| Teacher Education | Licensure Areas |
| Licensure For Early Childhood Education (ECE) (Pre-K - 3) |
| Licensure For Middle Childhood Education (MCE) (Gr. 4 - 9)|
| Middle Childhood Generalist |
| Licensure For Adolescent To Young Adult Education(Gr7-12) & Multi-Age Education(PreK-12) |
| Mild Moderate Intervention Specialist (MMIS) (Pre-K - 12) |
| Reading Endorsement |
| Teacher Education Evening Licensure Program (Pre-K 3; 4-9; 7-12; Multi-Age) |
| Field-Based Experience |

TEACHER EDUCATION

Notre Dame College has a long tradition of teacher education. Teacher candidates may pursue programs leading to Ohio licensure in early childhood, middle childhood, special education, adolescent/young adult and multi-age education. Those pursuing adolescent/young adult and multi-age licensure also pursue an academic major.

The detailed organization of the teacher education program and its specific directives are outlined in the Teacher Candidate Handbook.

Program Vision:
The Division of Professional Education educates teacher candidates for personal, professional and global responsibility so that they are willing in their role as teachers to take a stand for human rights and social justice. The willingness to take a stand is critical in local communities and in a world where the disparities in access to goods and resources can threaten human relationships. The faculty’s ideals are evident in the following values.

While the Notre Dame College community embraces and lives out of a carefully articulated and well documented values list (Notre Dame College, 2007), four values stand out in the Notre Dame education tradition for Division of Professional Education. The dignity of the whole person and that individual’s right to an education are fundamental to the Notre Dame College teacher preparation program. The Division values the range of diversity among our teacher candidates, in our partnership schools and among the core and adjunct faculty. Collaboration is highly valued in the Division as we recognize the social nature of learning and work and the importance of student voice in the education process. Fairness, honesty, respect, and ethical behavior are aspects of responsible professional engagement that the Education Faculty seeks to model for and cultivate in the teacher candidates.

Mission Statement: The Notre Dame College Division of Professional Education aims to prepare knowledgeable, effective, and reflective teachers for professional work in public and private schools. The Education Division develops teachers who are willing to change the classroom one student at a time as part of their commitment to personal, professional and global responsibility.

Teacher candidates should acquire the following proficiencies by the end of their program as measured by key assessments used throughout their coursework, field experience, and clinical work.

• Interact successfully with STUDENTS
• Master CONTENT
• Effectively choose and use ASSESSMENT
• Thoroughly plan and skillfully deliver INSTRUCTION
• Establish and maintain a safe and positive LEARNING ENVIRONMENT
• Develop strong COLLABORATION and COMMUNICATION skills
• Demonstrate PROFESSIONAL RESPONSIBILITY and GROWTH

Division Note:
Teacher candidates seeking licensure in education must achieve a grade of C or better in education (ED) courses in order to maintain an overall GPA of 2.75.

Student Teaching:
Candidates who are seeking a bachelor’s degree will take twelve (12) hours of student teaching. Candidates who participate in graduation in May and student teach the following fall will take twelve (12) hours of student teaching. The degree will be earned and the diploma will be presented upon the completion of student teaching.

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LICENSURE AREAS

Early Childhood Education (Pre-K - Gr. 3)

Middle Childhood Education (Gr. 4 - 9)
Areas of Concentration – choose two:
Mathematics
Reading and Language Arts
Science
Social Studies

Adolescent/Young Adult Education (Gr. 7 - 12)
Majors:
Integrated Language Arts
Integrated Mathematics
Integrated Social Studies
Life Sciences
Life Sciences and Chemistry

Multi-Age Education (Pre-K - 12)
Mild/Moderate Intervention Specialist (K-12)
Spanish (PreK-12)
Visual Arts (PreK-12)

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LICENSURE FOR EARLY CHILDHOOD EDUCATION (ECE) (PRE-K - 3)

The Early Childhood Education (ECE) field-based licensure program prepares undergraduates and postbaccalaureate PreK-3 candidates with the knowledge, skills, and dispositions required to successfully meet the educational needs of young children. The program is designed to meet the National Association for the Education for Young Children (NAEYC) initial accreditation standards, NCATE standards, and requirements for the EC licensure in the State of Ohio. The State of Ohio expects EC candidates to pass Praxis II Education of Young Children with a core of 166 or better. They must also pass the Principles of Learning and Teaching Test for grades PreK-3 with a qualifying score of 166 or better.

