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Welcome to the College of Education

Dr. Reginald Nnazor, Dean
rnnazor@centralstate.edu
(937) 376-6007

Jill Woods, Administrative Assistant
jwoods@centralstate.edu
(937) 376-6225

Office of Clinical Experience, Accreditation and Licensure

Dr. Denise Sharp, Director of Field and Clinical Experience
dsharp2@centralstate.edu
(937) 376-6331

Sherry Evans, Assessment Data Coordinator
sevens@centralstate.edu
(937) 376-6604

Gregory Place, Part-time Clinical Faculty
(937) 376-6176

Alvin Busse, Field Experience Van Driver
(937) 376-6176

Institute of Urban Education

Interim Director: Dr. Reginald Nnazor

Secretary: TBA

The College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). The College has a long and proud history of preparing caring and competent teachers for work with diverse students. We believe that a teacher who vicariously experiences students in their situations would be in a vantage position to more sensitively and successfully facilitate learning.

The Mission
The mission of the College of Education is to prepare teachers who are effective in serving as empathic facilitators of learning for diverse students. We are committed to the preparation of educators who vicariously experience students in their situations, and actively care to the extent of taking appropriate action.

Conceptual Framework
Programs in the College of Education are undergirded and oriented by the Conceptual Framework of the College. The theme of the Conceptual Framework is: “Empathic Facilitators of Learning.” The Conceptual Framework has five Elements that together serve as curricular pillars for the programs: Knowledge, Pedagogical Skills, Dispositions, Diversity, and Critical Reflection.

Our teacher candidates are systematically oriented to deeply appreciate the foundational importance of empathy in teaching. Empathy enables them to appreciate that the impact of psychological, cultural, social, and economic factors on students and their readiness for learning is not merely academic. They understand, in more realistic or existential terms, the influence of these factors on students as individuals, and as a collective. Empathy is vicarious experiencing that moves one to take action. Empathic facilitators of learning do not merely cognitively identify with or affectively relate to students, they actively care --- to the extent that they take professionally necessary or appropriate action. Candidates are guided to develop a level of empathy or action-oriented compassion that inclines them to go beyond tokenistic sympathy for students to taking appropriate action necessary for addressing a situation.

Departments and Programs
The College of Education consists of three departments: Professional Education; Health, Physical Education and Recreation; and Graduate Education. The College offers baccalaureate and post-baccalaureate degree programs that prepare candidates for teaching licensure in the following areas:

Adolescent to Young Adult - Integrated Language Arts for grades 7-12
Adolescent to Young Adult – Integrated Mathematics for grades 7-12
Adolescent to Young Adult - Integrated Social Studies for grades 7-12
Adolescent to Young Adult - Life Science for grades 7-12
Adolescent to Young Adult - Physical Science for grades 7-12
Early Childhood Education for grades Pre K-3
Intervention Specialist - Mild/Moderate for grades Pre K-12
Middle Childhood - Language Arts, Social Studies, Mathematics and Science (Choose 2) for grades 4-9
Multi-Age Health Education for grades K-12
Multi-Age Music for grades K-12
Multi-Age Physical Education for grades K-12
Multi-Age Visual Arts for grades K-12

The College also offers a non-licensure baccalaureate degree in Recreation and a Master of Education degree program with concentrations in School Leadership; Instructional Technology; Student Affairs in Higher Education; Curriculum and Teacher Leadership.

Institute of Urban Education
The Central State University Institute of Urban Education (IUE) is a key unit of the College of Education. The IUE is a reputable clearinghouse for the dissemination of research on effective teaching and learning in urban school settings. It provides excellent facility for both the scholar-in-residence and practitioner-in-residence to conduct research, write, teach, and hold seminars on issues associated with teaching and learning in urban school systems. IUE’s Annual National Urban Education Conference is highly regarded, and attracts large numbers of administrators, scholars, teachers, and students from across the country.

For more information about CSU College of Education, please refer to the College of Education Handbook or call (937) 376-6225

Department of Professional Education

Dr. Hazel Latson, Chair
(937) 376-6643

Terri Williams, Secretary
twilliams2@centralstate.edu
(937) 376-6176

Professors: Dr. Lee Esprit, Dr. Reginald Nnazor
Associate Professors: Dr. Hazel Latson, Dr. Rajeev Swami;
Assistant Professors: Dr. Tamra Ragland, Dr. Denise Sharp, Dr. Petronella Cameron,
Dr. Apollos Harris, Dr. Kwabena Ofori-Attah

The Department of Professional Education offers the following programs:

Adolescent to Young Adult - Integrated Language Arts for grades 7-12
Adolescent to Young Adult – Integrated Mathematics for grades 7-12
Adolescent to Young Adult - Integrated Social Studies for grades 7-12
Adolescent to Young Adult - Life Science for grades 7-12
Adolescent to Young Adult - Physical Science for grades 7-12
Early Childhood Education for grades PreK-3
Intervention Specialist - Mild/Moderate for grades PreK-12
Middle Childhood - Language Arts, Social Studies, Mathematics, Science for grades 4-9 (Choose 2)

Post Baccalaureate Route
Each of the programs in the Department of Professional Education offers a post-baccalaureate route. The post-baccalaureate route is designed for students, career changers, unlicensed substitute teachers who have already earned a bachelor’s degree with a 2.5 GPA from an accredited institution, and wish to obtain initial teaching licensure. However, interested applicants with less than 2.5 GPA who present evidence of passing Praxis II Content test with scores required in Ohio may be admitted in the following programs: Integrated Language Arts for grades 7-12; Integrated Mathematics for grades 7-12; Integrated Social Studies for grades 7-12; Life Science for grades 7-12; Physical Science for grades 7-12; and Middle Childhood Education. Information about Praxis II Content passing scores in Ohio can be obtained from www.ets.org or the Ohio Department of Education.

Music Education and Visual Arts Education
Music Education and Visual Arts Education programs are offered from the College of Humanities, Arts and Social Sciences. Information about the programs is available in the College of Humanities, Arts, and Social Sciences section of the catalog.

Dual Enrollment
Wilberforce University students are invited to pursue a degree in Teacher Education through dual enrollment. Wilberforce students, like all students, must meet all requirements for admission to programs in the Professional Education Department, and for receiving a teaching licensure from the Ohio Department of Education. The bachelor’s degree will be awarded by Wilberforce University. Under this arrangement, Central State’s College of Education will be the Institutional affiliation for the purpose of processing applications for teaching license.

Articulation Agreements
Central State University College of Education has 2+2 Articulation Agreements with Sinclair Community College in Dayton, Ohio and Cuyahoga Community College in Cleveland, Ohio. Under the agreements, Central State University will accept agreed-upon courses taken at the 2-year colleges, including the Associate’s Degree and provide opportunity for the student from the institutions to complete the baccalaureate degree in Early Childhood Education. Please contact the Chair, Professional Education for more information about theses Articulation Agreements.

Transfer Students
All transfer students must meet the requirements of the program in which they are interested, and also complete the following as it applies:

Central State University students, who have declared a major in an area other than Education, may apply to transfer to a program in the Department of Professional Education by completing and submitting the Change of Major form.
Transfer students from accredited two and four-year institutions are welcome to the College of Education subject to university rules and regulations, including completion of the Transfer of Credit form.

Student Organizations
Students in the Department of Professional Education can seek membership in the following societies and associations:

Alpha Kappa Mu Honor Society
Council for Exceptional Children
Kappa Delta Pi Honor Society
Pi Lambda Theta Professional Education Honorary Fraternity
National Association for the Education of Young Children
National Council of Teachers of English
National Council of Teachers of Mathematics
National Council for the Social Studies
National Science Teachers Association
Ohio Student Education Association

Information about each of the programs in the Professional Education Department is provided in the sections that follow.

Adolescent to Young Adult (AYA) Integrated Language Arts

Program Coordinator: TBA
(937) 376-6065

The Adolescent to Young Adult Integrated Language Arts Bachelor of Science Degree Program prepares candidates for Ohio teaching licensure in Integrated English Language Arts (grades 7 – 12). In addition to general education and professional education courses, candidates are required to take content courses in Communication; Drama; African, African-American, American, world, and British Literature; Language Arts Practicum, and Student Teaching. The program requires successful completion of 131 semester credit hours.

Admission to the Program
To be admitted to the Adolescent to Young Adult (AYA) Integrated Language Arts Program, candidates will need to successfully complete 31 semester credits in the content, general education, and the following professional education courses: EDU 2262; EDU 2264; and EDU 2300, with a semester grade of no less than a “C” in each course, maintain a minimum GPA of 2.5, prepare a beginning program portfolio and pass the PRAXIS 1 (PPST) examinations. Guidance for preparing the beginning portfolio can be obtained from the Program Coordinator, and information about PPST is available at Educational Testing Service (ETS), www.ets.org. Candidates must also submit 2 letters of recommendation and 3 Disposition Forms completed by their Central State University instructors. The Disposition Form can be obtained from the Department of Professional Education office. Transfer or Post Baccalaureate candidates may submit recommendation letters from their employers or instructors in their previous institutions. Candidates will be required to successfully complete an interview for admission to the program.

Field and Clinical Experience
The program requires three levels of field and clinical experience in the preK-12 schools: Level 1, Observation; Level 2, Methods Practicum; and Level 3, Student Teaching (Clinical). Field and clinical experience is highly valued in the program to the extent that candidates cannot receive a passing grade in a course if they do not satisfactorily complete the field or clinical assignments required in the course.

Candidates must have a clear Bureau of Criminal Investigation and Identification (BCII) and Federal Bureau of Investigation (FBI) background check before they are placed in preK-12 classrooms for field and clinical experience. Each background check is valid for one calendar year; therefore, a candidate may need a minimum of two background checks before completing the program. For more information about BCII and FBI checks, candidates should contact their advisors and the Director of Field and Clinical Experience.

