Education, High School Teaching Preparation, B.A./B.S.

Professors: Mary Bucy, Maria Dantas-Whitney, Mark Girod, Rachel Harrington, Chloë Hughes, Marie LeJeune, Mickey Pardew, Adele Schepige, Dana Ulveland
Associate professors: Carmen Cáceda, Kenneth Carano, Melanie Landon-Hays, Cindy Ryan, Alicia Wenzel, Greg Zobel
Assistant professors: Natalie Danner, Xiaopeng Gong, Katrina Hovey, Annie Ittner, Maria Peterson- Ahmad, Joshua Schulze

Mission

Principled upon educational equity, cultural sensitivity, professionalism and an intellectually vital community. Committed to facilitating the learning and development of our candidates who, in turn, can successfully affect the learning and development of PK-12 students in schools.

Learning Outcomes

The program prepares caring, competent professionals who:

Demonstrate evidence of appropriate content knowledge, skills and dispositions necessary for attaining high achievement for all PK-12 students.
Create a climate where diversity is valued.
Successfully affect the learning and development of PK-12 students in schools.

There are special requirements for admission to the education programs. Contact the Division of Education and Leadership representatives for more information. The College of Education’s Policy Analysis and Review Committee establishes policies and standards that students must meet before being admitted to teacher education courses. Students may explore their interest in teaching during their freshman and sophomore years by enrolling in ED 200 , ED 230 , ED 240 .

The university has found it necessary to evaluate a person’s background to determine his or her likelihood of maintaining standards of professional conduct necessary in the discipline. An evaluation may take into consideration current performance as well as past experiences and actions that could affect a student’s ability to perform in the particular course or program.

Complete with Early Childhood, Early Childhood/Elementary, Elementary/Middle Level, Middle Level/High School or High School Teaching Preparations.

Grade nine through grade 12 in a high school.

Core Courses

High school teaching majors are required to have successfully completed each of the following prior to entry into the professional core:

ED 200 Foundations of Education Credits: 3
ED 233 Applied Adolescent Learning and Development Credits: 3
ED 259 Special Education and Inclusive Communities Credits: 3
ED 270 Technology in Education Credits: 3
ED 373 Introduction to Curriculum and Assessment Credits: 3

High School Teaching Preparations

Test requirements: passing score on all required tests. See wou.edu/educationtests. For programs in academic specialty areas, see listings under the academic area:

Initial Licensure

Education majors are required to complete all pre-education courses (all 200, 300 and 400 level with a grade of B- or better) required for the major (early childhood only, early childhood/elementary, elementary/middle, middle/high or high only) prior to entry to the education core.

Requirements for admission into the professional education core include: (1) a minimum overall (or last 90 hours) GPA of 2.75, (2) a minimum GPA of 3.0 in education coursework and (3) for middle and high preparations a minimum of 3.0 in endorsement area content courses.

The professional education core includes three quarters of intensive classes and clinical experiences organized in the following fashion, by authorization level and major. Students must maintain a minimum GPA of 3.0 in education coursework and grades of B- or better in all courses while enrolled in the professional education core.

Professional Education Core

Education, High School Teaching Preparation, B.A./B.S.

Mission

Learning Outcomes

Core Courses

High School Teaching Preparations

Initial Licensure

Professional Education Core

Term I

Term II

Term III

Total Credits: 112-136