requirements:

  1. Full admission to the Teacher Education Program (i.e., all conditions relative to admission satisfied and maintained).
  2. Pass the appropriate parts of the Praxis II exams.
  3. Satisfactory completion of all professional education with a minimum GPA of 2.5 and no grade below a C.
  4. Completion of required methods courses before engaging in student teaching.
  5. Satisfactory completion of at least 80 percent of course work in the teaching area (major).
  6. Satisfactory evaluation of pre-professional observation experience (minimum of 40 clock hours).
  7. Recommendation from major professor.
  8. Membership in an education club during senior year is highly recommended.
  9. Pass Piano Proficiency (Music Education majors).

Graduation Requirements

  1. Satisfactorily complete required courses, lab experiences and clinical experience.
  2. Maintain the standards for admission to the program.

COMPLETION OF THE SPECIFIED COURSES IN THE TEACHER EDUCATION PROGRAM DOES NOT GUARANTEE A RECOMMENDATION FOR LICENSURE AND/OR A TEACHING POSITION.

In accordance with United States Congress in the reauthorization of Title II of the Higher Education Act, the Lee University Teacher Education Program herewith reports the pass rates on the Praxis II exams for the 2006-2007 program completers. Ninety-nine percent of the 183 students passed all the Praxis II exams they took for initial teacher license, according to Tennessee minimum scores.

Aggregate pass rates for 2006-2007 were:

  • Professional Knowledge, 100%
  • Academic Content, 98%
  • Special Teaching Populations, 100%
  • Summary Totals and Pass Rates, 99%

Performance on the Praxis II exams is only one predictor of readiness to teach.

Programs of Study

The Helen DeVos College of Education offers the following teacher licensure programs:

 

Degree Major Code
B.S. Health Education (Teacher Licensure, Grades K-12) HLSCI.BST
B.S. Human Development/Early Childhood (Teacher Licensure, PreK-3) ECHED.BST
B.S. Interdisciplinary Studies (Teacher Licensure, Grades K-6) IDSTU.BST
B.S. Middle Grades Education (Teacher Licensure, Grades 4-8) MGEDU.BST
B.S. Physical Education (Teacher Licensure, Grades K-12) PHYED.BST
B.S. Special Education (Teacher Licensure, Grades K-12) SPEDU.BST


The Helen DeVos College of Education and the other academic departments/schools cooperate to offer additional teacher licensure programs of study. These programs are fully described in this catalog in the section of the respective sponsoring department or school.

 

Degree
Major
Code
B.S. History (Economics Emphasis, Teacher Licensure Grades 7-12) HESTY.BST
B.S. History (Political Science Emphasis, Teacher Licensure, Grades 7-12) HSTRY.BST
B.A. Psychology (Teacher Licensure, Grades 9-12) PSYCH.BAT
B.S. Business Administration (Business Education/Corporate Training, 
Teacher Licensure in Business and Business Technology, Grades 7-12)
BUSED.BST
B.A. English (Teacher Licensure, Grades 7-12) ENGLI.BAT
B.A. French (Teacher Licensure, Grades 7-12) FRNCH.BAT
B.A. Spanish (Teacher Licensure, Grades 7-12) SPNSH.BAT
B.M.E. Music Education–Non-keyboard (Instrumental Teacher Licensure, Grades K-12) MUSIA.BME
B.M.E. Music Education–Voice (Vocal/General Teacher Licensure, Grades K-12) MUSVA.BME
B.M.E. Music Education–Keyboard (Vocal/General Teacher Licensure, Grades K-12) MUSKA.BME
B.M.E. Music Education–Keyboard (Instrumental Teacher Licensure, Grades K-12) MUSKI.BME
B.S. Biological Science (Teacher Licensure, Grades 7-12) BIOLS.BST
B.S. Chemistry (Teacher Licensure, Grades 7-12) CHEMS.BST
B.S. Mathematics Education (Teacher Licensure, Grades 7-12) MATHS.BST

Additional Endorsements

Teacher Education Program students may take additional courses and obtain teaching licenses in more than one area. Information about these programs may be obtained in the Teacher Education Office. Additional endorsements are available in the following areas: Early Childhood Education PreK-3, Elementary Education K-6, Middle Grades 4-8, English as a Second Language PreK-12, English 7-12, French 7-12, Spanish 7-12, Mathematics 7-12, Biology 7-12, Business 7-12, Business Technology 7-12, Chemistry 7-12, Bible 7-12, History 7-12, Psychology 9-12, Vocal/General Music K-12, Instrumental Music K-12, Physical Education K-12, Health Education K-12 and Special Education K-12. Economics and Political Science 7-12 may be added to the History license.