Throughout their preparation program, the teacher candidates relate their developing practice to the Ohio Standards for the Teaching Profession. The Ohio standards cluster in three categories: teaching and learning, conditions for teaching and learning, and professional work.

General Content Requirement:
Natural Sciences (2)
BI 200/201 Environmental Science and Lab
OR
BI 105/106 Intro to Biological Science and Lab
CH 220/221 Earth Science and Lab

Social and Behavioral (4)
PY 201 General Psychology
GO 200 World Geography
HI 110 World Cultures
HI 200 US History

Mathematics (2)
MA 130 Elementary Number Theory
MA 131 Geometry, Probability and Statistics from an Elementary Point of View

Fine Arts (1)
AR 221 Basic Design
OR
AR 280 Art Appreciation: An Experimental Approach

Professional Education Core (11 courses)
ED 202 Introduction to Education
ED 203 Field Experience for Introduction to Education
ED 204 Educational Psychology
ED 205 Psychology of Students with Special Needs
ED 206 Field Experience for ED 205
ED 301 Integrating Technology Across the Curriculum
ED 341 Curriculum Principles PreK-12
ED 342 Integrated Teaching Methods PreK-12
ED 343 Field Experience for ED 342
ED 358 Classroom Management
ED 475 Issues in Education

Early Childhood Education Core (8 courses)
ED 221 Role of Phonics in Reading
ED 265 Foundations of Early & Middle Childhood Education
ED 332 Reading Across the Curriculum in ECE & MCE
ED 355 Assessment and Correction of Reading Disabilities
ED 376 Developmental Reading
ED 379 Music, Creative Arts & Physical Movement in ECE
ED 380 Reading Field Experience for ECE & MCE & MMIS
ED 413 Student Teaching in ECE

Advantage Plus:
Students earning their initial Pre-K-3 license may add a 4-9 endorsement in ONE of the four concentration areas by completing the content requirements for that concentration area and the successful passage of the appropriate PRAXIS II Test.

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LICENSURE FOR MIDDLE CHILDHOOD EDUCATION (MCE)
(GR. 4 - 9)

The Notre Dame College Middle Childhood Education (MCE) field-based licensure program prepares undergraduates and post-baccalaureate middle school (MS) teachers with the knowledge, skills, and dispositions required to successfully meet the educational needs of 4- 9 students. The State of Ohio has outlined expectations for MS candidates. Candidates are required to select two of the following content areas for a concentration: Language Arts, Mathematics, Science, or Social Studies. Candidates must pass the Praxis II subject assessment in each area of their concentration. They must also pass the Principles of Learning and Teaching Test for grades 5-9 with a qualifying score of 168 or better. Ohio requires that 80% of program completers must pass the Praxis. Throughout their preparation program, the candidates relate their practice to the Ohio Standards for the Teaching Profession.

The Ohio standards cluster in three categories: teaching and learning, conditions for teaching and learning, and professional work. Candidates are prepared to create effective learning experiences for a diverse student population. Ohio requires all middle childhood candidates to complete 12 semester hours of reading, including a three-hour course in phonics. The phonics course, along with content area reading, reading across the curriculum, and assessment and correction of reading disabilities, requires the candidates to demonstrate understanding of the interdisciplinary nature of learning and the role reading plays in learning

Professional Education Core (11 courses)
ED 202 Introduction to Education
ED 203 Field Experience for Introduction to Education
ED 204 Educational Psychology
ED 205 Psychology of Student with Special Needs
ED 206 Field Experience for ED 205
ED 301 Integrating Technology Across the Curriculum
ED 341 Curriculum Principles Pre-K - 12
ED 342 Integrated Methods Pre-K - 12
ED 343 Field Experience for ED 342
ED 358 Classroom Management
ED 475 Issues in Education

Middle Childhood Education Courses (8)
ED 221 The Role of Phonics in Reading
ED 265 Foundations of Early & Middle Childhood Education
ED 332 Reading Across the Curriculum in ECE & MCE
ED 335 Reading in the Content Areas
ED 355 Assessment and Correction of Reading Disabilities
ED 380 Field Experience for Reading in ECE & MCE
ED 412 Student Teaching in MCE

One mathematics course:
MA 130 Elementary Number Theory
OR
MA 131 Geometry, Probability and Statistics from an Elementary Point of View

Content Area Requirements: (Choose two areas)
Mathematics (5):
MA 120, MA 130, MA 131,
MA 221 & MA 330

Reading & Language Arts (7):
CA 212, CA 250, EN 312,
CA 220 OR EN 210 OR EN 318
EN 331 OR EN 332,
EN 341 OR EN 342