Candidate Monitoring and Assessment System
The Candidate Monitoring and Assessment System (CMAS) is utilized to guide the candidate through the AYA Integrated Language Arts program. CMAS specifies performance expectations candidates must meet to progress through, and complete the program. CMAS includes four clearly delineated Transition Points: Transition Point I, Admission to the Program; Transition Point II, Admission to Methods (Practicum); Transition Point III, Admission to Student Teaching (Clinical); Transition Point IV, Program Completion or Exit. At each Transition Point, program requirements are aligned with Elements of the College of Education Conceptual Framework, relevant standards of the National Council for Teachers of English (NCTE) and the Ohio Standards for the Teaching Profession (OSTP). Also outlined at each Transition Point are required exhibits or evidence of candidate performance relative to each program requirement, and the minimum level of acceptable performance for the requirements. Below is an abridged Candidate Monitoring and Assessment System for the Integrated Language Arts Program

Abridged Candidate Monitoring and Assessment System

AYA Integrated Language Arts 2012-2014

Transition Point One – Admission to the Program
Requirement	CR	Requirement
ENG 1100 Introduction to Writing/Reading or ENG 1101 Introduction to Writing ENG 1102 Writing and Researching the Essay	5 4 4	English Proficiency Exam. Passing Score: 8 or above
MTH 1750 College Algebra	3	Successful completion of 31 Semester Hours
EDU 2262 Foundations of Education (Field: need FBI/BCII)	3	Beginning Program Portfolio: No less than “C” grade
EDU 2264 Multicultural Education (Field: need FBI/BCII)	3	2 letters of Recommendation from CSU instructors
EDU 2300 Educational Psychology	3	3 Favorable Dispositions Reports from CSU instructors
Pass Reading, Writing, Math PRAXIS I (PPST) Exams (minimum score 172 for each test)		Successful admission to the program
GPA 2.5 or above		*Clear FBI/BCII Background Check
Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Chair, Department of Professional Education for details of the plan.
Transition Point Two – Admission to Methods Practicum
Requirement	CR	Requirement	CR
Content 2000-3000 Level Courses		Professional Education 2000-3000 Level Courses
COM 2204 - Introduction to Speech Communication; COM 2200 - Introduction to Mass Communication COM 3310 – Public Speaking (even years, Spring)	3 3 3	EDU 2263 - Classroom Management (Field: FBI/BCII) EDU 2266 - Indv. with Special Needs (Field: FBI/BCII) EDU 2265 - Intro to Educational Technology Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Chair, Department of Professional Education for details of the plan	3 3 3
DRM 2201 Tragedy( fall); 2202 (spring) Comedy; 2204 (spring, odd years) African-American Theatre (odd years); ENG 4070 Forms Genres (Take only 2 courses):	6	EDU 3330 – Teaching Reading in the Content Area	3
ENG 2200 and 3010: Intro to Literary Studies; African Literature	6	EDU 3361 – MCE/AYA Integrated Language Arts (Methods Practicum) (Field: BCII/FBI background check)	3
ENG 3020 or 3021: African-American Literature I or II	3	Intermediate Program Portfolio I (No less than “C” grade)
ENG 3030 or 3031: American Literature I or II	3	GPA 2.5 or above
ENG 3040 or 3041: British Literature I or II	3	Meet the requirements of PRAXIS II Content Practice Plan (PCPP) See Program Coordinator for details of the plan
Transition Point Three – Admission to Student Teaching
Requirement	CR	Requirement
3000-4000 Level Content Courses		GPA 2.5 or above
ENG 3100 Literary Criticism ENG 3200 History of the English Language (odd years)	3 3	Submit Application for Student Teaching by March 15 for fall semester and by September 15 for spring semester
ENG 4080 Shakespeare	3	Submit Application for Graduation to advisor
ENG 4200 Linguistics ENG 4895 Senior Capstone Seminar	3 3	Meet requirements of the PCPP (Take test only on recommendation of advisor)
EDU 4491 Student Teaching:	9 3	*Clear FBI/BCII Background Check
EDU 4895 Student Teaching Capstone Seminar		Professional Portfolio (No less than “C” grade)
EDU 3861 Language Arts Capstone Course; Meet the requirements of PRAXIS II Content Practice Plan (PCPP)	4	Intermediate Portforlio II
Transition Point Four – Program Completion
Requirement	CR	Requirement
Student Teaching Seminar Evaluation	C or above	Candidate Provides Contact Information
Program Completion/ Exit Portfolio	C or above	Candidate Provides Employer Information
University Supervisor Evaluation of Candidate	C or above	Candidate Completes Application for Licensure
Cooperating Teacher Evaluation of Candidate	C or above	Candidate Completes Exit Questionnaire
		GPA 2.5 or above

See Course Description Section for descriptions of the courses

*FBI = Federal Bureau of Investigation; BCII = Ohio Bureau of Criminal Identification and Investigation

Candidates are advised to obtain the program check sheet and the complete Candidate Monitoring and Assessment System from their advisor or the Program Coordinator for the AYA Integrated Language Arts Program.

Praxis II: Principles of Learning and Teaching (PLT) and Content Tests
Passing scores on PRAXIS II PLT and PRAXIS II Content are required for teacher license in Ohio and in most states. Detailed information about PRAXIS II Content and the PLT tests is available at www.ets.org. The Integrated Language Arts Program has a Praxis II Content Practice Plan (PCPP) and a PRAXIS II PLT Practice Plan (PPPP). Candidates must meet the requirements of the plan before they are encouraged to take the tests. For detailed information about the PCPP, candidates should contact the Program Coordinator for the AYA Integrated Language Arts Program; and for detailed information about the PPPP, candidates should contact the Chair of the Professional Education Department.

Good Standing
Candidates are required to be in good standing at each Transition Point in the program. To be in good standing, candidates must maintain a minimum grade point average (GPA) of 2.5. In addition, they must maintain a positive disposition report at each Transition Point in the program.

Student Responsibility
Candidates in the program are required to meet regularly with their advisor or the Program Coordinator until they complete all program requirements and graduate. Candidates are required to comply with all regulations and requirements of the University, the College of Education, the Department of Professional Education, and the Integrated Language Arts Program. Students are expected to seek academic advisement and guidance, and are ultimately responsible for completing all degree requirements.

Candidates must meet with both the Program Coordinator and the Chair of the Department during the semester immediately prior to the semester in which they expect to graduate to prepare an application for graduation. It is the candidate's responsibility to initiate graduation application and ensure that the application is submitted to the University Registrar by the due date.

Adolescent to Young Adult (AYA) Integrated Mathematics Program

Program Coordinator: Dr. Tamra Ragland
(937) 376-6675

The Adolescent to Young Adult Integrated Mathematics Bachelor of Science Degree Program prepares candidates for Ohio teaching licensure in Integrated Mathematics (grades 7 – 12). In addition to general education and professional education courses, candidates are required to take content courses in Computer Science, Probability & Statistics, Trigonometry, Calculus, Linear Algebra, Multivariate Calculus, Differential Equations, Algebraic Structures, Discrete Structures and the History of Mathematics, Mathematics Methods Practicum and Student Teaching (Clinical). The program requires the completion of 128 semester credit hours.

Admission to the Program: To be admitted to the Adolescent to Young Adult (AYA) Integrated Mathematics Program, candidates will need to successfully complete 31 semester credits in the content, general education, and selected professional education courses with a semester grade of no less than a ”C,” maintain a minimum GPA of 2.5, prepare a beginning program portfolio and pass the PRAXIS 1 (PPST) examination. Information about PPST can be obtained from Educational Testing Service (ETS), www.ets.org. Candidates must also submit 2 letters of recommendation written by his/her Central State University instructors, and three Disposition Forms completed by the instructors. The Disposition Form can be obtained from the Department of Professional Education office. Candidates will be required to successfully complete an interview for admission to the program.

Field and Clinical Experience
The program requires three levels of field and clinical experience in the pre-K-12 schools: Level 1, Observation; Level 2, Methods Practicum; and Level 3, Student Teaching (Clinical). Field and clinical experience is highly valued in the program to the extent that candidates cannot receive a passing grade in a course if they do not satisfactorily complete the field or clinical assignments required in the course.

Candidate Monitoring and Assessment System
The Candidate Monitoring and Assessment System (CMAS) is utilized to guide the candidate through the AYA Integrated Mathematics program. CMAS specifies performance expectations candidates must meet to progress through, and complete the program. CMAS includes four clearly delineated Transition Points: Transition Point I, Admission to the Program; Transition Point II, Admission to Methods (Practicum); Transition Point III, Admission to Student Teaching (Clinical); Transition Point IV, Program Completion or Exit. At each Transition Point, program requirements are aligned with Elements of the College of Education Conceptual Framework, relevant standards of the National Council for Teachers of Mathematics (NCTM) and the Ohio Standards for the Teaching Profession (OSTP). Also outlined at each Transition Point are required exhibits or evidence of candidate performance relative to each program requirement, and the minimum level of acceptable performance for the requirements. Below is an abridged Candidate Monitoring and Assessment System for the Integrated Mathematics Program:

Abridged Candidate Monitoring and Assessment System

AYA Integrated Mathematics 2012-2014

Transition Point One – Admission to the Program
Requirement	CR	Requirement
ENG 1100 Intro to Writing/Reading or ENG 1101 – Intro to Writing ENG 1102 Writing and Res/Essay	5/4 4	English Proficiency Exam. Passing Score: 8 or above
MTH 1750 College Algebra	3	Successful completion of 31 Semester Hours
EDU 2262 Foundations of Education (Field: need FBI/BCII)	3	Beginning Portfolio: No less than “C” grade
EDU 2264 Multicultural Education (Field: need FBI/BCII)	3	2 letters of Recommendation from CSU instructors
EDU 2300 – Educational Psychology	3	3 Favorable Dispositions Reports from CSU instructors
Pass Reading, Writing, Math PRAXIS I (PPST) Exams (min. score 172 for each test)		Successful Admission to the Program
GPA 2.5 or above		*Clear FBI/BCII Background Check
Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Chair, Department of Professional Education for details of the plan.
Transition Point Two – Admission to Methods Practicum
Requirement	CR	Requirement	CR
Content 2000-3000 Level Courses		Professional Education 2000-3000 Level Courses
MTH 2001 & 2002: Probability & Statistics I and II MTH 2501: Trigonometry MTH 2502: Calculus I	6 3 4	EDU 2263: Classroom Management (Field: FBI/BCII) EDU 2266: Indiv. with Special Needs (Field: FBI/BCII) EDU 2265 Intro to Educational Technology Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Chair, Department of Professional Education for details of the plan.	3 3 3
MTH 2503: Calculus II	5	EDU 3330 – Teaching Reading in the Content Area	3
MTH 3000 & 3001: Geometry for Teachers & Linear Algebra MTH 3002: Multivariate Calculus	6 4	EDU 3362 – MCE/AYA Integrated Mathematics Methods Practicum	3
MTH 3110: Differential Equations & Discrete Dynamical Systems	3	Intermediate Portfolio (No less than “C” grade)
MTH 3520: Algebraic Structures	3	GPA 2.5 or above
MTH 3610 & 3620: Intro. to Discrete Structures & Seminar EDU 3862: Mathematics Content Capstone Seminar. Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.	5 4	Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.

Transition Point Three – Admission to Student Teaching
Requirement	CR	Requirement
3000-4000 Level Content Courses		GPA 2.5 or above
MTH 4030: History of Math	3	Submit Application for Student Teaching by March 15 for fall semester and by September 15 for spring semester
Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.	Passing Score	Submit Application for Graduation to Advisor
EDU 4491: Student Teaching	9 3	*Clear FBI/BCII Background Check
EDU 4895: Capstone Seminar		Professional Portfolio (No less than “C” grade)

Transition Point Four – Program Completion
Requirement	CR	Requirement
Student Teaching Seminar Evaluation	C or above	Candidate Provides Contact Information
Professional Portfolio Completed	C or above	Candidate Provides Employer Information
University Supervisor Evaluation of Candidate	C or above	Candidate Completes Application for Licensure
Cooperating Teacher Evaluation of Candidate	C or above	Candidate Completes Exit Questionnaire
		GPA 2.5 or above

See Course Description Section for descriptions of the courses; *FBI = Federal Bureau of Investigation

BCII = Ohio Bureau of Criminal Identification and Investigation

Praxis II: Principles of Learning and Teaching (PLT) and Content Tests

Passing scores on PRAXIS II PLT and PRAXIS II Content are required for teacher license in Ohio and in most states. Detailed information about PRAXIS II Content and the PLT tests is available at www.ets.org. The Integrated Mathematics Program has a Praxis II Content Practice Plan (PCPP) and a PRAXIS II PLT Practice Plan (PPPP). Candidates must meet the requirements of the plan before they are encouraged to take the tests. For detailed information about the PCPP, candidates should contact the Program Coordinator for the AYA Integrated Mathematics Program; and for detailed information about the PPPP, candidates should contact the Chair of the Professional Education Department.

