Dr. Katie Cripe, Program Coordinator

Overview

In cooperation with various discipline departments in the University, the Department of Teacher Education and Leadership Studies offers a four-year adolescent/young adult license approved by the Ohio Department of Education.  The Adolescent/Young Adult  (Grades 7-12), Bachelor of Science in Education degree requires a minimum of 122 semester hours of course work (each content area requires a specific number of semester hours) including a semester of student teaching.  The concentration areas include Social Studies, Math, Language Arts, Biology, Chemistry, Physics, and Earth Science. This teaching license requires passage of the Ohio Assessments for Educators in order to be eligible to student teach.  In cooperation with various academic disciplines in the University, the Department of Teacher Education offers a four-year AYA Education Program (grades 7-12),  Integrated Social Studies,  approved by the Ohio Department of Education.   The AYA License, Grades 7-12, Bachelor of Science in Education degree requires a minimum of 122 semester hours of course work.  This teaching field also requires passage of the Ohio Assessments for Educators in order to be eligible to student teach. 

Employment Opportunities

Graduates of the Adolescent/Young Adult Program will be qualified to teach in the 7-12 classroom.  Additional opportunities may be available in the private sector to tutor students. It is recommended that students in this major consider adding the Teaching English to Speakers of Other Languages (TESOL) endorsement to increase marketability.  Graduates wanting to teach College Credit Plus courses should consider a Master of Science in Education Content Area Concentration degree.

Professional Dispositions:  

In addition to the above learning outcomes, teacher candidates are expected to display the following professional dispositions:

• Creating fairness in the classroom
• Providing an inclusive environment that is safe and conducive to learning
• Demonstrating the belief that all students can learn
• Fostering collaborative relationships to support student learning and well- being
• Exhibiting professional skills

Student Teaching

• Student teaching application must be submitted following instructions found on the portal.
• Late applications will likely result in a delay to student teaching by one semester. Application and forms are due to the Office of Student Field Experience:
  • September 1—to Student Teach the following Spring Semester
  • February 1—to Student Teach the following Fall Semester
• Prerequisites:
  • BCOE Upper Division status
  • Overall 2.75 GPA
  • Minimum of 2.67 GPA in subject area curriculum and 2.67 in professional education courses with no grade less than a “C”
  • Passage of OAE test(s) and ACTFL tests for foreign language

Completing a Bachelor of Science in Education with Licensure

• Successful completion of student teaching (endorsed) with CPAST average score of 2 with no zeros
• Minimum score of 39 on edTPA, with the exception of a 34 for Foreign Language

Completing a Bachelor of Science in Education without Licensure

• A teacher candidate may choose to graduate without licensure.  Teacher candidates who wish to graduate without licensure must take TCED 4830 (3 SH) capstone course in place of student teaching.

Field Experiences and Student Teaching

Students complete over 120 hours of pre-clinical experiences in addition to student teaching. Field experiences are included in the following courses and offer opportunities to provide varying levels of classroom support (observing, one-on-one tutoring, small group teaching, co-teaching, whole class teaching).

Field Experiences

• EDFN 1501 Introduction to Education
• EDFN 3708 Education and Society
• SPED 2630 Individuals with Exceptionalities in Society
• TERG 3711 Reading Application in Content Areas, Secondary Years

Preclinical Field Experiences:  

The preclinical experience is conducted in local schools and provides an opportunity for teacher candidates to complete an in-depth field experience prior to student teaching.  This field experience requires a substantial time commitment, as teacher candidates spend the entire day in schools during designated weeks. The Adolescent/Young Adult preclinical experience is scheduled during the fall semester.  Applications for the preclinical experience must be submitted (1) one year in advance to BCOE Room 2101, by September 1 for the preclinical experience.  Contact the Beeghly College of Education, academic advisors for minimum preclinical prerequisites. 

• EDFN 3710 Educational Assessment
• SED 3706 Principles of Teaching Adolescents

     And

• SED 4800C Science Methods for Adolescent and Young Adult Learners

     Or

• SED 4800E English Methods for Adolescent and Young Adult Learners

     Or

• SED 4800M Mathematics Methods for Adolescent and Young Adult Learners

    Or

• SED 4800S Social Studies Methods for Adolescent and Young Adult Learners

Student Teaching

Students complete a 16 week student teaching experience.  Students must pass the edTPA performance-based assessment with a minimum score of 37 during this experience.