Graduate Studies

Deborah Murray, Dean

Graduate Studies in Education

Gary Riggins, Graduate Program Director

Master of Education in Classroom Teaching, Special Education, or Educational Leadership (M.Ed.)

This program is designed to provide post-baccalaureate study for persons preparing for careers in professional education and for those teachers who want to refine their professional skills. Specifically, the degree will:

  1. Provide advanced preparation, theory, integration of faith and learning, and practical application.
  2. Encourage students to solve professional problems by independent investigation through study and research.
  3. Further develop the professional competencies attained in undergraduate programs.

For those school personnel who have a need for further professional training but who may not be interested in pursuing a graduate degree, this program of study will provide in-service educational opportunities.

Master of Arts in Teaching (M.A.T.)

The purpose of this program in Elementary, Secondary, or Special Education is to provide a route to initial teacher licensure with graduate work leading to a master’s degree. Students who successfully complete the degree program and meet all standardized test requirements will be eligible for licensure by the Tennessee Department of Education.

Philosophy

Competent, caring, qualified education professionals are essential in securing the future of this country and the world. These men and women must be prepared to discern wisely, think creatively, teach effectively, and lead courageously. Toward that end, the Lee University Graduate Education programs are designed to encourage problem finding, problem solving and reflective practice within the framework of biblical truth and a commitment of service in the kingdom of God. The program should enhance the candidates’ present teaching and leadership skills, help develop new talents and improve educational research abilities. Expected outcomes include scholarly contribution to the profession, significantly improved classroom teaching, and modeling of able and compassionate leadership.

Assumptions

  1. Educators are lifelong learners.
  2. Educators and educational administrators are members of a learning community.
  3. Effective educators are creative problem solvers.
  4. Educating is a profession, not an occupation.
  5. Educators should be involved in life-long learning – a commitment which affects teaching performance.
  6. Educators must be able to think critically, analyze logically, decide appropriately and deal effectively with change.
  7. Educators have special gifts that enhance performance.

Outcome Goals

Evidence supporting progress toward or attainment of the following outcome goals will be developed and documented in the candidate’s portfolio:

  1. Extended knowledge and experience in the area of classroom teaching, including conceptual and practical applications of practices that support learning.
  2. Understanding and utilization of research methods that improve practices in schools and classrooms.
  3. Ability to apply knowledge of multi-media technology to school and classroom practices.
  4. Understanding and application of practice of inclusive educational opportunities for learners from diverse backgrounds and disabilities.
  5. Enhancement and extension of knowledge of current trends and issues in education.
  6. Demonstration of professional contributions, such as leadership in professional organizations, provision of in-service education for peers and mentorship of beginning teachers (M.Ed. candidates only).
  7. Articulation of a Christian worldview of teaching.

To assess these outcome goals, the institution will use portfolio appraisal, performance measures in individual courses, completion of a Graduate Research Exercise and presentation of the results in an open forum, and a comprehensive written evaluation.

Conceptual Framework

The organizing theme for the undergraduate Teacher Education Program is “Teacher as Facilitator of Student Growth.” The undergraduate program emphasizes development of this specific role of the teacher and focuses on development of skill in classroom management, instructional strategies, communication, evaluation strategies, affective development, organization and knowledge of content. The novice teacher is thus equipped to function as a beginning teacher.

The Teacher Education Program model, undergraduate and graduate, embodies the developmental process of becoming an educational professional. Based primarily on the research of Fuller and Berliner, the program should provide opportunities for candidates to analyze where they are in the continuous process of becoming a professional educator, thus facilitating passage to more advanced levels.