Choose one:
EN 255, EN 256, EN 281, EN 381, EN 382

Recommended but NOT required: EN 314

Science (5):
BI 105 & 106 OR 110 & 111 OR 112 & 113;
BI 200 & 201; CH 100 & 101 OR CH 111 & 113;
CH 220 & 221; PS 150 & 151

Social Sciences (6):
HI 110, HI 200, EC 100, GO 200, PO 111, SO 201

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MIDDLE CHILDHOOD GENERALIST (GR. 4 - 6)

For students whose initial licensure is in middle childhood, the generalist license enables the teacher to be the single classroom teacher for grades 4, 5 and 6. The license requires six hours of coursework in each of the two remaining concentration areas (e.g. Math 130 & 131; Biological & Earth Science & Labs; EN 110, CA 100& ED 332 Language Arts & Reading; HI 110 & 200 Social Studies) and the passage of the early childhood content area PRAXIS II test.

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LICENSURE FOR ADOLESCENT TO YOUNG ADULT EDUCATION (GR. 7 - 12) AND MULTI-AGE EDUCATION
(PRE-K - 12)

The Notre Dame College Adolescent to Young Adult (AYA) field-based, licensure programs prepare undergraduates and post-baccalaureate candidates for teaching grades 7-12. Candidates acquire the knowledge, skills, and dispositions required to successfully meet the educational needs of 7-12 students. The State of Ohio outlines expectations for AYA candidates. Candidates complete content courses and education courses that prepare them to meet the thematic standards, the disciplinary standards and the pedagogical standards for their particular major. Candidates must pass the Praxis II Content Test for their teaching major. Candidates must pass the PLT Test for grades 7-12 with a qualifying score of 165. Ohio requires 80% of program completers to pass the Praxis.

Throughout their preparation, the candidates relate their practice to the Ohio Standards for the Teaching Profession. The standards cluster in three categories: teaching and learning, conditions for teaching and learning, and professional work. Candidates are prepared to create effective learning experiences for a diverse student population. Ohio requires all AYA teacher candidates to complete 3 semester hours of content reading. The course helps the candidates understand the value of specific reading strategies to use in response to the literacy skills students bring to the AYA classroom. In the reading, curriculum, methods, and management classes, the candidates develop and implement a repertoire of methods and techniques to use in the AYA classroom to teach diverse learners in a myriad of educational contexts.

General Content Requirement:
Social & Behavioral Sciences (2)
PY 201 General Psychology

Professional Education Core (8)
ED 202 Introduction to Education
ED 203 Field Experience for ED 202
ED 204 Educational Psychology
ED 205 Psychology of Students with Special Needs
ED 206 Field Experience for ED 205
ED 301 Integrating Technology Across the Curriculum
ED 358 Classroom Management
ED 475 Issues in Education

Adolescent to Young Adult Education Core (5 courses)
ED 335 Reading in the Content Areas
ED 341 Curriculum Principles Pre-K - 12
ED 342 Integrated Methods Pre-K - 12
ED 343 Field Experience for ED 342
ED 421 Student Teaching: Adolescent to Young Adult (AYA)

Students pursuing Adolescent/Young Adult and Multi- Age licensure must complete a major field of study AND all certification requirements of the teaching field.

Additional content credits needed for Licensure and Major: (Choose one)
Integrated Language Arts (See English)
Life Science (See Biology)
Life Science and Chemistry (See Biology or Chemistry)
Integrated Mathematics (See Mathematics)
Integrated Social Studies (See History/Political Science)
Spanish: Pre-K - 12 (See Modern Languages)
Visual Art: Pre-K - 12 (See Art ) AR 360, AR 361

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MILD MODERATE INTERVENTION SPECIALIST (MMIS)
(K - 12)

Notre Dame College’s Mild Moderate Intervention Specialist (MMIS) License, a field-based program, prepares Special Education teachers with the knowledge, skills, and dispositions required to successfully meet the educational needs of students with mild and moderate disabilities in K-12 inclusion, resource and intervention classrooms. The program is designed to meet the Council for Exceptional Children (CEC) initial accreditation standards, NCATE standards, and requirements for licensure as a Mild Moderate Intervention Specialist in the State of Ohio. Candidates complete 61 credit hours of course work in professional and special education, pass the Principles of Learning and Teaching Test with a qualifying score of 168 and the Praxis II Knowledge Based Core Special Education Principles (#20353). Ohio requires that 80% of program completers pass the Praxis.

