Catalogue: Traditional Program: Education
Education: Teacher Educator Preparation Program (EDU)
Professor Hand, Ed.D., Dean of the School of Education
Associate Professor Carter, Ed.D., Director of Elementary Teacher Education and Coordinator of Elementary Reading
Associate Professor Quinn, Elementary : Teacher Educator Preparation Program
Professor McCardle, Ed.D., Director of Clinical Internship
Professor Nisbett, Ed.D., Elementary Teacher Education and Coordinator of Graduate Education Reading
The School of Education Mission Statement
Teacher As Servant Leader
Learning to Teach – Teaching to Serve
The Belhaven University Undergraduate School of Education seeks to produce not only effective professional educators and state-certified teachers but also concerned, compassionate individuals who value each student’s life and who are dedicated to helping all students to learn and fulfill his or her God-given potential. The School of Education’s goal is the development of Teachers as Servant Leaders, supported by its program that emphasizes academic excellence, professional knowledge, character development, and leadership opportunities. Education candidates will have real-world experience through internships, practicum and directed observation and teaching in elementary schools.
The Belhaven School of Education Conceptual Framework and Educator Preparation Provider Standards (BEPPS)
Serving as the Educator Preparation Provider (EPP) for Belhaven University the Graduate School of Education’s Mission Statement is:
To prepare effective professional educators who demonstrate both academic excellence and professional knowledge while providing distinctive Christian leadership and service to all students, parents, and communities.
The conceptual framework and the Belhaven Educator Preparation Provider Standards (BEPPS) identified by the School of Education are the foundation for the EPP’s Quality Assurance Assessment System and reflect and inform candidate assessments of the following objectives:
Belhaven Educator Preparation Provider Standards (BEPPS)
BEPP Standard 1:
- Vision and Mission - The candidate supports and promotes, an academic and values centered, vision and mission to other teachers, staff, parents, and community to ensure that high quality teaching, learning, and schooling are implemented and continuous school improvement is taking place.
BEPP Standard 2:
- Knowledge of Content - The candidate assures that they utilize knowledge of content in creating learning opportunities that make subject matter meaningful and useful and promotes the growth and development of all students.
BEPP Standard 3:
- Learning Environments - The candidate promotes academic success and personal wellbeing of students by assuring that they design and manage learning environments that accommodate a diverse population, provide for individual differences, and enhance student learning and achievement.
BEPP Standard 4:
- Instructional Methods - The candidate, in cooperation with other school educators, selects and implements a variety of instructional methods & teaching strategies that develop students' critical thinking, problem solving, & performance skills.
BEPP Standard 5:
- Assessment - The candidate promotes appropriate and meaningful assessments and analyzes assessment data to monitor and document individual student learning, grade level growth, classroom, and school advancement in order to inform improvements in instruction, the impact on student learning, and school enhancement.
BEPP Standard 6:
- Professional Growth - The candidate employs the tools of self-evaluation and reflection and utilizes available resources to support professional growth as an educator and leader, to create a culture of professionalism and promote student learning, foster improved instruction, and be an advocate for school enhancement.
BEEP Standard 7:
- Professional Dispositions - The candidate integrates and exhibits the Christian worldview in buildinginclusive learning environments that address the needs, perspectives, and diversity among students, families, colleagues, and communities. The candidate manifests the ethical principles and dispositions of a Christian professional educator and is a role model both in and outside of the school building, the district, and the community.
The Teacher Educator Preparation Program (TEPP)
Candidates planning to teach in elementary schools must not only meet the requirements for graduation from Belhaven University but also must complete courses specified for teacher licensure. All course requirements are subject to change reflecting requirements from the Mississippi Department of Education. Prospective elementary teachers major in Elementary Education K-6 while identifying two additional areas of concentrations. The two concentrations lead to teacher certification endorsements: one required in Reading and the other endorsement to be of the candidates choosing. Prospective students desiring to teach at the middle/high school levels should major in the subject/content area in which they plan to earn their degree and should also consider the Dual Enrollment option leading to the Mississippi Alternate Route to Teacher Certification (see page 77 of this Catalogue for a complete explanation of this option or contact the Director of the Graduate School of Education).