Click Here To View The Teacher Education Program Model

Berliner identified five specific levels through which teachers may pass in their development. The first level is the novice, followed by the advanced beginner, competent teacher, proficient teacher and, finally, the expert teacher. He suggests that teachers typically are not competent until about the fifth year of teaching, and most never reach the expert level. However, experiences may be arranged so that the teacher’s development is not only facilitated, but also accelerated.

The concept for the Graduate Programs in Education is an extension of the model for the undergraduate program. The graduate program emphasizes self analysis and reflection and creates activities and assignments, synthesizing an environment that will facilitate passage toward higher levels of excellence in the profession.

The organizing theme of the graduate program, “Emerging Roles of the Educator,” emphasizes multiple roles that are important for the expert educator to master. In the course of the graduate program, candidates will directly encounter the specific roles of learner, facilitator, creative problem solver, reflective practitioner and professional. They will also be encouraged to explore other roles and especially to identify and develop special abilities related to the profession that they may have.

Admission Requirements

The Graduate Education Committee will make individual admission decisions after considering weighted criteria from the candidate’s completed application file.

Master of Education (M.Ed.)

Candidates for admission to the Master of Education program must submit the following materials to be considered for admission:

  1. Completed application including all supporting materials.
  2. Two original transcripts from all undergraduate and graduate institutions.
  3. Completion of an approved Teacher Education Program.

The Graduate Education Committee will consider the following weighted criteria in the final admission decisions:

  1. Official Grade Point Average (GPA) from all undergraduate and graduate programs.
  2. Scores within the last ten years on a nationally normed test (e.g. Graduate Record Exam (GRE); Miller’s Analogy Test (MAT); Graduate Management Admissions Test (GMAT), Law School Admissions Test, (LSAT), etc.).
  3. Interview with the Graduate Education Committee or its representatives.
  4. A 500 word writing sample based on questions included in the application.
  5. Three recommendations from professionals acquainted with the candidate’s work.

Master of Arts in Teaching (M.A.T.)

Candidates for admission to the Master of Arts in Teaching program must submit the following materials to be considered for admission:

  1. Completed application including all supporting materials.
  2. Two Original transcripts from all undergraduate and graduate institutions.

The Graduate Education Committee will consider the following weighted criteria in final admission decisions:

  1. Official Grade Point Average (GPA) from all undergraduate and graduate programs.
  2. Scores within the last ten years on a nationally normed test (e.g. Graduate Record Exam (GRE); Miller’s Analogy Test (MAT); Graduate Management Admissions Test (GMAT), Law School Admissions Test, (LSAT), etc.).
  3. Interview with the Graduate Education Committee or its representatives.
  4. A 500 word writing sample based on questions included in the application.
  5. Three recommendations from professionals acquainted with the candidate’s work.

Admission Status

The Graduate Education Committee may admit candidates in one of the following categories:

  1. Full Admission—applicant meets all admission requirements.
  2. Provisional Admission—May be granted if the candidate does not meet minimum standards in one or more of the weighted criteria above. However, the candidate may not take more than nine (9) hours, which may be prescribed as a condition of acceptance, as a Provisionally Admitted candidate. To continue beyond the nine (9) hours, the candidate must be considered for Full Admission by the Graduate Education Committee.
  3. Non-Degree Admission: A candidate may be granted Non-Degree Admission status to take courses but not pursue a degree if the following minimum criteria are met:
    1. Completion of a Bachelor’s Degree from an accredited university.
    2. Presentation of official transcripts of all completed coursework.
    3. Completion of demographic information on the application.

A Non-Degree candidate may take a maximum of nine (9) hours in this status. To continue, the candidate must complete the requirements for consideration for Full Admission by the Graduate Education Committee.

Completion Requirements

  1. A maximum of six (6) hours of transfer work from an accredited institution and approved by the Dean of the Helen DeVos College of Education may be counted toward the graduate degree.
  2. Candidates must maintain a minimum 3.0 GPA.
  3. Grades below a “C” are unacceptable and may be grounds for dismissal from the program.
  4. No more than two “C’s” are acceptable. The candidate will be dismissed from the program with a third “C” or below.
  5. Candidates must apply for graduation in accordance with the university’s published policy.
  6. Students must complete the program within six (6) calendar years from the completion of the first course.
  7. Candidates will present the results of their Graduate Research Exercise in an open forum as a culmination of the Thesis Seminar class. This constitutes the candidate’s oral examination.
  8. The completed paper supporting the Graduate Research Exercise and the candidate’s Portfolio must be submitted to the Graduate Education Office ten (10) days prior to graduation.
  9. Candidates must complete a comprehensive written evaluation during the last semester.