Throughout their preparation program, the candidates relate their practice to the Ohio Standards for the Teaching Profession. The Ohio standards cluster in three categories: teaching and learning, conditions for teaching and learning, and professional work. A faculty team works together to create a cohesive learning experience for the candidates that reflects the real world work of the special education intervention specialist and builds on research-based best practice. The teacher candidates focus on the CEC Standards and the Ohio Office of Exceptional Children and Ohio Department of Education (ODE) recommendations for licensure. Notre Dame College’s MMIS program has set the bar high.

General Content Requirements:
Natural Sciences (2)
BI 200/201 Environmental Science and Lab
OR
BI 105/106 Intro to Biological Science and Lab
CH 220/221 Earth Science and Lab

Social and Behavioral (4)
PY 201 General Psychology
GO 200 World Geography
HI 110 World Cultures
HI 200 U.S. History

Mathematics (2)
MA 130 Elementary Number Theory
MA 131 Geometry, Probability and Statistics from an Elementary Point of View

Fine Arts (1)
AR 221 Basic Design
OR
AR 280 Art Appreciation: A Studio Approach

Professional Education Core (9 courses)
ED 202 Introduction to Education
ED 203 Field Experience for ED 202
ED 204 Educational Psychology
ED 205 Psychology of Student with Special Needs
ED 206 Field Experience for ED 205
ED 301 Integrated Technology Across the Curriculum
ED 341 Curriculum Principles Pre-K - 12
ED 342 Integrated Methods Pre-K - 12
ED 475 Issues in Education

MMIS Core (11 courses)
ED 221 The Role of Phonics in Reading
ED 330 Collaborative Teaming
ED 335 Reading in the Content Areas
ED 352 Student Class Management
ED 353 Assessment of Special Needs
ED 354 Instructional Strategies in Mild Moderate
ED 355 Assessment & Correction of Reading Disabilities
ED 357 Field Experience for ED 354
ED 376 Developmental Reading Instruction in ECE ED 380 Field Experience for Reading Core ED 414 Student Teaching: MMIS

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READING ENDORSEMENT

A Reading Endorsement K-12 may be added to licensure areas.

Reading Endorsement Course Requirements for each Licensure Area
Courses marked with an “*” are required as part of the major:
ECE PK-3
ED 221 The Role of Phonics in Reading*
ED 325 Foundations of Reading
ED 332 Reading Across the Curriculum*
ED 355 Assessment and Correction of Reading Disabilities*
ED 380 Field Experience for Reading*
ED 365 Undergraduate Reading Practicum
ED 376 Developmental Reading*

MCE (Gr. 4-9)
ED 221 The Role of Phonics in Reading*
ED 325 Foundations of Reading
ED 332 Reading Across the Curriculum*
ED 335 Content Area Reading*
ED 355 Assessment and Correction of Reading Disabilities*
ED 380 Field Experience for Reading*
ED 365 Undergraduate Reading Practicum

AYA/Spanish/Visual Arts
ED 221 The Role of Phonics in Reading
ED 325 Foundations of Reading
ED 335 Content Area Reading*
ED 355 Assessment and Correction of Reading Disabilities
ED 365 Undergraduate Reading Practicum
ED 380 Field Experience for Reading

MMIS
ED 221 The Role of Phonics in Reading*
ED 325 Foundations of Reading
ED 335 Content Area Reading*
ED 355 Assessment and Correction of Reading Disabilities*
ED 380 Field Experience for Reading*
ED 365 Undergraduate Reading Practicum
ED 376 Developmental Reading*

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TEACHER EDUCATION EVENING LICENSURE PROGRAM
(PRE-K 3; 4-9; 7-12; MULTI-AGE)

This program is designed for those students who already hold a baccalaureate degree and wish to pursue a career in teaching. (See special bulletin of information and worksheet about the various licensure program requirements available from the Education Office.)

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FIELD-BASED EXPERIENCE

The Professional Education program includes field-based experiences that provide for observation and practice. They are designed to meet the current Ohio Teacher Education and Licensure Standards. Each student completes field-based experiences in diverse settings (cultural, racial and socioeconomic). Placements are made as an integral part of each of the professional education courses taken.

Admission to the Education Division
Degree-seeking Students in education must apply and be accepted to the division before taking 300 and 400 level education courses. To apply, the student must have taken ED 202, 203, 204, 205 and 206, complete an application (available from the Education Office or ED 205 instructor) and have a 2.75 GPA and a 2.75 GPA in education courses.

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