Student Responsibility
Candidates in the program are required to meet regularly with their advisor or the Program Coordinator until they complete all program requirements and graduate. Candidates are required to comply with all regulations and requirements of the University, the College of Education, the Department of Professional Education, and the Integrated Mathematics Program. Students are expected to seek academic advisement and guidance, and are ultimately responsible for completing all degree requirements.

Adolescent to Young Adult (AYA) Social Studies Program

Dr. David Childs, Program Coordinator
(937) 376-6041

The Adolescent to Young Adult Integrated Social Studies Bachelor of Science Degree Program prepares candidates for Ohio teaching licensure in Integrated Social Studies (grades 7 – 12). In addition to general education and professional education courses, candidates are required to take content courses in Economics, History, Political Science, Sociology and Geography, Social Studies Practicum and Student Teaching. The program requires the completion of 124 semester credit hours.

Admission to the Program
To be admitted to the Adolescent to Young Adult (AYA) Integrated Social Studies Program, candidates will need to successfully complete 31 semester credits in the content, general education, and selected professional education courses with a semester grade of no less than a ”C,” maintain a minimum GPA of 2.5, prepare a beginning program portfolio and pass the PRAXIS 1 (PPST) examination. Information about PPST can be obtained from Educational Testing Service (ETS), www.ets.org. Candidates must also submit 2 letters of recommendation written by his/her Central State University instructors, and three Disposition Forms completed by the instructors. The Disposition Form can be obtained from the Department of Professional Education office. Candidates will be required to successfully complete an interview for admission to the program.

Candidates must have a clear Bureau of Criminal Investigation and Identification (BCII) and Federal Bureau of Investigation (FBI) background check before they are placed in pre-K-12 classrooms for field and clinical experience. Each background check is valid for one calendar year; therefore, a candidate may need a minimum of two background checks before completing the program. For more information about BCII and FBI checks, candidates should contact their advisors and the Director of Field and Clinical Experience

Candidate Monitoring and Assessment System
The Candidate Monitoring and Assessment System (CMAS) is utilized to guide the candidate through the AYA Integrated Social Integrated Social Studies program. CMAS specifies performance expectations candidates must meet to progress through, and complete the program. CMAS includes four clearly delineated Transition Points: Transition Point I, Admission to the Program; Transition Point II, Admission to Methods (Practicum); Transition Point III, Admission to Student Teaching (Clinical); Transition Point IV, Program Completion or Exit. At each Transition Point, program requirements are aligned with Elements of the College of Education Conceptual Framework, relevant standards of the National Council for the Social Studies (NCSS) and the Ohio Standards for the Teaching Profession (OSTP). Also outlined at each Transition Point are required exhibits or evidence of candidate performance relative to each program requirement, and the minimum level of acceptable performance for the requirements. Below is an abridged Candidate Monitoring and Assessment System for the Integrated Social Studies Program:

Abridged Candidate Monitoring and Assessment System

AYA Integrated Social Studies 2012-2014

Transition Point One – Admission to the Program
Requirement	CR	Requirement
ENG 1100 Intro to Writing/Reading or ENG 1101 – Intro to Writing ENG 1102 Writing and Res/Essay	5 4 4	English Proficiency Exam. Passing Score: 8 or above
MTH 1750 College Algebra	3	Successful completion of 31 Semester Hours (Gen
EDU 2262 Foundations of Education (Field: need FBI/BCI)	3	Beginning Portfolio: No less than “C” grade
EDU 2264 Multicultural Education (Field: need FBI/BCI)	3	2 letters of Recommendation from CSU instructors
EDU 2300 Educational Psychology	3	3 Favorable Dispositions Reports from CSU instructors
Pass Reading, Writing, Math PRAXIS I (PPST) Exams (min. score 172 for each test)		Successful Admission to the Program
GPA 2.5 or above		*Clear FBI/BCII Background Check
Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan.
Transition Point Two – Admission to Methods Practicum
Requirement	CR	Requirement	CR
Content 2000-3000 Level Courses		Professional Education 2000-3000 Level Courses
HIS 2201 & 2202: History of US to 1877; History of US Since 1877 HIS 3320 & 3321: History of Europe to 1500;Hist of Europe Since 1500	6 6	EDU 2263: Classroom Management (Field: FBI/BCII) EDU 2266: Individuals with Special Needs (Field: FBI/BCI) EDU 2265 Intro to Educational Technology Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan.	3 3 3
ECO 2210 & 2220: Principles of Microeconomics; Principles of Macroeconomics	6	EDU 3330 – Teaching Reading in the Content Area	3
PSC 2202 & 2205: Int’l Politics; Introduction to Africa	6	EDU 3371 – Social Studies Methods	3
PSC 3304: American State & Local Government	3	Intermediate Portfolio (No less than “C” grade)
PSC 3310: Public Policy analysis	3	GPA 2.5 or above
SOC 3325 & 3343: Race/Ethnic Relations; Social Stratification	6	Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.

Transition Point Three – Admission to Student Teaching
Requirement	CR	Requirement
3000-4000 Level Content Courses		GPA 2.5 or above
HIS 4895: Global History Capstone Seminar	3	Submit Application for Student Teaching by March 15 for fall semester and by September 15 for spring semester
EDU 3871: Social Studies Content Capstone. Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.	3	Submit Application for Graduation to Registrar
EDU 4491 Student Teaching	9	*Clear FBI/BCII Background Check
		Professional Portfolio (No less than “C” grade)
EDU 4895 Capstone Seminar	3	Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.
Transition Point Four – Program Completion
Requirement	CR	Requirement
Student Teaching Seminar Evaluation	C or above	Candidate Provides Contact Information
Professional Portfolio Completed	C or above	Candidate Provides Employer Information
University Supervisor Evaluation of Candidate	C or above	Candidate Completes Application for Licensure
Cooperating Teacher Evaluation of Candidate	C or above	Candidate Completes Exit Questionnaire
		GPA 2.5 or above

See Course Description Section for descriptions of the courses

* FBI = Federal Bureau of Investigation; BCII = Ohio Bureau of Criminal Identification and Investigation

Praxis II: Principles of Learning and Teaching (PLT) and Content Tests

Passing scores on PRAXIS II PLT and PRAXIS II Content are required for teacher license in Ohio and in most states. Detailed information about PRAXIS II Content and the PLT tests is available at www.ets.org. The AYA Integrated Social Studies Program has a Praxis II Content Practice Plan (PCPP) and a PRAXIS II PLT Practice Plan (PPPP). Candidates must meet the requirements of the plans before they are encouraged to take the tests. For detailed information about the PCPP, candidates should contact the Program Coordinator for the AYA Integrated Social Studies Program; and for detailed information about the PPPP, candidates should contact the Chair of the Professional Education Department.

Student Responsibility
Candidates in the program are required to meet regularly with their advisor or the Program Coordinator until they complete all program requirements and graduate. Candidates are required to comply with all regulations and requirements of the University, the College of Education, the Department of Professional Education, and the Integrated Social Studies Program. Students are expected to seek academic advisement and guidance, and are ultimately responsible for completing all degree requirements.

Adolescent to Young Adult (AYA) Integrated Life Science and Integrated Physical Science Programs

Program Coordinator: Dr. Rajeev Swami
(937) 376-6266

The Adolescent to Young Adult Life Science and Physical Science Programs lead to the Bachelor of Science Degree and prepare candidates for Ohio teaching licensure in Life Science or Physical Science (grades 7 – 12). In addition to general education and professional education courses, Life Science candidates are required to take content courses in Biology, Evolution, Human Anatomy, Microbiology, Zoology, Plant Biology, Molecular Genetics, Ecology, Chemistry, Earth Science, Probability & Statistics, Calculus, and Basic Physics. The Physical Science Program includes courses in Chemistry, Earth Science Mathematics and Physics. Both programs include a Methods Practicum and Student Teaching. The Life Science Teacher Preparation program requires the completion of 124 semester credit hours and the Physical Science Teacher Preparation Program requires 129 semester hours for completion.

Admission to the Programs
To be admitted to the Adolescent to Young Adult (AYA) Life Science or the Physical Science Program, candidates will need to successfully complete 31 semester credits in the content, general education, and selected professional education courses with a semester grade of no less than a ”C,” maintain a minimum GPA of 2.5, prepare a beginning program portfolio and pass the PRAXIS 1 (PPST) examination. Information about PPST can be obtained from Educational Testing Service (ETS), www.ets.org. Candidates must also submit 2 letters of recommendation written by his/her Central State University instructors, and three Disposition Forms completed by the instructors. The Disposition Form can be obtained from the Department of Professional Education office. Candidates will be required to successfully complete an interview for admission to the program.

Field and Clinical Experience
The programs require three levels of field and clinical experience in the pre-K-12 schools: Level 1, Observation; Level 2, Methods Practicum; and Level 3, Student Teaching (Clinical). Field and clinical experience is highly valued in the programs to the extent that candidates cannot receive a passing grade in a course if they do not satisfactorily complete the field or clinical assignments required in the course.

Candidates must have a clear Bureau of Criminal Investigation and Identification (BCII) and Federal Bureau of Investigation (FBI) background check before they are placed in pre-K-12 classrooms for field and clinical experience. Each background check is valid for one calendar year; therefore, a candidate may need a minimum of two background checks before completing the program. For more information about BCII and FBI checks, candidates should contact their advisors and the Director of Field and Clinical Experience

Candidate Monitoring and Assessment System
The Candidate Monitoring and Assessment System (CMAS) is utilized to guide the candidate through the AYA Life Science or the Physical Science program. CMAS specifies performance expectations candidates must meet to progress through, and complete the program. CMAS includes four clearly delineated Transition Points: Transition Point I, Admission to the Program; Transition Point II, Admission to Methods (Practicum); Transition Point III, Admission to Student Teaching (Clinical); Transition Point IV, Program Completion or Exit. At each Transition Point, program requirements are aligned with Elements of the College of Education Conceptual Framework, relevant standards of the National Science Teachers Association (NSTA) and the Ohio Standards for the Teaching Profession (OSTP). Also outlined at each Transition Point are required exhibits or evidence of candidate performance relative to each program requirement, and the minimum level of acceptable performance for the requirements. Below is an abridged Candidate Monitoring and Assessment System for the Life Science Program and the Physical Science Program:

Abridged Candidate Monitoring and Assessment System

AYA Life Science 2012-2014

Transition Point One – Admission to the Program
Requirement	CR		Requirement
ENG 1100 Intro to Writing/Reading or ENG 1101 – Intro to Writing ENG 1102 Writing and Researching the Essay	5/4 4		English Proficiency Exam. Passing Score: 8 or above GPA 2.5 or above
MTH 1750 College Algebra	3		Successful completion minimum of 31 Semester Hours courses
EDU 2262 Foundations of Education (Field: need FBI/BCI)			Beginning Portfolio: No less than “C” grade
EDU 2264 Multicultural Education (Field: need FBI/BCI)	3		2 letters of Recommendation from CSU instructors
EDU 2300 Educational Psychology	3		3 Favorable Dispositions Reports from CSU instructors
BIO 1801: Fundamentals of Biology I w/Lab BIO 1802: Fundamentals of Biology II w/Lab	3 3		Successful Admission to the Program *Clear and current FBI/BCII Background Check
CHM 1202: General Chemistry I	4		Pass Reading, Writing, Math PRAXIS I (PPST) Exams (min. score 172 for each test)
Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan.
Transition Point Two – Admission to Methods Practicum
Requirement	CR		Requirement	CR
Content 2000-3000 Level Courses			Professional Education 2000-3000 Level Courses
BIO 2151: Human Anatomy/Physiology I w/Lab BIO 2400: Molecular Genetics BIO 2650: Microbiology	3 3 3		EDU 2263: Classroom Management (Field: FBI/BCII) EDU 2266: Indiv. with Special Needs (Field: FBI/BCII) EDU 2265 Intro to Educational Technology Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan.	3 3 3
BIO 2000: Evolution	2		EDU 3330 – Teaching Reading in the Content Area	3
BIO 2750 & 2850: Zoology & Plant Biology BIO 3500: Ecology	4 4		EDU 3372 – MCE/AYA Science Methods (Practicum)	3
MTH 2001 – Probability and Statistics	3		Intermediate Portfolio (No less than “C” grade)
MTH 2502 – Calculus I	4		GPA 2.5 or above
GEO 3313: Weather & Climate	3		Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.

