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.
Education Unit Vision
The Division of Professional Education educates teacher candidates for personal, professional, and global responsibility so that in their role as teachers they are willing 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. This aligns with the conceptual framework for the Division of Professional Education at Notre Dame College which is driven by the institutional mission statement of educating “a diverse population…for personal, professional and global responsibility” and the College motto, “Changing the world, one student at a time.” Current theory and research, state and national standards, the standards of specialized professional associations, and the concerns of the division’s P-12 partners have further aided the division in reshaping and redefining its conceptual framework of “changing the classroom, one teacher at a time.” The major themes articulated by the conceptual framework guide candidate performance outcomes and the system by which the division, its programs, and its candidates are assessed.
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 the 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 we acknowledge 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
Admission to the Division of Professional Education
Education Program admission is open to students who demonstrate that they have the intellectual ability, emotional stability, and dispositional and professional skills needed to be a professional teacher. Students desiring to apply to the Education Program must first be admitted to the College through the regular Admissions Office application process. Students planning to major in Education will be classified as pre-education until their formal acceptance into the Education program. Formal application should be submitted to the Division during ED 205.
Education Unit Outcomes:
The Division of Professional Education at Notre Dame College believes that teacher candidates must possess deep and rich content and pedagogical knowledge in order to successfully create, present, and evaluate meaningful learning experiences for students in grades P-12. The teacher candidates must possess the skills and dispositions necessary to engage P-12 students of diverse backgrounds and various learning needs in challenging yet attainable learning goals. This kind of professional work can only be successfully accomplished with the help of the P-12 parents/caregivers and the collaboration of all members of the school community.
Through its undergraduate licensure programs, the Notre Dame College teacher candidates follow a program of study that develops their ability to meet the expectations of the Ohio Standards for the Teaching Profession. The teacher candidates will:
- Give evidence of understanding student learning and development and the ability to create learning experiences that correspond to P-12 students’ cultural, linguistic, and developmental differences.
- Give evidence of depth and breadth in their content knowledge and the content specific instructional strategies to effectively facilitate learning in grades P-12.
- Plan and deliver effective instruction that advances the learning of each student.
- Understand, create, use, and evaluate varied formal and informal assessments to inform instruction and ensure student learning.
- Create physically and emotionally safe learning environments that promote high levels of achievement for all students.
- Effectively collaborate and communicate with students, parents, other educators, and administrators to support and further student learning.
- Give evidence of assuming responsibility for ongoing professional dispositions, behaviors, and ethics that are marks of professional conduct.
- Create reflection papers that indicate the ability to articulate their teaching/presentation strengths and weaknesses following a teaching segment.
- Apply knowledge of key educational theorists to teaching and learning contexts.
Earn your B.A. in Early Childhood Education (Pre-K – Grade 5) online. LEARN MORE >>
Earn your B.A. in Education Mild/Moderate Intervention Specialist online. LEARN MORE >>
Earn your M.Ed. in Curriculum and Instruction online. LEARN MORE >>
Earn your M.Ed. in Intervention Special Licensure for Mild/Moderate Needs online. LEARN MORE >>
Earn your M.Ed. with Reading Endorsement online. LEARN MORE >>
Earn your Post-Baccalaureate Teacher Education Evening Licensure (TEEL®) online. LEARN MORE >>
Online Masters and Graduate Programs
Learn more about online Masters/ Graduate programs for M.Ed. in Ed Leadership, M.Ed. in Intervention Specialists Licensure for Mild/Moderate Needs, M.Ed. in Educational Leadership, and M.Ed. with Reading Endorsement