• SED 4842 Supervised Student Teaching: High School
• SED 4842A Student Teaching Seminar for Secondary Education

Advisement

Advisement is provided by the education advisors in Beeghly Hall.  Majors in this program must complete general education requirements, subject area curriculum requirements, reading course requirements, and professional education requirements.  Prior to student teaching, all adolescent/young adult majors must complete a preclinical experience. 

Required Assessments

The Ohio Assessments for Educators (OAE) assess the content area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator license or adding a new licence area.  The assessments are aligned with Ohio's New Learning Standards.  Teacher candidates must pass these exams prior to student teaching.

003 Assessment of Professional Knowledge Adolescence to Young Adult (7-12) (All AYA Teacher Candidates)

020 English Language Arts (for teacher candidates with ELA concentration)

027 Mathematics (for teacher candidates with Math concentration)

024 Integrated Science (for teacher candidates with Science concentration)

025 Integrated Social Studies (for teacher candidates with Social Studies concentration)

Endorsements

The following endorsements are available to individuals holding this teaching license and may increase marketability:  K-12 TESOL Endorsement, K-12 Reading Endorsement.

General Information

• It is highly recommended that all teacher candidates meet with an academic advisor every semester.
• Neither admission to the University nor declaration of a major related to a teaching field guarantees admission to the TELS Teacher Education Programs or candidacy for a teaching license.
• A grade of “C” or better is required in all courses.  Some courses cannot be taken CR/NC.  Check with an Advisor. Professional education and preclinical courses may only be repeated one time.

Upper Division

• Formal Admission to Teacher Education (Upper-Division) is required before teacher candidates are allowed to enroll in certain junior and senior level courses in TELS. 
• Upper division requirements:
  • _____ Completion of 50 SH
  • _____ Minimum 2.75 overall GPA
  • _____ “B” average or better (A-C, B-B) for: ENGL 1550 and ENGL 1551.
    • If failure to meet “B” average above must also complete: 
      • _____ ENGL 2601 grade of “B” or better.
    • If you receive a “C” or below you will need to retake the course.
• _____ “B” average or better (B-B-B, A-B-C) across the following: 

_____ EDFN 1501         _____ CMST 1545

_____ SPED 2630         _____ HIST 2605 or HIST 2606

• After completing a minimum of 50 SH, submit the following:
  • Upper Division application (Portal)
  • Good Moral Character Statement
  • Copy of BCI & FBI clearances
  • Writing prompt (Blackboard)
• Deadlines for submission for upper division status (late applications may not be accepted):
  • September 1—to register for Upper Division Courses for Spring
  • February 1—to register for Upper Division courses for Summer & Fall

Admission to Preclinical and Evaluation for Graduation

• Request must be submitted to TaskStream one year prior to the intended preclinical semester no later than:
• September 1—for Fall preclinical (Late applications may not be accepted)
• February 1—for Spring preclinical (Late applications may not be accepted)
• Content GPA (2.67 minimum), Professional GPA (2.67 minimum), Overall GPA (2.75 minimum).

¹

 Prerequisite for preclinical curriculum

²

 Upper division course.

INTEGRATED SOCIAL STUDIES CONCENTRATION AREA

INTEGRATED MATH CONCENTRATION AREA

INTERGRATED LANGUAGE ARTS CONCENTRATION AREA

INTERGRATED SCIENCE BIOLOGY CONCENTRATION AREA

INTERGRATED SCIENCE CHEMISTRY CONCENTRATION AREA 

INTERGRATED SCIENCE EARTH SCIENCE CONCENTRATION AREA

INTERGRATED SCIENCE PHYSICS CONCENTRATION AREA

Learning Outcomes

The following learning outcomes are based on The Ohio Standards for the Teaching Profession.  These standards were developed for use as a guide for teachers as they continually reflect upon and improve their effectiveness as educators throughout all of the stages of their careers. These standards serve as an important tool for teachers as they consider their growth and development in the profession. These standards in developing and content of our teacher education programs.  They are interrelated and connect in teachers’ practice.

• Teachers understand student learning and development and respect the diversity of the students they teach.
• Teachers know and understand the content area for which they have instructional responsibility.
• Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
• Teachers plan and deliver effective instruction that advances the learning of each individual student.
• Teachers create learning environments that promote high levels of learning and achievement for all students.
• Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
• Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.