Transition Point Three – Admission to Student Teaching
Requirement	CR		Requirement
3000-4000 Level Content Courses			GPA 2.5 or above
BIO 4500: Under Graduate Research in Biology	2		Submit Application for Student Teaching by March 15 for fall semester and by September 15 for spring semester.
EDU 3872: Science Content Capstone. Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.	4		Submit Application for Graduation to Program Advisor
			Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.
EDU 4491: Student Teaching	9 3		*Clear FBI/BCII Background Check
EDU 4895: Capstone Seminar. Meet the requirements			Professional Portfolio (No less than “C” grade)

Transition Point Four – Program Completion
Requirement		Grade	Requirement
Student Teaching Seminar Evaluation		C or above	Candidate Provides Contact Information
Professional Portfolio Completed		C or above	Candidate Provides Employer Information
University Supervisor Evaluation of Candidate		C or above	Candidate Completes Application for Licensure
Cooperating Teacher Evaluation of Candidate		C or above	Candidate Completes Exit Questionnaire
			GPA 2.5 or above

See Course Description Section for descriptions of the courses

* FBI = Federal Bureau of Investigation; BCI = Ohio Bureau of Criminal Identification and Investigation

Abridged Candidate Monitoring and Assessment System

AYA Physical Science 2012-2014

Transition Point One – Admission to the Program
Requirement	CR	Requirement
ENG 1100 Intro to Writing/Reading or ENG 1101 – Intro to Writing ENG 1102 Writing and Researching the Essay	5/4 4	English Proficiency Exam. Passing Score: 8 or above
MTH 1750 College Algebra	3	Successful completion of 31 Semester Hours courses
EDU 2262 Foundations of Education (Field: need FBI/BCI)	3	Beginning Portfolio: No less than “C” grade
EDU 2264 Multicultural Education (Field: need FBI/BCII)	3	2 letters of Recommendation from CSU instructors
EDU 2300 Educational Psychology	3	3 Favorable Dispositions Reports from CSU instructors
Pass Reading, Writing, Math PRAXIS I (PPST) Exams (min. score 172 for each test)		Successful Admission to the Program GPA 2.5 or above
EDU 1201 & 1202: General Chemistry I & II	4/4	*Clear FBI/BCI Background Check
Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan
Transition Point Two – Admission to Methods Practicum
Requirement	CR	Requirement	CR
Content 2000-3000 Level Courses		Professional Education 2000-3000 Level Courses
CHM 2200: Quantitative Analysis w/Lab CHM 2401: Organic Chemistry w/Lab GEO 3313: Weather & Climate	4 4 3	EDU 2263: Classroom Management (Field: FBI/BCI) EDU 2266: Indv. with Special Needs (Field: FBI/BCII) EDU 2265 Intro to Educational Technology Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan.	3 3 3
MTH 2001 & 2501: Probability & Statistics	3	EDU 3330 – Teaching Reading in the Content Area	3
MTH 2501 - Trigonometry	3	EDU 3372 – MCE/AYA Science Methods Practicum	3
MTH 2502 & 2503: Calculus I & II	4/5	Intermediate Portfolio (No less than “C” grade)
PHY 2211 & 2212: University Physics I w/Lab	5	GPA 2.5 or above
PHY 2213 & 2214: University Physics II w/Lab	5	Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.
Transition Point Three – Admission to Student Teaching
Requirement	CR	Requirement
3000-4000 Level Content Courses		GPA 2.5 or above
CHM 4300: Biochemistry CHM 4791: Undergraduate Research I	4 2	Submit Application for Student Teaching by March 15 for fall semester and by September 15 for spring semester to Field & Clinical Coordinator
PHY 4421: Analytical Mechanics I PHY 4431: Modern Physics	3 3	Submit Application for Graduation to Program Advisor
EDU 3872: Science Content Capstone. Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.	4	Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.
EDU 4491 Student Teaching	9 3	*Clear FBI/BCII Background Check
EDU 4895 Capstone Seminar		Professional Portfolio (No less than “C” grade)

Transition Point Four – Program Completion
Requirement	Grade	Requirement
Student Teaching Seminar Evaluation	C or above	Candidate Provides Contact Information
Professional Portfolio Completed	C or above	Candidate Provides Employer Information
University Supervisor Evaluation of Candidate	C or above	Candidate Completes Application for Licensure
Cooperating Teacher Evaluation of Candidate	C or above	Candidate Completes Exit Questionnaire
		GPA 2.5 or above

See Course Description Section for descriptions of the courses

* FBI = Federal Bureau of Investigation; **BCI = Ohio Bureau of Criminal Identification and Investigation

Praxis II: Principles of Learning and Teaching (PLT) and Content Tests
Passing scores on PRAXIS II PLT and PRAXIS II Content are required for teacher license in Ohio and in most states. Detailed information about PRAXIS II Content and the PLT tests is available at www.ets.org. The AYA Life Science and Physical Science Programs have a Praxis II Content Practice Plan (PCPP) and a PRAXIS II PLT Practice Plan (PPPP). Candidates must meet the requirements of the plans before they are encouraged to take the tests. For detailed information about the PCPP, candidates should contact the Program Coordinator for the AYA Life Science or AYA Physical Science Program; and for detailed information about the PPPP, candidates should contact the Chair of the Professional Education Department.

Candidates must meet with both the Program Coordinator and the Chair of the Department during the semester immediately prior to the semester in which they expect to graduate, to prepare an application for graduation. It is the candidate's responsibility to initiate graduation application and ensure that the application is submitted to the University Registrar by the due date.

Early Childhood Education Program

Dr. Petronella Cameron, Program Coordinator
(937) 376 - 6038

The Early Childhood Bachelor of Science Degree Program prepares candidates for Ohio teaching licensure in Early Childhood Education (ages 3 – 8). In addition to general education and professional education courses, candidates are required to take content courses in Early Childhood Education: Intro to Early Childhood, Child Growth and Development, Curriculum and Instruction in Math, Curriculum and Instruction in Science, Learning Environments and Creative Play, Observing, Documenting and Assessing Young Children, Professional Ethics, Family and Community Relationships, Art for ECE, PE for ECE, Music for ECE (only 2) and Geometry for Teachers. Included in the curriculum is an Early Childhood Methods Practicum and Student Teaching. The program requires the completion of 136 semester credit hours.

Admission to the Program
To be admitted to the Early Childhood Education Program, candidates will need to successfully complete 31 semester credits in the content, general education, and selected professional education courses with a semester grade of no less than a ”C,” maintain a minimum GPA of 2.5, prepare a beginning program portfolio and pass the PRAXIS 1 (PPST) examination. Information about PPST can be obtained from Educational Testing Service (ETS), www.ets.org. Candidates must also submit 2 letters of recommendation written by his/her Central State University instructors, and three Disposition Forms completed by the instructors. The Disposition Form can be obtained from the Department of Professional Education office. Candidates will be required to successfully complete an interview for admission to the program.

Candidates must have a clear Bureau of Criminal Investigation and Identification (BCII) and Federal Bureau of Investigation (FBI) background check before they are placed in pre-K-12 classrooms for field and clinical experience. Each background check is valid for one calendar year; therefore, a candidate may need a minimum of two background checks before completing the program. For more information about BCII and FBI checks, candidates should contact their advisors and the Director of Field and Clinical Experience.

Candidate Monitoring and Assessment System
The Candidate Monitoring and Assessment System (CMAS) is utilized to guide the candidate through the Early Childhood Education program. CMAS specifies performance expectations candidates must meet to progress through, and complete the program. CMAS includes four clearly delineated Transition Points: Transition Point I, Admission to the Program; Transition Point II, Admission to Methods (Practicum); Transition Point III, Admission to Student Teaching (Clinical); Transition Point IV, Program Completion or Exit. At each Transition Point, program requirements are aligned with Elements of the College of Education Conceptual Framework, relevant standards of the National Association for the Education of Young Children and the Ohio Standards for the Teaching Profession (OSTP). Also outlined at each Transition Point are required exhibits or evidence of candidate performance relative to each program requirement, and the minimum level of acceptable performance for the requirements. Below is an abridged Candidate Monitoring and Assessment System for the Early Childhood Education Program:

Abridged Candidate Monitoring and Assessment System

Early Childhood Education (ECE) 2012-2014

Transition Point One – Admission to the Program
Requirement	CR		Requirement
ENG 1100 Intro to Writing/Reading or ENG 1101 – Intro to Writing ENG 1102 Writing and Res/Essay	5 4 4		English Proficiency Exam. Passing Score: 8 or above
MTH 1750 College Algebra	3		Successful completion of 31 Semester Hours of coursework
EDU 2262 Foundations of Education (Field: need FBI/BCII & TB Test)	3		Beginning Portfolio: No less than “C” grade
EDU 2264 Multicultural Education (Field: need FBI/BCII & TB Test)	3		2 letters of Recommendation from CSU instructors
EDU 2300 Educational Psychology	3		3 Favorable Dispositions Reports from CSU instructors
Pass Reading, Writing, Math PRAXIS I (PPST) Exams (min. score 172 for each test)			Successful Admission to the Program
GPA 2.5 or above			*Clear FBI/BCII Background Check and TB Test
Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan.
Transition Point Two – Admission to Methods Practicum
Requirement		CR	Requirement	CR
Content 2000-3000 Level Courses			Professional Education 2000-3000 Level Courses
ECE 2210: Intro to Early Childhood (Field: BCII/FBI & TB test) ECE 3220: Child Growth & Development (Field: BCII/FBI & TB test) ECE 3302: Learning Environments/Creative Play (Field: FBI/BCII background check & TB Test required	3 3 3		EDU 2263: Classroom Management (Field: FBI/BCI & TBTest) EDU 2266: Indv. with Special Needs (Field: FBI/BCI) & TB Test EDU 2265 Intro to Educational Technology Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan.		3 3 3
ECE 3561: Language Arts ECE Methods Practicum-FBI/BCII background check and TB Test required ECE 3562: Mathematics ECE Methods Practicum-FBI/BCII check and TB Test required ECE 3571: Social Studied Methods/ECE (Practicum-FBI/BCII, TB Test ECE 3572: ECE Science Methods Practicum-FBI/BCII & TB Test Required	3 3 3 3		EDU 2200: Intro to Teaching Reading EDU 3310: Language & Literacy/Microteaching EDU 3315:Teaching Reading/Children’s Lit/Microteaching EDU 3320: Phonics & Reading/Microteaching		3 3 3 3
ECE 3320: Observing/Documenting/Assessing Children (Field: FBI/BCII background check & TB Test)	3		Intermediate Portfolio (No less than “C” grade) GPA 2.5 or above
			Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.

