The College of Education provides guidance and professional courses for the teacher candidate who plans to teach in elementary, middle level, and secondary schools. The teacher education program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).
Teacher candidates who plan to teach physical education, elementary education, or middle level must enroll in the College of Education. Those who elect to prepare for teaching in other fields must enroll in schools appropriate to their interests in teaching.
For the freshman or sophomore teacher candidate who has not selected a major or specific teaching level or area, the College recommends enrollment in the undeclared program (see “Undecided Study”). In addition to taking the required general education courses, teacher candidates in this program are encouraged to take such electives as will provide them a good liberal education and help select a major field. Advisors in this program are selected to provide guidance to undecided teacher candidates.
In making a decision to enter the teaching profession, teacher candidates should seriously consider the demands which this choice entails. Among these are scholarship and intellectual curiosity; an interest in children and young people, and an understanding of their interests, problems, and development; a thorough understanding of the principles and skills employed by effective teachers; and an interest in and understanding of the role of the school in our society.
Teacher candidates who elect the professional program in teacher education will complete their study in at least two stages. See the appropriate catalog section for the requirements for specific programs. Some courses in the area of specialization should also be completed. Admission to Arkansas Tech University is a prerequisite to, but separate from, admission to teacher education. Declaration of a major in one of the University’s teacher education programs is also a prerequisite to making formal application for admission to teacher education. Even though admission to Tech and declaration of a teaching major are necessary conditions for admission to teacher education, they are not the only requirements. Other criteria are listed in the section below.
Professional programs are composed of courses and experiences designed to complete the undergraduate stage of professional preparation for teaching. Admission is by application to the Admission and Retention Committee of the Teacher Education Council. Before a teacher candidate may enroll in professional education courses at the upper division level (the required 3000 and 4000 level professional education courses), he or she must be formally admitted to teacher education at Tech. Application forms may be obtained from the office of the Dean of the College of Education (Crabaugh 204) or the office of the Director of Teacher Education Student Services (Crabaugh 109).
To be admitted to programs in secondary education, teacher candidates must have two assigned advisors, one from the College of Education and one from the department representing their teaching concentration, have the approval of both advisors, satisfactorily complete the pre-admission requirements, have a cumulative grade point average of 2.70 on all college work completed including transfer work, and submit a plan of study approved by both advisors. An early childhood education or middle level education major will have one advisor from the Department of Curriculum and Instruction. Admission to teacher education will be recommended by the academic advisors and determined by the Admission and Retention Committee based on the following considerations: completion of English composition courses, an oral communication course, a college-level mathematics course, and the appropriate introductory education course with grades of “C” or higher, and completion of the Core Academic Skills Test with scores equal to or greater than the scores determined by the Arkansas Department of Education. Other factors which reflect professional competence, including moral and emotional stability, physical and mental health, intellectual curiosity, use of English, social awareness, and professional interest will be considered by the Admission and Retention Committee. Formal screening and subsequent admission into teacher education and the monitoring of satisfactory progress in the teacher preparation program represent institutional obligations to the teaching profession, the schools served by and working with the University’s programs, and the agencies that approve and accredit teacher education programs. Once admitted to teacher education, the teacher candidate must maintain satisfactory progress throughout the completion of the teacher education program according to the standards cited above and any additional program standards in effect or lose eligibility to continue in that program. Course sequences and prerequisites will be followed carefully.
A formal appeal of a decision to deny admission to teacher education may be made to the Admission and Retention Committee of the Teacher Education Council. Instructions and forms for such appeals are available in the Office of the Dean of Education. An appeal should be based upon exceptional or extenuating circumstances and/or other pertinent information not previously available or considered. A formal appeal must be submitted in writing to the Dean who will transmit it to the Committee. The Committee’s decision may be appealed in writing to the Dean of the College of Education regarding admission to teacher education. If the appeal is not resolved at this level the teacher candidate may appeal to the Vice President for Academic Affairs whose decision will be final.
Internship is normally expected to be the last requirement completed in teacher education programs. Internship requires a full-time academic and professional commitment. Internship requires the teacher candidate to devote one semester of the senior year to full-time internship in an approved school. The teacher candidate should plan the work of internship to provide one semester free of activities and responsibility which would interfere with the requirements of the professional semester. The teacher candidate is expected to follow the direction of the Field-Based Teacher, the School Principal, the Arkansas Tech University Supervisors, and the Arkansas Tech University Director of Teacher Education Student Services.
Admission requirements for secondary education include completion of all professional education courses, a minimum grade of “C” in all courses required for the teaching field and professional education, and a 2.50 grade point average in the courses required for the teaching field with a cumulative grade point average of 2.50 on all work attempted, including transfer work. Admission requirements for early childhood education and middle level education include no grade below “C” in any course work with a cumulative grade point average of 2.50 on all work attempted, including transfer work. Internship admission requires a Praxis II Specialty Area score which meets or exceeds the minimum scores established by the Arkansas Department of Education.