Licenses that entitle the holder to teach in public schools in Mississippi are issued by the Mississippi Department of Education (MDE), Office of Educator Licensure, Jackson, Mississippi. Information for licensure may be requested from the School of Education, central office. Students who plan to teach in states other than Mississippi are responsible for securing all requirements and forms.
Admission to Belhaven University Does Not Automatically Admit a Student to the Teacher Educator Preparation Program (TEPP).
Admission into the Teacher Educator Preparation Program (TEPP) in the School of Education:
The student must have successfully completed 44 hours have an overall GPA of 2.75, and meet the required passing score on the Core Academic Skills for Educators: Praxis Core, ACT (21 of higher and at least 18 in sub-scores) or SAT (or the current state-required test). Basic professional courses may be taken prior to being admitted to teacher education. No courses listed under the specialized area test (Praxis II) may be taken until a student has been admitted to the Teacher Educator Preparation Program. Prior to enrolling in the Clinical Internship II: Student Teaching teacher candidates are required to obtain a passing score on the following state-required tests:
- Praxis II: Principles of Learning and Teaching and
- Praxis II: Subject Area Assessment Test.
- Foundation of Reading Test
IMPORTANT TO NOTE: Candidates are allowed to take only a limited number of courses in the School of Education before they must be admitted into the Teacher Educator Preparation Program (TEPP). If a candidate is not admitted to the TEPP they can no longer take courses from the School of Education and will be required to change their major. Candidates are admitted to the TEPP after successfully passing the required Mississippi Teacher Educator Entrance Exams, having successfully completed the requisite Education courses, having met and successfully been interviewed by the School of Education TEPP Candidate Approval Committee, and approved as a Teacher Candidate for the Belhaven Teacher Educator Preparation Program.
Additional Degree Requirements - Transfer Credits:
Students transferring to Belhaven are required to take at least nine hours in Education at Belhaven, excluding student teaching. Teacher candidates are required to take Clinical-Internships in Teaching at Belhaven. All teacher candidates must have at least a C average in all professional and specialty/content area courses.
Elementary Education K-6
Candidates majoring in Elementary Education are required to take the courses listed in sections 1-4 below. The student must also meet the university’s core and other requirements as outlined for a Belhaven University degree.
1. General Education Core Courses for Teacher Education
|English (ENG)||12 hours|
|Science (BIO & PHY)||9 hours|
|Mathematics (MAT)||9 hours|
|Social Studies (12 hours HIS & 2 hours HUM)||14 hours|
|Mosaic (EDU)||1 hours|
|Bible (BIB)||6 hours|
|Kingdom Life (WVC)||3 hours|
2. Two Areas of Concentration for Licensure Endorsements: Teacher candidates are required to have their first Area of Concentration (Endorsement) in Reading with a minimum of 21 credit hours. The 21 hours will give candidates an Endorsement in Reading added to their Mississippi Teaching Certificate.
Teacher candidates are also required to have a second Area of Concentration (Endorsement) in a content area of study with a minimum of 21 credit hours. The 21 hours in the second concentration will give candidates another Endorsement of their choosing to be added to their Mississippi Teaching Certificate. Core university courses may be counted toward areas of concentration.