Transition Point Three – Admission to Student Teaching
Requirement	CR		Requirement
3000-4000 Level Content Courses			GPA 2.5 or above
ECE 3315 Curriculum & Instruction in Math and Science	3 3		Submit Application for Student Teaching by March 15 for fall semester and by September 15 for spring semester
ECE 4420: Professional Ethics ECE 4430: Family & Community Relationships	3 3		Submit Application for Graduation to Advisor
EDU 4491 Student Teaching	9 3		Meet requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.
EDU 4895 Capstone Seminar
Final Portfolio (No less than “C” grade)			*Clear FBI/BCI Background Check and TB Test

Transition Point Four – Program Completion
Requirement	Grade		Requirement
Student Teaching Seminar Evaluation	C or above		Candidate Provides Contact Information
Professional Portfolio Completed	C or above		Candidate Provides Employer Information
University Supervisor Evaluation of Candidate	C or above		Candidate Completes Application for Licensure
Cooperating Teacher Evaluation of Candidate	C or above		Candidate Completes Exit Questionnaire
			GPA 2.5 or above

See Course Description Section for descriptions of the courses

* FBI = Federal Bureau of Investigation; BCI = Ohio Bureau of Criminal Identification and Investigation: TB: Tuberculosis Test

Praxis II: Principles of Learning and Teaching (PLT) and Content Tests
Passing scores on PRAXIS II PLT and PRAXIS II Content are required for teacher license in Ohio and in most states. Detailed information about PRAXIS II Content and the PLT tests is available at www.ets.org. The Early Childhood Education Program has a Praxis II Content Practice Plan (PCPP) and a PRAXIS II PLT Practice Plan (PPPP). Candidates must meet the requirements of the plans before they are encouraged to take the tests. For detailed information about the PCPP, candidates must contact the Program Coordinator for the Early Childhood Education Program; and for detailed information about the PPPP, candidates must contact the Chair of the Professional Education Department.

Student Responsibility
Candidates in the program are required to meet regularly with their advisor or the Program Coordinator until they complete all program requirements and graduate. Candidates are required to comply with all regulations and requirements of the University, the College of Education, the Department of Professional Education, and the Early Childhood Education Program. Students are expected to seek academic advisement and guidance, and are ultimately responsible for completing all degree requirements.

Intervention Specialist Teacher Preparation Program

Dr. Apollos Harris, Program Coordinator
(937) 376-6315

The Intervention Specialist Bachelor of Science Degree Program prepares candidates for Ohio teaching licensure in Intervention Specialization (grades K – 12). In addition to general education and professional education courses, candidates are required to take content courses in Geometry for Teachers, Special Education Law, Introduction to Moderate/Intensive, Instructional Strategies/Mild-Moderate, Collaboration with Parents/Professional Ethics and Responsibilities, INS Curriculum and Assessment, INS Behavior Management, INS Careers and Transitions. Included in the curriculum is an Intervention Specialist Methods Practicum and Student Teaching. The program requires the completion of 124 semester credit hours.

Admission to the Program
To be admitted to the Intervention Specialist Program, candidates will need to successfully complete 31 semester credits in the content, general education, and selected professional education courses with a semester grade of no less than a ”C,” maintain a minimum GPA of 2.5, prepare a beginning program portfolio and pass the PRAXIS 1 (PPST) examination. Information about PPST can be obtained from Educational Testing Service (ETS), www.ets.org. Candidates must also submit 2 letters of recommendation written by his/her Central State University instructors, and three Disposition Forms completed by the instructors. The Disposition Form can be obtained from the Department of Professional Education office. Candidates will be required to successfully complete an interview for admission to the program.

Candidates must have a clear Bureau of Criminal Investigation and Identification (BCII) and Federal Bureau of Investigation (FBI) background check before they are placed in pre-K-12 classrooms for field and clinical experience. Each background check is valid for one calendar year; therefore, a candidate may need a minimum of two background checks before completing the program. For more information about BCII and FBI checks, candidates should contact their advisors and the Director of Field and Clinical Experience.

Candidate Monitoring and Assessment System
The Candidate Monitoring and Assessment System (CMAS) is utilized to guide the candidate through the Intervention Specialist program. CMAS specifies performance expectations candidates must meet to progress through, and complete the program. CMAS includes four clearly delineated Transition Points: Transition Point I, Admission to the Program; Transition Point II, Admission to Methods (Practicum); Transition Point III, Admission to Student Teaching (Clinical); Transition Point IV, Program Completion or Exit. At each Transition Point, program requirements are aligned with Elements of the College of Education Conceptual Framework, relevant standards of the Council for Exceptional Children (CEC) and the Ohio Standards for the Teaching Profession (OSTP). Also outlined at each Transition Point are required exhibits or evidence of candidate performance relative to each program requirement, and the minimum level of acceptable performance for the requirements. Below is an abridged Candidate Monitoring and Assessment System for the Intervention Specialist program:

Abridged Candidate Monitoring and Assessment System

Intervention Specialist (INS) 2012-2014

Transition Point One – Admission to the Program
Requirement	CR	Requirement
ENG 1100 Intro to Writing/Reading or ENG 1101 – Intro to Writing ENG 1102 Writing and Res/Essay	5/4 4	English Proficiency Exam. Passing Score: 8 or above
MTH 1750 College Algebra	3	Successful completion of 31 Semester Hours (Gen
EDU 2262 Foundations of Education (Field: need FBI/BCII)	3	Beginning Portfolio: No less than “C” grade
EDU 2264 Multicultural Education (Field: need FBI/BCI)	3	2 letters of Recommendation from CSU instructors
EDU 2300 Educational Psychology	3	3 Favorable Dispositions Reports from CSU instructors
Pass Reading, Writing, Math PRAXIS I (PPST) Exams (min. score 172 for each test)		Successful Interview for Program Admission
GPA 2.5 or above		*Clear FBI/BCII Background Check
Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan.
Transition Point Two – Admission to Methods Practicum
Requirement	CR	Requirement	CR
Content 3000-4000 Level Courses		Professional Education 2000-3000 Level Courses
(Based on Program Advisor’s Advice) EDU 3561: Language Arts Methods/ECE (Field: FBI/BCII) EDU 3562: Mathematics Methods/ECE (Field: FBI/BCII) EDU 3571: Social Studies Methods/ECE (Field: FBI/BCII) EDU 3572: Science Methods/ECE (Field: FBI/BCIII)	3 3 3 3	EDU 2263: Classroom Management (Field: FBI/BCII) EDU 2266: Indiv. with Special Needs (Field: FBI/BCII) EDU 2265 Intro to Educational Technology Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Department Chair for details of the plan.	3 3 3
		EDU 3330 – Teaching Reading in the Content Area	3
OR		Intermediate Portfolio (No less than “C” grade)
EDU 3362: MCE/AYA Mathematics Methods (Field: FBI/BCII) EDU 3361: MCE/AYA Language Arts Methods (Field: FBI/BCII) EDU 3372: MCE/AYA Science Methods (Field: FBI/BCII) EDU 3371: MCE/AYA Social Studies Methods (Field: FBI/BCII)	3 3 3 3	GPA 2.5 or above Meet the requirements for Praxis II Practice Plan (PPP). See Program Coordinator for advising. Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.
		EDU 2200: Intro. to Teaching Reading EDU 3310: Language & Literacy	3 3
EDU 3340, 3343: Special Ed. Law & Collaboration w/Parents	3/3	EDU 3320: Phonics and Reading	3
EDU 3341, 3342: Intro to Mod/Ints Inst. Strategies	3/3	EDU 4442 – INS Curriculum & Assessment EDU 4443 – INS Behavior Management EDU 4444 – INS Careers and Transitions	3 3 3

Transition Point Three – Admission to Student Teaching
Requirement	CR	Requirement
		GPA 2.5 or above
		Submit Application for Student Teaching by March 15 for fall semester and by September 15 for spring semester
		Submit Application for Graduation to Program Advisor
		Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.
EDU 4491 Student Teaching	9 3	Clear FBI/BCII Background Check
EDU 4895 Capstone Seminar		Professional Portfolio (No less than “C” grade)

Transition Point Four – Program Completion
Requirement	Grade	Requirement
Student Teaching Seminar Evaluation	C or above	Candidate Provides Contact Information
Professional Portfolio Completed	C or above	Candidate Provides Employer Information
University Supervisor Evaluation of Candidate	C or above	Candidate Completes Application for Licensure
Cooperating Teacher Evaluation of Candidate	C or above	Candidate Completes Exit Questionnaire
		GPA 2.5 or above

See Course Description Section for descriptions of the courses

* FBI = Federal Bureau of Investigation; BCI = Ohio Bureau of Criminal Ide

Praxis II: Principles of Learning and Teaching (PLT) and Content Tests

Passing scores on PRAXIS II PLT and PRAXIS II Content are required for teacher license in Ohio and in most states. Detailed information about PRAXIS II Content and the PLT tests is available at www.ets.org. The Intervention Specialist Program has a Praxis II Content Practice Plan (PCPP) and a PRAXIS II PLT Practice Plan (PPPP). Candidates must meet the requirements of the plan before they are encouraged to take the tests. For detailed information about the PCPP, candidates should contact the Program Coordinator for the AYA Intervention Specialist Program; and for detailed information about the PPPP, candidates should contact the Chair of the Professional Education Department.

Student Responsibility

Candidates in the program are required to meet regularly with their advisor or the Program Coordinator until they complete all program requirements and graduate. Candidates are required to comply with all regulations and requirements of the University, the College of Education, the Department of Professional Education, and the Intervention Specialist Program. Students are expected to seek academic advisement and guidance, and are ultimately responsible for completing all degree requirements.

Middle Childhood Education Teacher Preparation Program

Dr. Hazel Latson, Program Coordinator
(937) 376-6643

The Middle Childhood Education Bachelor of Science Degree Program prepares candidates for Ohio teaching licensure in Middle Childhood Education (grades 4 – 9). Candidates are prepared in two content areas taken from the following: Integrated Language Arts, Integrated Mathematics, Integrated Social Studies, and Integrated Science. Curriculum content will vary based on the Candidate’s areas of concentration. In addition to the two areas of content concentration, candidates will take general education and professional education courses. Included in the curriculum is a Middle Childhood Methods Practicum and Student Teaching. The program requires the completion of approximately 157 semester credit hours.

Admission to the Program
To be admitted to the Middle Childhood Education Program, candidates will need to successfully complete 31 semester credits in the content, general education, and selected professional education courses with a semester grade of no less than a ”C,” maintain a minimum GPA of 2.5, prepare a beginning program portfolio and pass the PRAXIS 1 (PPST) examination. Information about PPST can be obtained from Educational Testing Service (ETS), www.ets.org. Candidates must also submit 2 letters of recommendation written by his/her Central State University instructors, and three Disposition Forms completed by the instructors. The Disposition Form can be obtained from the Department of Professional Education office. Candidates will be required to successfully complete an interview for admission to the program.

Candidates must have a clear Bureau of Criminal Investigation and Identification (BCII) and Federal Bureau of Investigation (FBI) background check before they are placed in pre-K-12 classrooms for field and clinical experience. Each background check is valid for one calendar year; therefore, a candidate may need a minimum of two background checks before completing the program. For more information about BCII and FBI checks, candidates should contact their advisors and the Director of Field and Clinical Experience.

