Baldwin-Wallace College is approved by the State of Ohio Department of Education, North Central Association of Colleges and Schools, and the National Council for Accreditation of Teacher Education to prepare teachers for teaching early childhood education (prekindergarten-grade 3), middle childhood education (grades 4-9), mild/moderate educational needs (kindergarten-grade 12), adolescent young adult education (grades 7-12), for teaching regular academic subjects offered in the junior and senior high schools, and multi-age education (prekindergarten-grade 12), for teaching subjects such as foreign language, health, music, physical education, and visual arts.
The Division of Education faculty, along with their Arts and Sciences and Conservatory faculty partners, are committed to the development of a strong performance-based program of teacher education. The teacher education curriculum is arranged conceptually around six teacher/ educator attributes: content knowledge, professional knowledge, pedagogical knowledge, diversity, educational technology, and professional dispositions. These six attributes comprise a conceptual framework for guiding the academic experiences of all students. Through a series of professional and self-assessments, teacher education graduates will be able to demonstrate proficiency in each of the six areas.
Teacher Education candidates participate in field experiences, seminars, classes, and assessment and remediation activities. Successful teacher education candidates learn the art of self-reflection and embody the characteristics of all B-W students in becoming contributing, compassionate, competent educators.
Field Experiences are developmentally sequenced to allow students the opportunity to explore teaching as a career choice early in their college experience. Initial field experiences include observation, tutoring, and assisting teachers in their classrooms. By their junior year candidates have not only practiced teaching in their B-W classes, they have planned, conducted and evaluated their teaching in an actual school classroom. By completing a series of steps to qualify for each transition point in the program, students are allowed opportunities to develop the necessary skills, knowledge, and values to move confidently into their final clinical experience, student teaching.
Dispositions
The faculty in the Division of Education believe that effective teachers possess and develop characteristics, attitudes and behaviors that contribute to their students' success. These include:
1. Candidates will contribute to a positive climate in both the college classroom and in the P-12 setting.
2. Candidates will demonstrate mastery of written and spoken language for self-expression and in communication with others.
3. Candidates are thoughtful and responsive listeners.
4. Candidates will demonstrate a commitment to reflection, assessment, and learning as ongoing processes.
5. Candidates will demonstrate a willingness to give and receive help.
6. Candidates will demonstrate sensitivity to community and cultural norms of the teacher education program, the college classroom, and clinical/practicum settings.
7. Candidates will show that they value human diversity and show respect for others' varied talents and perspectives.
8. Candidates will show that they value the development of critical thinking, independent problem solving, and performance capabilities in himself or herself and P-12 students.
9. Candidates will demonstrate a commitment to keeping abreast of new ideas and understandings in the field of education.
10. Candidates will demonstrate a level of responsibility appropriate for a professional.
Students are periodically assessed in class and field work on these dispositions. They are provided feedback to encourage individual growth and development.
Licensure
A provisional teacher license, valid for two years, will be issued by the State of Ohio to students who earn the baccalaureate degree, including the prescribed program of general and professional education courses, and who successfully complete the State License Examinations. This license is required for entry into an Entry Year Program and may be used for substitute teaching. Although variations exist according to individual majors, the basic professional education requirements include the following courses and their credit-hour values.
Minimum professional education credits required: 57 For an Early Childhood Education license, a student must major in Early Childhood Education and earn a baccalaureate degree, including the prescribed program of general education, professional education, and curriculum content.
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To earn an additional license in Mild/Moderate Educational Needs, the Early Childhood Education candidate must complete the following sequence of courses. | |||
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EDU |
343 |
Reading Instruction in Middle Childhood Education |
3 credits |
|
EDU |
347 |
Mathematics Instruction in Middle Childhood Education |
3 credits |
|
EDU |
474 |
Introduction to Students with Mild/Moderate Educational Needs |
3 credits |
|
EDU |
476 |
Behavior Management for Students with Mild/Moderate |
2 credits |
|
EDU |
477 |
Assessment & Remediation Strategies for Students with Mild/Moderate Educational Needs |
3 credits |
|
EDU |
415B01 |
Clinical Practice in Mild/Moderate Educational Needs (1/2 semester) |
5 credits |
|
EDU |
417A01 |
Clinical Practice in Early Childhood Education (1/2 semester) |
4 credits |
Minimum professional education credits required: 47 For a Middle Childhood Education license, a student must major in Middle Childhood Education, and earn a baccalaureate degree, including the prescribed program of general education, and professional education. In addition, the student must also take the required courses in two of the following teaching fields: ·Reading and Language Arts* (29 hours) (3.0 GPA required)
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To earn an additional license in Mild/Moderate Educational Needs, the Middle Childhood Education candidate must complete the following sequence of courses: | |||
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EDU |
342 |
Integrated Curriculum for Intervention Specialists |
3 credits |
|
EDU |
347 |
Mathematics Instruction in Middle Childhood Education |
3 credits |
|
EDU |
474 |
Introduction to Students with Mild/Moderate Educational Need |
3 credits |
|
EDU |
476 |
Behavior Management for Students with Mild/Moderate |
2 credits |
|
EDU |
477 |
Assessment & Remediation Strategies for Students with Mild/Moderate Educational Needs |
3 credits |
|
EDU |
415B01 |
Clinical Practice in Mild/Moderate Educational Needs |
5 credits |
|
EDU |
418A01 |
Clinical Practice Middle Childhood Education (1/2 semester) |
4 credits |
Licensure Courses Music Education candidates have a professional education program that varies from the program listed here. See Music Education for details. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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To earn an additional license in Mild/Moderate Educational Needs, the Adolescent Young Adult/Multi-Age Education candidate must complete the following sequence of courses: | |||
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|
|
EDU |
334 |
Diagnostic & Remedial Reading Methods |
3 credits |
|
EDU |
342 |
Integrated Curriculum for Intervention Specialists |
3 credits |
|
EDU |
343 |
Reading Instruction in Middle Childhood Education |
3 credits |
|
EDU |
347 |
Mathematics Instruction in Middle Childhood Education |
3 credits |
|
EDU |
474 |
Introduction to Students with Mild/Moderate Educational Needs |
3 credits |
|
EDU |
476 |
Behavior Management for Students with Mild/Moderate Educational Needs |
2 credits |
|
EDU |
477 |
Assessment & Remediation Strategies for Students with Mild/Moderate Educational Needs |
3 credits |
|
EDU |
415B01 |
Clinical Practice in Mild/Moderate Educational Needs |
5 credits |
|
EDU |
419A01 |
Clinical Practice Adolescent Education (1/2 semester) |
4 credits |
Minimum professional education credits required: 72 For an Intervention Specialist license, a student must major in Mild/Moderate Educational Needs
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