Professional Certification/Licensure

Completing the degree requirements does not constitute Professional Certification/Licensure as an educator. The candidate must complete all of the state mandated undergraduate certification courses and pass the appropriate national exams (i.e., Praxis II series) to be recommended for licensure by the Certification Officer. Consequently, the candidate is advised to have official transcripts evaluated early in the program by the Certification Officer to determine the required undergraduate certification courses.

The Graduate Education Committee

The Graduate Education Committee’s responsibility is to give administrative oversight to the graduate program. The committee considers and recommends curricular changes to the Graduate Council, approves all program policies, assesses effectiveness of the graduate program, serves as the Admissions Committee, reviews candidacy, and approves applicants for graduation. The Graduate Education Committee consists of the Dean of the Helen DeVos College of Education; the Director of Graduate Studies in Education; the Chairs of the Departments of Early Childhood, Elementary, and Special Education and Health, Exercise Science, and Secondary Education; the Director of Teacher Education and Field Experiences; three faculty members; one current student; and one program graduate.

Educational Specialist (Ed.S.)

Program Description

The Lee University Educational Specialist Degree with a concentration in either Classroom Teaching or Educational Leadership is a post master’s degree level program of study.  The purpose of the program is to equip successful educators with the tools, knowledge and understanding necessary to provide innovative classroom instruction to the schools and school systems of the twenty-first century.  This program is intended to serve three related purposes:

  1. To provide professional educators with an opportunity to develop specialized expertise and best practice skills in the area of classroom teaching or educational leadership.
  2. To provide those professional educators who desire it, a bridge from their master’s level work to doctoral level study in the areas of educational administration or curriculum and instruction.
  3. To provide a career path for classroom teachers to pursue the highest professional ranking in the profession, National Board Certification.  Consequently, the Educational Specialist in Classroom Teaching will be organized around the five core propositions of the National Board for Professional Teaching Standards.  These standards are indended to produce professional educators who:
    1. Are committed to students and their learning.
    2. Know the subjects they teach and how to teach those subjects to students.
    3. Are responsible for managing and monitoring student learning.
    4. Think systematically about their practice and learn from experience.
    5. Are members of learning communities.

General Description of the Programs

Classroom Teaching:  The Educational Specialist degree with a concentration in Classroom Teaching is a 30 semester hour (10 courses) responsibilty.  Of those, 18 hours (six courses) consist of required courses and the 12 additional hours (4 courses) will be selected from the graduate course electives.

Educational Leadership:  The Educational Specialist degree with a concentration in Educational Leadership is a 33 semester hour (11 courses) undertaking.  Of the 33 hours, eighteen hours (six courses) consist of required courses and 15 hours (five courses) will be selected from a specified list of electives.

Admission Requirements for the Ed.S. Degree

Students who are admitted to the Ed.S. program, must fulfill the following requirements:

  1. Completion of admission application materials.
  2. Master’s degree from an accredited institution.  (Official transcripts must be submitted.)
  3. Minimum grade point average of 2.75 on a 4.0 scale.
  4. Scores within the last ten years on either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE).
  5. Recommendations from three professional sources including one from a graduate professor or employer.
  6. Acceptable interview with the Graduate Education Committee.
  7. Writing sample to be assessed by the Graduate Education Committee.

Completion Requirements of the Ed.S. Degree

In order to receive the Ed.S. degree, students must accomplish the following:

  1. Candidates must maintain a minimum 3.0 grade point average with no grade below a “C”.  No more than two “C’s” will be accepted.  Possible grades to be awarded are A, A-, B+, B, B-, C+, C, F, I, P, S, and W.
  2. Candidates must apply for graduation in accordance with the university’s published deadlines.
  3. The completed portfolio must be submitted to the Graduate Education Office two weeks prior to graduation.
  4. Candidates must complete the program within six calendar years from the completion of the first course.

 

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