Candidate Monitoring and Assessment System
The Candidate Monitoring and Assessment System (CMAS) is utilized to guide the candidate through the Middle Childhood Education program. CMAS specifies performance expectations candidates must meet to progress through, and complete the program. CMAS includes four clearly delineated Transition Points: Transition Point I, Admission to the Program; Transition Point II, Admission to Methods (Practicum); Transition Point III, Admission to Student Teaching (Clinical); Transition Point IV, Program Completion or Exit. At each Transition Point, program requirements are aligned with Elements of the College of Education Conceptual Framework, relevant standards of the National Middle School Association (NMSA) and the Ohio Standards for the Teaching Profession (OSTP). Also outlined at each Transition Point are required exhibits or evidence of candidate performance relative to each program requirement, and the minimum level of acceptable performance for the requirements. Below is an abridged Candidate Monitoring and Assessment System for the Middle Childhood Education Program:

Abridged Candidate Monitoring and Assessment System

MCE Program 2012-2014

Transition Point One – Admission to the Program
Requirement	CR	Requirement
ENG 1100 – Intro to Writing/Reading or ENG 1101 – Intro to Writing ENG 1102 – Writing and Researching the Essay	5 4 4	English Proficiency Exam. Passing Score: 8 or above
MTH 1750 – College Algebra	3	Successful completion of 31 Semester Hours
EDU 2262 – Found. of Education (Field: need clear background check		Beginning Portfolio: “C” or above grade
EDU 2264 – Multicultural Education (Field: need clear background check)	3	2 letters of Recommendation from CSU Instructors
EDU 2300 – Educational Psychology	3	3 Favorable Dispositions Reports from CSU Instructors
Pass Reading, Writing, Math PRAXIS I (PPST) Exam (Passing Score: 172 for each test)		Successful interview for Program Admission
GPA 2.5 or above		*Clear FBI/BCI Background Check
Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Chair, Department of Professional Education for details of the plan.
Transition Point Two – Admission to Methods Practicum
Requirement	Approx CR	Requirement		CR
2000 – 3000 Level Courses		2000-3000 Level Courses
Choose courses from content area I on the advice of your advisor (See MCE Check sheet provided by advisor)	15	EDU 3330 – Teaching Reading in the Content Area	3
Choose courses from content area II on the advice of your advisor (See MCE Check Sheet provided by advisor)	15	Intermediate Portfolio ( C or above grade)
EDU 2263: Classroom Management (Field: Clear background check)	3	GPA 2.5 or above
EDU 2266: Exceptional Child/Inclusion (Field: Clear background check) Meet the requirements of the PRAXIS II PLT Practice Plan (PPPP). See Chair, Department of Professional Education for details of the plan.	3	Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.
EDU 2265 – Intro to Educational Technology	3	MCE/AYA Methods Practicum for Content I MCE/AYA Methods Practicum for Content II	3 3
*Clear FBI/BCII Background Check prior to Practicum

Transition Point Three – Admission to Student Teaching
Requirement	Approx CR	Requirement	CR
3000-4000 Level Courses (Per Program Coordinator)		Submit Application for Student Teaching and Graduation 1 semester prior to student teaching
Choose courses from content area I on the advice of your advisor (See MCE Check Sheet provided by advisor)	14	GPA: 2.5 or above
Choose courses from content area II on the advice of your advisor (See MCE Check Sheet provided by advisor)	14	*Clear FBI/BCII Background Check
Meet the requirements of the PRAXIS II Content Practice Plan (PCPP). See Program Coordinator for details of the plan.		EDU 4491 – Student Teaching EDU 4895 – Capstone Seminar	9 3

Transition Point Four – Program Completion
Requirement	CR	Requirement	CR
Student Teaching Seminar Evaluation	C or above	Candidate Provides Contact Information
Program Completion Portfolio	C or above	Candidate Provides Employer Information
University Supervisor Evaluation of Candidate	C or above	Candidate Completes Application for Licensure
Cooperating Teacher Evaluation of Candidate	C or above	Candidate Completes Exit Questionnaire

See Course Description Section for descriptions of the courses *FBI = Federal Bureau of Investigation; BCII Ohio Bureau of Criminal Investigation and Identification

Praxis II: Principles of Learning and Teaching (PLT) and Content Tests
Passing scores on PRAXIS II PLT and PRAXIS II Content are required for teacher license in Ohio and in most states. Detailed information about PRAXIS II Content and the PLT tests is available at www.ets.org. The Middle Child Education Program has a Praxis II Content Practice Plan (PCPP) and a PRAXIS II PLT Practice Plan (PPPP). Candidates must meet the requirements of the plans before they are encouraged to take the tests. For detailed information about the PCPP, candidates should contact the Program Coordinator for the Middle Child Educaion Program; and for detailed information about the PPPP, candidates should contact the Chair of the Professional Education Department.

Student Responsibility
Candidates in the program are required to meet regularly with their advisor or the Program Coordinator until they complete all program requirements and graduate. Candidates are required to comply with all regulations and requirements of the University, the College of Education, the Department of Professional Education, and the Middle Childhood Education Program. Students are expected to seek academic advisement and guidance, and are ultimately responsible for completing all degree requirements.

PROFESSIONL EDUCATION COURSE DESCRIPTIONS

ECE 2210: Introduction to Early Childhood (I, II; 3)
This course provides candidates with an overview of the major dimensions of early childhood education, including child development from birth through eight years of age, theories of early childhood education, and ethical issues relevant to early childhood education. Pre-requisites: Complete all General Education Courses with a 2.5 or better, complete EDU 2300, EDU 2264, EDU 2262, EDU 2266, and EDU 2263, have a clear BCII and FBI Background check and a TB test for field experience, pass all three sections of the PPST, have an overall GPA of 2.5, and formal acceptance into the ECE Teacher Preparation Program. This course requires 10 clock hours of field experience in an early childhood setting to which candidates will be assigned..

ECE 3220: Child Growth and Development (I, II; 3) – This course provides an in-depth examination of the ages and stages of child growth and development from birth to eighth year. Theories explaining children’s physical, social, emotional, cognitive, moral and language development and programs based on these theories are analyzed and contrasted. A review of current brain research studies is used to understand implications for early childhood education. Prerequisites: Complete all General Education courses with a grade of “C” or better in each course, complete EDU 2300, EDU 2264, EDU 2263, EDU 2266, ECE 2210, Clear BCII and FBI background check, Negative TB test, pass all three sections of the PPST with a score of 172, and formal admittance into the ECE Teacher Preparation Program This course requires 10 clock hours of field experience in an early childhood setting to which candidates will be assigned.

ECE 3000: Physical Science for Early Childhood (I, II; 3) - This course is designed for Early Childhood Education (ages 3 through 8) Candidates to provide a connection between the content knowledge and pedagogy in the Physical Science area. Students will study Physical and Chemical Properties, Forces and Motions, Energy (transfer and conservation of energy, simple machines) and interactions of energy and motion. Content in the course will be taught using inquiry and developmentally appropriate problem solving strategies for ECE. Prerequisites: MTH 1750, Formal admittance into the College of Education, EDU 2300, EDU 2263, EDU 2264, EDU 2265, EDU 2266, EDU 2262.

ECE: 3100: Mathematics for Early Childhood(I, II, III; 3) - This course is designed for Early Childhood Education (ages 3 through 8) majors to provide a connection between the content knowledge and pedagogy in the Mathematics area. Students will study number sense and numeration, basic algebraic concepts and data organization and interpretation. Content in the course will be taught using inquiry and developmentally appropriate problem solving strategies for ECE. This is a junior level course . Prerequisites: MTH 1750, Formal admittance into the College of Education, EDU 2300, EDU 2263, EDU 2264, EDU 2265, EDU 2266, EDU 2262.

ECE: 3302: Learning Environments and Creative Play (1; 3)
The course focuses on the use of play in teaching Language Arts, Mathematics, Science and Social Studies concepts to young children. Teacher candidates will learn the skills necessary to integrate movement, art, music, technology and play in appropriate learning environments. Prerequisites: complete all general education courses with a “C” or better, EDU 2300, EDU 2264, EDU 2263, EDU 2266, ECE 2210, ECE 3220, clear BCII and FBI background checks, Negative TB test, Pass all three sections of the PPST (PRAXIS I) with a score of 172 or better on all three tests, and formal admittance into the ECE Program. This course requires 10 clock hours of field experience in an early childhood setting to which candidates will be assigned.

ECE 3315: Curriculum and Instruction in Mathematics and Science (I; 3)
This course provides ECE candidates with the ability to develop lesson and unit plans and instructional activities in mathematics and science for age-appropriate students. Candidates will have the opportunity to consider the cognitive, social, emotional and physical development of young children in relationship to the learning of mathematics and science concepts and skills as articulated by Ohio’s content standards, the National Council of Teachers of Mathematics and the National Science Teachers Association. Prerequisites: MTH 1750, MTH 3000 ECE 2210; EDU 2262, 2264, 2266 and formal admittance to the Early Childhood Program.

ECE 3561: Language Arts Methods for ECE (I, II; 3)
This course provides experience in using developmentally appropriate curriculum, materials, strategies and pedagogy in Language Arts teaching for the Early Childhood Teacher candidate. The methodology will include integrated curriculum, developmentally appropriate materials, and the integration of children’s literature and trade books. Candidates will also utilize their skills in assessing student learning as a result of their teaching. Students will need to secure a background check before teaching in the Pre K-3 classroom. Prerequisites: Formal Admittance into College of Education, GPA 2.5, Passed all three PPST (PRAXIS I), ECE 2210, ECE 3220, ECE 3302, ECE 3320, ECE 4420, ECE 4430; EDU 2200, EDU 2263, EDU 2265, EDU 2266, EDU 2300, EDU 3310, EDU 3315, EDU 3320, and negative TB test. The course requires Twenty-five clock hours of teaching in a Pre K-3 classroom to which candidates will be assigned.

ECE 3562: Mathematics Methods for ECE (I, II; 3)
This course focuses upon the development of various teaching and assessment methods and models for helping Early Childhood Education and Intervention Specialist candidates develop the skills necessary to both understand and apply mathematics concepts in the classroom. Accuracy of content is important and thus it will be taught in class. Candidates will gain greater command of their abilities to plan, implement and evaluate students in mathematics concepts. Evaluation of candidate performance will be a collaborative effort by the university instructor using established assessment instruments. Students will need to secure a background check before completing field experience in the Pre K-3 classroom. Prerequisites: ECE 2210, ECE 3220, ECE 3302, ECE 3115, ECE 3315, ECE 3320, ECE 4420, ECE 4430; EDU 2200, EDU 2263, EDU 2265, EDU 2266, EDU 2300, EDU 3310, EDU 3315, EDU 3320, MTH 1750 and MTH 3000. Pass PPST (reading, writing, and math) ≥ 172, and have ≥ 2.5 GPA. The course includes a field dimension of 25 hours in a PreK-3 setting to which students will be assigned.

ECE 3571: Social Studies Methods for ECE (I, II; 3)
This course provides experience in using developmentally appropriate curriculum, materials, strategies and pedagogy in Social Studies teaching for the Early Childhood teacher candidate. The methodology will include integrated curriculum, developmentally appropriate materials, and the integration of children’s literature and trade books. Candidates will also utilize their skills in assessing student learning as a result of the candidate’s teaching. Students will need to secure a BCII/FBI background check and a negative TB test before teaching in the Pre K-3 classroom. Prerequisites: Formal Admittance into the Social Studies Teacher Preparation Program, ECE 2210, ECE 3220, ECE 3302, ECE 3320, ECE 4420, ECE 4430; EDU 2200, EDU 2263, EDU 2265, EDU 2266, EDU 2300, EDU 3310, EDU 3315, EDU 3320. The course requires twenty-five hours of teaching in a Pre K-3 classroom to which candidates will be assigned.

