Teacher Education Program Information
The demand for ever-better public schooling to produce ever-better results for society is a recurrent theme in U.S. history. Although it is unrealistic to expect schools or teachers to solve all social problems, the William Jewell College Education faculty has determined that teachers prepared here will be part of the solution. Jewell produces teachers who are intentional, professional teachers. Our graduates have both content and pedagogical knowledge bases and the ability to reflect on that knowledge. Thus teachers prepared at Jewell are able to acquire new knowledge and skills to produce learning in every student they teach.
To achieve this result, the Jewell teacher education curriculum is designed to create intentional teachers:
“Intentional teachers are those who are consistently thinking about the outcomes they want for their students and about how each decision they make moves children toward those outcomes. Intentional teachers know that maximum learning does not happen by chance…to really challenge students, to get their best efforts, to help them make conceptual leaps and organize and retain knowledge, teachers need to be purposeful, thoughtful, and flexible, without ever losing sight of their goals for every child. In a word, they need to be intentional.” (John Slavin, The Intentional Teacher)
Linda Darling-Hammond and John Bransford articulate the knowledge/skills that an intentional teacher needs to possess in their 2005 work, Preparing teachers for a changing world, and Jewell’s teacher education program is designed on those guidelines. Jewell prepares teachers who use:
- developmentally appropriate practice (including language development in multilingual settings) and differentiated instruction for individual achievement within a social/teaching context;
- culturally appropriate practices that empowers every student to learn and fosters a broader understanding of culture;
- curriculum standards/theory/application/vision that give every student access to meaningful information/power while responding to governmental mandates;
- education policy as it influences teaching and learning daily – making choices that benefit students and their learning;
- meaningful assessment connected to instruction connected to curriculum connected to standards that produces useful achievement gains for the students; and
- culturally sensitive classroom management that produces a positive learning environment to facilitate individual achievement.
Teacher education students here come to recognize that these are not discrete theories, pieces of knowledge or skill sets but that all these ideas and skills must be intertwined in the practice of teaching. In other words, teacher education students at Jewell are expected to understand the intersection of content knowledge, teaching methods, the social context of education, and student needs in order to be able to teach each (and every) student effectively.
Brief information about the William Jewell College elementary (1-6) and secondary (9-12 or K-12) teacher education programs follow. Additional information can be obtained by contacting us at education AT william.jewell DOT edu.
All teacher education students must demonstrate written communication competence. In addition to successful completion of CTI 102, Written Communication, the student must continue to exhibit strong written communication skills in education course work. If a student is not demonstrating competence the instructor should require the student to seek services from the Academic Achievement Center and file a Care Team referral. Failure to demonstrate written communication competence prior to applying to student teaching will be cause to deny or defer admission to student teaching.
ORAL COMMUNICATION STANDARD:
All teacher education students must demonstrate oral communication competence. Competence will be evaluated through successful completion of COM 100. If, after completion of this course, a student does not demonstrate oral communication competence an instructor will file a Care Team referral and a plan will be devised for improvement of performance. Failure to demonstrate oral communication competence prior to applying to student teaching will be cause to deny or defer admission to student teaching.
All teacher education students must demonstrate basic mathematical competence. In addition to successful completion of CTI 105, Math for the Liberal Arts (or equivalent), the student must continue to exhibit knowledge/use of mathematics in education course work. If the student does not demonstrate those skills the instructor will file a Care Team referral and the student will be counseled. Failure to demonstrate numeracy competence prior to applying to student teaching will be cause to deny or defer admission to student teaching.
ELEMENTARY EDUCATION SCOPE AND SEQUENCE:
The Elementary Teacher Education program at William Jewell College prepares students to teach grades 1-6. It is designed to provide students with learning opportunities, which build their knowledge and understanding of how young children grow, develop and learn, how schools are structured and operate, and effective teaching methods to facilitate that growth and learning. Elementary teacher education students then apply and expand upon this knowledge by utilizing skills learned in course work in multiple field experiences throughout the program.
Advising: All elementary teacher education majors must be advised by an elementary education advisor once each semester.
General & Elementary Content Knowledge: In addition to WJC CTI Core Curriculum, elementary education students are required to complete one additional course in each of the following content fields: science (ordinarily Science 101, Integrated Science for Elementary Education), GEO 304, Economic Geography, and a course considering diversity in the U.S. (consult your advisor for the current list of courses that meet this requirement). In addition to the above-requirements all elementary majors will be advised to complete elective degree course work in content fields related to the elementary curriculum.
SECONDARY EDUCATION SCOPE AND SEQUENCE:
Due to the way that teacher certification rules are structured, teacher education programs which lead to teacher certification in grades 9-12 or K-12 are considered to be Secondary Teacher Education programs at William Jewell College even though the latter do include instruction in methods to teach at all levels and field experiences at a minimum of two different grade levels (1-6 and 9-12).
William Jewell College secondary teacher education programs prepare students to teach a specific content subject in either grades 9-12 (English, Biology, Chemistry, Math, Social Studies, Speech and Theatre, and Physics or K-12 (Art, Music, Physical Education (pending), French or Spanish). Secondary teacher education at WJC is designed to provide students with learning opportunities which build knowledge and understanding of how adolescents grow, develop and learn, how schools are structured and operate, and effective teaching methods to facilitate that growth and learning. Secondary teacher education students then apply and expand upon this knowledge by utilizing skills learned in course work in multiple field experiences throughout the program.
Advising: Secondary/K-12 Education majors must be double majors and MUST be advised by both content and education advisors each semester.
General Knowledge: In addition to the WJC Core Curriculum, secondary education students are required to complete a U.S. Diversity course (consult advisor for courses that meet that requirement).
Content Knowledge: Secondary Education majors must double major in education and in the field in which they desire to be certified to teach, except in the case of the sciences and math in which students can choose to major or minor but all Missouri certification requirements must be met in all cases. William Jewell College offers teacher certification in the following fields: Art, Biology, Chemistry, English, French, Mathematics, Instrumental Music, Vocal Music, Social Studies (History), Speech and Theatre, Spanish, Physics or Physical Education (pending).
The knowledge, skills and competencies described above are considered foundational to achievement of the Missouri Standards for Professional Educators (MoSPE) established by the State of Missouri. Since teacher education students must successfully meet the MoSPE standards to be recommended for teacher certification, failure by any teacher education student to exhibit knowledge or skill competence in any of the areas above will result in a Care Team referral. If the Care Team issues are not resolved, student failure to exhibit the required performances will result in either denial to or release from a teacher education program.
Scope and Sequence of the Teacher Education Curriculum: The teacher education curriculum of William Jewell College is based on the Missouri Professional Teaching Standards and the knowledge base articulated in the William Jewell College conceptual framework. Courses are ordered sequentially, building knowledge in the developing teacher in increasingly complex ways throughout the program (the sequence is under revision in 2014-2015 as the faculty work to incorporate the new Missouri requirements).
Four-Year Plans/Guarantee: As a single major, the elementary education major is eligible for the four-year guarantee as long as the student is advised in the education department every semester and carefully follows the plan laid out by the advisor. The secondary education major, by virtue of being a double major is not eligible for the four-year guarantee; nevertheless, education advisors endeavor to help the student finish in four years with careful advising. Sample four-year plans for 2015-17 can be found in the Teacher Education Program Information section of our webpage. Missouri teacher education requirements have just changed and thus a sample four-year plan for 2018 graduates (first years in 2014-15) will be posted as soon as they are available.