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.
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
Teacher candidates seeking licensure in education must maintain a GPA of 2.75. Candidates may not earn more than one C in their education courses.
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.
Early Childhood Education (Pre-K – Gr. 3)
Middle Childhood Education (Gr. 4 – 9)
Areas of Concentration – choose two:
Reading and Language Arts
Adolescent/Young Adult Education (Gr. 7 – 12)
Integrated Language Arts
Integrated Social Studies
Life Sciences and Chemistry
Multi-Age Education (Pre-K – 12)
Mild/Moderate Intervention Specialist (K-12)