ECE 3572: Science Methods for ECE (I, II, 3)
This course focuses upon the development of various teaching and Assessment methods and models for helping Early Childhood Education and Intervention Specialist candidates develop the skills necessary to both understand and apply science concepts using inquiry with appropriate safety guidelines recommended by the National Science Teachers Association. The candidates will be assigned to work with cooperating teachers in appropriate settings during which time they will gain greater command of their abilities to plan, implement and evaluate students on science concepts. Evaluation of candidate performance will be a collaborative effort between the university instructor, using established assessment instruments. Prerequisites: Formal admission into the Early Childhood Teacher Preparation Program, Minimum grade of C in each of the following courses: ECE 2210, ECE 3220, ECE 330, ECE 3315, ECE 3320 , ECE 4420, ECE 4430, EDU 2200, EDU 2266, EDU 2300, EDU 2263, EDU 2265, EDU 3310, EDU 3315, EDU 3320, minimum 2.5 GPA, current BCII and FBI background checks, and approval of the advisor. The course will include a field requirement of 25 hours in an early childhood classroom.

ECE 4420: Professional Ethics and Responsibilities (II; 3)
This course is designed to address the NAEYC standards of professional development and ethics, including the responsibility in early childhood education to foster Developmentally Appropriate learning in schools. Prerequisite: ECE 2210, ECE 3220, EDU2263, 2266, 2262, EDU 2300, EDU 2264, and formal admission to College of Education.

ECE 4430: Family and Community Relations ( II; 3)
Provides practice in working with parents and identifying community resources to assist with the growth and development of the young child. Prerequisites: ECE 2210, ECE 3220, ECE 4420, EDU 2262, EDU 2264, EDU 2266, EDU 2263, formal admittance into the College of Education.

ECE 4435: Observing, Documenting, and Assessing Young Children (II; 3)
This course prepares teacher candidates to assess young children in diverse settings. Candidates are educated in the art and science of observation and appropriate and detailed documentation, in order to assess and evaluate the learning progress young children are making. Candidates are taught to make programmatic and curricular changes based on assessment information. Prerequisites: Formal Admittance into College of Education, GPA 2.5, Passed all three PPST (PRAXIS I), ECE 2210; ECE 3320, EDU 2262, 2264, 2266, clear BCII, FBI background check, negative TB test, and formal acceptance into the ECE Teacher Preparation Program.. This course requires 20 clock hours of field experience in an early childhood setting to which candidates will be assigned.

EDU 1210. The Residence Life Experience (II, on-demand; 3)
This introduction to the role of the Resident Assistant, includes Student Affairs theory, Higher Education Best Practices, Leadership theory, and Critical and Creative Thinking. Emphasis is placed on developing community among residence life staff members. Classroom instruction will be supplemented by other training programs such as fall pre-service training, staff meetings, and in-service training. The objective is to provide students with the knowledge and skills to be effective RAs. Prerequisite: Permission of the instructor. This course is not a course required of Education Majors. It is for Residence Assistants.

EDU 2200: Introduction to the Teaching of Reading (I, II; 3)
An introductory overview course reviewing current research, approaches, and methodologies of teaching reading and literacy processes and skills in today’s schools. The course is intended to introduce candidates to: (a) an understanding of the reading process; (b) a knowledge of research-based reading and literacy strategies; (c) competencies and attitudes for teachers of literacy; and (d) acquaintance with materials used in teaching, reading, writing, and spelling, (e) Assessment processes in the teaching of reading. Prerequisite: Pass PRAXIS I (PPST) in all three areas, EDU 2263, EDU 2262, EDU 2264, EDU 2266, formal admittance into the College of Education, 2.5 GPA.

EDU 2262: Educational Foundations (I, II; 3)
This course is designed for the pre-professional development of historical, philosophical and sociological perspectives for successful teaching and learning in schools. Students will have the opportunity to experience diverse school, community and college laboratory settings, and to explore the various options in classroom teaching to help them determine whether teaching is the appropriate field for them. Successful completion of this course is required for formal admission into a program in the College of Education. Prerequisite: Clear BCII and FBI background check. Students are required to spend 15 clock hours observing in preK-12 classrooms. Guidelines will be provided describing the activities to complete during the field observation. Equivalent to TAG OED001.

EDU 2263: Classroom Management and Student Discipline (I, II; 3)
This course is designed to teach the various strategies and techniques for managing a classroom. The major emphasis is placed on a preventive problem approach. Consideration is given to identifying inappropriate classroom behavior, and on selecting and applying appropriate techniques for modifying inappropriate behavior. Candidates will investigate various classroom management models and research. In addition, attention is given to designing the learning environment to maximize teaching effectiveness. Prerequisites: Clear BCII and FBI background check. Pass all three areas of the PPST, GPA of 2.5, and acceptance into the College of Education. Candidates are required to spend 15 clock hours observing in preK-12 classrooms. Guidelines will be provided describing the activities to complete during the field observation.

EDU 2264: Multicultural Education (I, II; 3)
This course is designed to focus on interrelationships of social forces and education, including an introduction to multicultural and global issues in contemporary society, and their application to the educational process and schooling. This course provides strategies for supporting the needs of diverse populations in the classroom. Successful completion of this course is required for formal admission to a program in the College of Education. Prerequisites: Clear BCII and FBI background check. 15 clock hours in field placements is required in which students will connect the day-to-day classroom environment to the concepts they are learning in this course. Guidelines will be provided describing the activities to complete during the field experience.

EDU 2265: Educational Technology (I, II; 3)
This course provides students with and introduction to basic technology competencies of operating systems such as Windows and Macintosh. File and Folder Management, Networking and Video; professional productivity applications using e-mail and attachments, Word Processing, the Internet and WWW, Linear presentation technologies (PowerPoint), electronic grade books and spreadsheets (Excel), compression utilities and PDF; teaching with technology using educational technology strategies (e.g. media selection, software evaluation), electronic research bibliography; and media production assignments using digital images, desktop publishing, multimedia and web-quest. Prerequisite: General Education Technology course, Admission to the College of Education. Equivalent to TAG OED002.

EDU 2266: Individuals with Special Needs: Inclusion and Collaboration (I, II; 3)
This course provides an overview of the characteristics of children for whom educational modifications are necessary in the general education classroom. Exceptional children include individuals with mental retardation, the intellectually gifted, children with auditory handicaps, the visual handicaps, and children with specific learning and behavioral disabilities. Candidates will be introduced to models of differentiated instruction and various types of assistive technology to help all children learn. Prerequisites: Clear BCII and FBI background check. Students are required to spend 15 clock hours observing in preK-12 classrooms. Guidelines will be provided describing the activities to complete during the field observation. Equivalent to TAG OED004.

EDU 2300: Educational Psychology (I, II; 3)
This course addresses systems of learning theory, physical, emotional and social development and their implications for classroom success. Candidates are exposed to prominent theorists and research that shape current educational programs. Through this course, prospective teachers should understand the interactions of cognitive, behavioral, and intelligence theories that provide the basis for sound educational planning, teaching, and assessment. Successful completion of this course is required for formal admission to a program in the College of Education. Prerequisite: None. Equivalent to TAG OED003.

EDU 3310: Language and Literacy (Microteaching) (I, II; 3)
This course focuses on the language development and literacy growth of young children, ages three through eight years. Strategies for planning, teaching, and assessing a high quality, early childhood language arts program will be emphasized. The course includes an opportunity for students to engage in microteaching experiences requiring them to plan, practice-teach and assess student learning, and reflect on their teaching as a way to develop teaching proficiencies. Prerequisites: EDU 2200, EDU 2262, EDU 2264, EDU 2266, formal admittance to the College of Education, 2.5 GPA.

EDU 3315: Teaching Reading Through Children’s Literature (Microteaching) (I, II; 3)

This course looks at the current knowledge base of the reading process as it influences the use of children’s literature for reading instruction in early and middle childhood. The various genres in children’s literature will be explored for use in teaching reading, including non-fiction literature and trade books. Particular emphasis is placed on teaching to elicit personal response, reading for different purposes, appreciation of a range of culturally responsive literature, and comprehension strategies for understanding both fiction and non-fiction literature. The course examines the reading curriculum for early and middle grades, particularly the Ohio Common Core Standards for English Language Arts. It includes an opportunity for students to engage in microteaching experiences requiring them to plan, practice-teach, and assess reading as a way to develop teaching proficiencies. Prerequisites: EDU 2200, EDU2262, EDU2264, EDU2266, formal admittance to the College of Education, 2.5 GPA,

EDU 3320: Phonics and Reading (Microteaching) (I, II; 3)

This course focuses on the research and knowledge concerning phonemic awareness, phonics, and fluency and their relationship to skill development in reading. It focuses on learning to identify words by using specific skills, and on understanding the challenges of using the skills in learning to read. The course includes an opportunity for students to engage in microteaching experiences requiring them to plan and practice-teach as a way to develop their planning, teaching, and assessment proficiencies. Prerequisites: EDU 2200, EDU 2262, EDU 2264, EDU 2266 EDU 2263 formal admittance to the College of Education, 2.5 GPA.

EDU 3325: Assessment and Measurement (I, II; 3)

This course focuses on developing the skills necessary to become effective assessors of student learning, with emphasis on identifying instructional objectives and using the evaluation results to modify the content, pace, format, and style of delivery. Covered in this course will be fundamentals of varied classroom assessments, such as pre-tests, formative and summative tests, authentic assessments and concepts of standardized testing. Candidates will develop assessments and analyze how assessment data is used to improve instruction and learning. Pre-requisites: formal acceptance into the College of Education, GPA 2.5 or above, and course taken congruently with a methods course.

EDU 3330: Teaching Reading in the Content Areas (Microteaching) (I; 3)

An introduction to the range of strategies and programs for teaching the reading process, including the nature of the reading process, assessment techniques and instructional strategies to increase comprehension of content area texts. The use of trade books and informational books in the microteaching experiences requiring AYA, Middle Childhood, Intervention Specialist, Health and Physical Education and Music and Art candidates to plan and practice-teach reading in their content areas. Specific course assignments and microteaching experiences are tailored to the students’ licensure areas. Prerequisite: formal admittance into the College of Education, EDU 2300, EDU 2264, EDU 2262, EDU 2266, 2.5 GPA.

EDU 3340: Special Education Law (I; 3)

Special Education Law focuses on the study of court cases, state-level legislation, and related historical events that preceded passage of the Individuals with Disabilities Act (IDEA) and No Child Left Behind (NCLB). This course covers definitions, procedural requirements, and legal safeguards of IDEA and NCLB, and is essential in the preparation of INS candidates to be successful on PRAXIS II. Emphasis will be placed on how the ODE is meeting and exceeding federal requirements. Prerequisites: EDU 2262, 2264, and 2266, formal admittance to the Intervention Specialist Program in the College of Education, 2.5 GPA

EDU 3341: Survey of Exceptional Students/Mild- Moderate (I; 3)

This course provides background in the foundations and theories, etiology, diagnosis, and individual learning differences of individuals with mild to moderate disabilities. Prerequisites: EDU 2262, 2264, 2266, formal admittance to the College of Education, 2.5 GPA.