Decisions made regarding a teacher candidate’s eligibility and readiness for placement or retention in internship may be appealed in writing to the Admission and Retention Committee of the Teacher Education Council. Such an appeal should be submitted to the Dean of the College of Education, who will transmit it to the Committee. The Committee’s decision regarding an appeal may be appealed in writing to the Dean. If the appeal is not resolved at that level, the teacher candidate may appeal to the Vice President for Academic Affairs whose decision is final. Appeals should be based on exceptional or extenuating circumstances and/or pertinent information not previously available or considered.
TEACHER CANDIDATE MUST SUBMIT A FORMAL APPLICATION FOR ADMISSION TO INTERNSHIP. APPLICANTS FOR THE SPRING SEMESTER MUST SUBMIT THE APPLICATION PRIOR TO OCTOBER 1 OF THE FALL SEMESTER. APPLICANTS FOR THE FALL SEMESTER MUST SUBMIT THE APPLICATION PRIOR TO MARCH 1 OF THE SPRING SEMESTER. FAILURE TO MEET THESE DEADLINES COULD RESULT IN THE DELAY OF INTERNSHIP FOR A SEMESTER. PRIORITY IN INTERNSHIP PLACEMENT WILL BE GIVEN TO THOSE TEACHER CANDIDATES MEETING THE DEADLINES AND PREREGISTERING FOR INTERNSHIP FOR THE GIVEN SEMESTER.
Application forms for internship may be obtained during scheduled group meetings with the Director of Teacher Education Student Services.
Early Childhood candidates may accomplish internship by enrolling in ECED 4915 Early Childhood Education Internship. Middle level candidates may accomplish internship by enrolling in MLED 4912 Internship. Secondary candidates may accomplish internship by enrolling in SEED 4809 Teaching in the Elementary and Secondary School or SEED 4909 Teaching in the Secondary School and SEED 4503 Seminar in Secondary Education, and any other courses required in their teaching concentration. Assignment of the teacher candidate to an approved site for internship is the responsibility of the College of Education based on policies developed by the College of Education. Placements are chosen to provide the best educational experience for the teacher candidate.
APPLICANTS FOR ADMISSION TO STAGE II OR INTERNSHIP MUST MEET THE REQUIREMENTS THAT ARE IN EFFECT AT THE TIME OF APPLICATION. THE REQUIREMENTS FOR ADMISSION AND RETENTION AS PUBLISHED IN THE POLICIES AND PROCEDURES HANDBOOK OF THE ARKANSAS TECH UNIVERSITY TEACHER EDUCATION PROGRAM WILL SUPERSEDE CATALOG INFORMATION.
The College of Education offers programs of study leading to baccalaureate degrees as listed below:
Bachelor of Science
Middle Level Education
Health and Physical Education including a Wellness and Fitness Program option
Secondary Education (teacher licensure programs in agriculture, life science, business technology, mathematics, physical science)1
Bachelor of Arts
Secondary Education (teacher licensure programs in art, creative writing, English, foreign language, social studies, music, and speech)1
1Teacher candidate preparing to teach in secondary schools must complete the courses required for specialization in a teaching concentration. These are listed in departmental sections of the catalog and recommended curricula patterns, including teacher licensure requirements, set forth in the College of Education section of this catalog.
Applicability of transfer credit to meet specific degree requirements depends on the major selected by the transfer student. The transfer student should review the Transfer Credit policy in the Admission section of this catalog and meet with their academic advisor to determine final transfer credit eligibility for the selected program of study.
All candidates for licensure must successfully complete the Praxis II, Principles of Learning and Teaching, except those taking a Praxis II subject assessment that contains a pedagogy section. These are math, life science, physical science, Spanish and English. Teacher candidates must also successfully complete the appropriate specialty area exams of Praxis II. Scores must be sent directly from the Educational Testing Service to Arkansas Tech University.
Please refer to Item E under the “Requirements for Baccalaureate Degrees”.
The Congress of the United States, in its reauthorization of Title of the Higher Educations Act of 1998, enacted accountability measures requiring institutions of higher education to report data to the public on the pass-rates of teacher candidates on assessments required for state licensure. The pass-rates for 2008-2009 for Arkansas Tech University teacher candidates were 100 percent on the assessments of basic skills, professional knowledge, and academic content knowledge. The average pass-rates for programs in the state were also 100 percent.
Teacher candidates spend an average of 405 hours in the classroom during internship; and the average faculty-teacher candidate ratio in supervised practice teaching is 5.0. All programs are approved by the Arkansas Department of Education. The teacher education program at Tech is not designated by the State of Arkansas as a low-performing program.