EDU 3342: Instructional Strategies/Mild-Moderate (1; 3)

Specialized teaching approaches, materials, curricula, and resources for individuals with mild to moderate disabilities. Pre-requisites: formal admittance to the College of Education, 2.5 GPA

EDU 3343: Collaborating with Parents/Professional Ethics and Responsibilities (I; 3)

Provides practice in solving problems that are common to individuals with disabilities by using the parents as a valuable resource in enriching the school curriculum. Professional standards of the Council for Exceptional Children and professional responsibilities are addressed. Prerequisites: EDU 2262, 2264, 2266, formal admittance to the College of Education, 2.5 GPA.

EDU 3361: Middle Child & Adolescent to Young Adult Language Arts Methods (I, II; 3)

This course will provide teacher candidates of Middle Child and Adolescent youth with various planning, teaching and assessment strategies and models, which provide language arts concepts and skills in various contexts. During this methods field practicum, candidates will gain greater command of their abilities to plan, implement and evaluate student learning in language arts, manage the classroom and differentiate their instruction to meet individual student learning needs. Evaluation of candidate performance will be a collaborative effort between the university instructor and the field teacher using established assessment instruments based on the Standards of the National Council for Teachers of English (NCTE), Ohio Common Core Standards and the Ohio Standards for the Teaching Profession. Candidates will be required to have state-required FBI and BCII Background checks before teaching in grades 4 through 9 and 7 through 12 classrooms. Prerequisites: formal admittance into the Integrated Language Arts Program in the College of Education, GPA 2.5, approval of Integrated Language Arts advisor. The course will include a field requirement of 60 hours in which candidates will be assigned to work with a field teacher in an appropriate Language Arts setting.

EDU 3362: Middle Child & Adolescent to Young Adult Math Methods (I, II; 3)

This course will provide teacher candidates of Middle child and Adolescent youth with various planning, teaching and assessment strategies and models which provide mathematics concepts and skill learning necessary for students to both understand and apply mathematics concepts and skills in various contexts. During this methods field practicum, candidates will gain greater command of their abilities to plan, implement and evaluate student learning in mathematics, manage the classroom and differentiate their instruction to meet individual student learning needs. Evaluation of candidate performance will be a collaborative effort between the university instructor and the field teacher using established mathematics assessment instruments. Candidates will be required to acquire state-required FBI and BCII Background checks before teaching in grades 4 through 9 and 7 through 12 classrooms. Financial outlay is required to pay for background checks. Prerequisites: formal admittance into the Integrated Mathematics Program of the College of Education, GPA 2.5, Pass PRAXIS I, Approval of content advisor. The course will include a field requirement of 60 hours in which candidates will be assigned to work with a field teacher in an appropriate mathematics setting.

EDU 3371: Middle Child & Adolescent to Young Adult Social Studies Methods (I, II; 3)

This course will provide teacher candidates of Middle child and Adolescent youth with various planning, teaching and assessment strategies and models which provide social studies concepts and skills learning necessary for students to both understand and apply social studies concepts and skills in various contexts. During this methods practicum, candidates will gain greater command of their abilities to plan, implement and evaluate student learning in social studies, manage the classroom and differentiate their instruction to meet individual student learning needs. Evaluation of candidate performance will be a collaborative effort between the university instructor and the field teacher using established Social Studies assessment instruments. Candidates will be required to acquire state-required FBI and BCII Background checks before teaching in grades 4 through 9 and 7 through 12 classrooms. It requires a financial outlay to pay for the background checks. Prerequisites: formal admittance into the Integrated Social Studies Program of the College of Education, GPA 2.5, Approval of content advisor. The course includes a field requirement of 60 hours in which candidates will be assigned to work with a field teacher in an appropriate Integrated Social Studies setting.

EDU 3372: Middle Child and Adolescent to Young Adult Science Methods (I, II, 3)

This course focuses upon the development of various planning, teaching and Assessment methods and models for helping adolescent to young adult candidates to both understand and apply science concepts and skills using inquiry with appropriate safety guidelines recommended by the National Science Teachers Association. During this methods practicum, candidates will gain greater command of their abilities to plan, implement and evaluate students in science concepts and skills. Evaluation of candidate performance will be a collaborative effort between the university instructor and the cooperating teacher using established science assessment instruments. Prerequisites: Formal admittance into the Life Science or Physical Science Program in the College of Education and approval of the program advisor, minimum grade of C in each of the following courses, EDU 2266, EDU 2300, EDU 2263, EDU 2265, EDU 3310, EDU 3315, EDU 3320, EDU 3330, minimum GPA of 2.5.The course includes a field requirement of 60 hours during which candidates will be assigned to work with cooperating teachers in appropriate science setting.

EDU 3861: Language Arts Content Capstone (I, II; 4)

This course is designed to improve content knowledge, skills and assessment strategies for better comprehension of Language Arts content for middle and AYA programs as aligned with National Council for the Teaching of English Standards, Ohio Language Arts Common Core Standards, the Ohio Standards for the Teaching Profession, and the PRAXIS II Content Areas. Candidates learn to master Language Arts content concepts, skills and pedagogy to prepare for teaching and PRAXIS II content and PLT Examinations. Prerequisite: Admittance into the College of Education, minimum GPA of 2.5, EDU 3361, all Language Arts Content courses, and approval of Language Arts Program. Coordinator,

EDU 3862: Mathematics Content Capstone (I, II; 4)

This course is designed to improve content knowledge, skills and assessment strategies for better comprehension of Mathematics content for middle and AYA programs, as aligned with National Council of Teachers of Mathematics Standards, Ohio Standards for the Teaching Profession and Ohio Common Core Mathematics Standards. Students learn self-direction in mastering Mathematics content concepts, skills and pedagogy to prepare for teaching and PRAXIS II content and PLT Examinations. Co-requisite: EDU 3362. Pre-requisites: Permission of the Mathematics Program Coordinator, pass PPST (reading, writing, mathematics) > 172.

EDU 3871: Social Studies Content Capstone (I, II; 4)

This is a course to improve content knowledge, skills and assessment strategies for better comprehension of Social Studies content for middle and AYA programs as aligned with National Council for the Social Studies, Ohio Standards for the Teaching Profession, and Ohio Content Standards. Students learn self-direction in mastering Social Studies content concepts, skills and pedagogy to prepare for teaching, PRAXIS II content and PLT Examinations. Prerequisites: EDU 3371, all Social Studies Content Courses, GPA of 2.5 or more, and permission of the Social Studies Program Coordinator.

EDU 3872: Science Content Capstone (I, II; 4)

This is a course to improve content knowledge, skills and assessment and to improve skills and assessment strategies for better comprehension of Science content for middle and AYA programs as aligned with the National Science Teachers Association Standards, Ohio Standards for the Teaching Profession and Ohio Science Content Standards. Students learn self-direction in mastering science concepts, skills and pedagogy to prepare for teaching and PRAXIS II content and PLT Examinations. Prerequisites: EDU 3372, GPA of 2.5 or more, completion of all required science courses, and permission of the Science Program Coordinator.

EDU 4442: Curriculum and Assessment for Intervention Specialists I (I, II; 3)

The behavioral and educational study of children with specific learning disabilities and inferred neurological dysfunctions, and consideration of educational and psychological modalities of intervention. The focus is on curriculum for and assessment of individuals with learning disabilities. Prerequisites: EDU 2262, 2264, 2266, GPA of 2.5 or more, formal admittance into the College of Education

EDU 4443: Behavior Management for Intervention Specialists (field) (I, II; 3) — This course guides the prospective special education teacher in analyzing and evaluating the many aspects of teaching individuals with specific emotional disturbance. Integrating specialized courses into unified systems. The course involves participation and observation in facilities that concern themselves with individualized instructional planning and assessment of the developmental characteristics of learners. The focus is on behavioral management techniques for individuals with learning disabilities. Pre-service teachers will conduct an independent investigation of a problem selected in consultation with the instructor. Prerequisites: EDU 2262, 2264, 2266, GPA of 2.5 or more, formal admittance into the Intervention Specialist Program of the College of Education. NEED NUMBER OF HOURS REQUIRED FOR THE FIELD EXPERIENCE

EDU 4444: Careers and Transition Planning for Intervention Specialists (I; 3) — This course prepares teacher candidates for in-depth instructional planning and assessment of individuals with mild or moderate mental retardation. Emphasis is placed on the development of career and transition plans as related to specific learning and behavior characteristics of individuals with mental retardation. Prerequisites: EDU 2262, 2264, 2266. GPA of 2.5 or more, formal admittance into the Intervention Specialist Program of the College of Education

EDU 4491: Student Teaching (Clinical) (I, II) — A semester of practical teaching experience at the relevant early childhood, middle and/or secondary levels in public or private schools. The candidate is under the daily supervision of a field supervisor in a classroom appropriate for the teacher candidate’s preparation, and periodic supervision of the University Supervisor, who has experience and education in the area of the candidate’s preparation. It is expected that the candidate will successfully exhibit the appropriate skills in lesson planning, lesson presentation, assessment, classroom management, differentiating instruction, decision-making, and professional dispositions appropriate to that expected of a novice teacher. Co-requisite: EDU 4895. Candidate must register for this course one semester before the course begins, i.e., register in spring for fall class; register in fall for spring class. Prerequisites: All courses in the candidate’s program, professional education and general education, must be completed before registering for student teaching, GPA 2.5 or above, FBI and BCII background check, approval from Director of Field and Clinical Experience, Program Coordinator and Department Chair.

EDU 4895: Capstone Seminar (I, II) — This culminating professional education seminar focuses on the requisite professional knowledge, skills and dispositions required of teacher candidates completing the Central State University, College of Education Teacher Preparation Programs. The seminar focuses on the cumulative pre-professional development of relevant knowledge bases, performance skills and dispositions as aligned with the College of Education’s Conceptual Framework, the Special Program Areas, and the Ohio Standards for the Teaching Profession, the PRAXIS II PLT and PRAXIS II Content Examinations. Candidates take this seminar congruently with EDU 4491, Student Teaching on one evening per week. Content covered includes debriefing and problem-solving of experiences encountered during student teaching, practice on sections of the PRAXIS PLT and Content Tests, Culminating work on the Program Portfolio transitioning to a Professional Portfolio, Completion of the Teacher Performance Assessment Prerequisites: All courses in the candidate’s program, professional education and general education must be completed before registering for this course, GPA 2.5 or above, approval of Director of Field and Clinical Experience, Program Coordinator and Department Chair; requisite: EDU 4491. Candidate must register for this seminar one semester before the course begins, i.e., Register in spring for fall class; Register in fall for spring class

About The COE

Faculty & Staff

NCATE

Graduate Program

Institute of Urban Education

Sonia Kovalevsky Day

Welcome to the College of Education

Office of Clinical Experience, Accreditation and Licensure

Institute of Urban Education

Adolescent to Young Adult (AYA) Integrated Language Arts

Adolescent to Young Adult (AYA) Integrated Mathematics Program

Adolescent to Young Adult (AYA) Social Studies Program

Adolescent to Young Adult (AYA) Integrated Life Science and Integrated Physical Science Programs

Intervention Specialist Teacher Preparation Program

Middle Childhood Education Teacher Preparation Program

PROFESSIONL EDUCATION COURSE DESCRIPTIONS