- Social Studies
- Safety/Health/Physical Ed
- Fine Arts
3. Pre-Admissions Courses to Teacher Educator Preparation Program (TEPP)
|EDU 200||Intro to Education||3 hours|
|EDU 201||Education Seminar||(P/F) 0 hours|
|EDU 221||Child Development||3 hours|
|EDU 301||Educational Psychology||3 hours|
|EDU 309||Effective Classroom Management & Learning||3 hours|
|EDU 331||Planning and Assessment||3 hours|
|EDU 335||Creative Arts in Education||3 hours|
|EDU 341||HPE for the Elementary Child||3 hours|
|EDU 342||Exceptional Learner||3 hours|
4. Courses Only for Candidates Admitted to Teacher Educator Preparation Program (TEPP)
|REA 311||Literature Based Reading Skills||3 hours|
|REA 323||Early Literacy I||3 hours|
|REA 324||Early Literacy II||3 hours|
|REA 325||Content Reading Skills||3 hours|
|REA 326||Diagnostic Reading Skills||3 hours|
|REA 327||Middle Level Literacy||3 hours|
|EDU 303||Language Arts/Skills||3 hours|
|EDU 304||Social Sciences for Children||3 hours|
|EDU 307||Science for Children (Counts in core science requirement)||3 hours|
|EDU 308||Mathematics for Children||3 hours|
|EDU 400||Clinical Practice I: Internship Methods||6 hours|
|EDU 401||Clinical Practice II: Internship Student Teaching||10 hours|
5. Second Area of Concentration/Endorsement
|Three to six additional hours need to be added to include the candidate’s choice for a Second Licensure Endorsement||3 to 6 hours|
|Major Total:||126 or 129 hours|
*Transfer Students should refer to degree requirements and receive individual advisement from the School of Education.
Secondary Education: Dual Enrollment and the Mississippi Alternate Route to Teacher Certification
The Belhaven University School of Education, other than Music, does not offer a traditional undergraduate program to prepare students to be licensed or certified to teach at the middle or the secondary school levels. Instead students are provided with an excellent opportunity to earn a 4-6th grade, middle school, and/or high school Mississippi Teaching Certificate by enrolling in the School of Education’s Dual Enrollment Program leading to the Mississippi Alternate Route Teacher Certification.
- Students enrolled in an undergraduate Bachelor of Arts or Bachelor of Science Degree program on a Belhaven campus in Mississippi may be eligible to take up to two Master’s Degree level courses in Education as the first two courses leading to the Mississippi temporary three year alternate route teacher certification.
- Students need to be in good standing as a traditional Belhaven University undergraduate student with an overall GPA of 2.75 or better.
- Students are be classified at the Bachelor’s Degree Senior level (within 21 hours of graduation) and have available during their senior year 3 to 6 elective course hours in order to take Alternate Teacher Certificate courses.
- Students must submit a signed Request for Dual Enrollment - Graduate Course Form from the student’s major discipline department/school/campus dean or chair.
- Students may only take the following two courses:
- EDU-501: Measurements and Evaluation Strategies
- EDU-506: Classroom Management
- Mississippi Belhaven University students permitted to take Dual Enrollment in the Alternate Teacher Certificate Program will be required to have the knowledge of and understand the procedures required by the State of Mississippi for Alternate Teacher Certification as outlined in the Belhaven Graduate School of Education Candidate Handbook.
- Mississippi students will have the understanding that they are required to take and pass the Mississippi State mandated PRAXIS CORE and PRAXIS II (content area) Teacher Exams at some point during the Mississippi Alternate Teacher Certificate Program. NOTE: In Mississippi, ACT composite scores of 21 or better may be used in lieu of PRAXIS CORE. For students outside of Mississippi, please see the requirements for the state in which you wish to teach.
- Once candidates have received their undergraduate Bachelor’s Degree, submitted application and have been accepted into the Masters of Arts in Teaching Degree Alt/Cert program, have passed both CORE and PRAXIS II exams, and have successfully completed EDU-501 and EDU-506, they will be eligible to make application for their Mississippi Three Year Alternate Teacher Certificate.
- Once candidates have received their Mississippi Three Year Alternate Teacher Certificate they are eligible to accept a teaching position within the State of Mississippi (right after graduation) and become a fully paid and licensed teacher. However, they must complete the two additional Master level courses, EDU 502 Dimensions I and EDU 503 Dimensions II as seminar and mentoring courses during their first year of teaching. Upon successful completion of their first year of teaching and passing Dimensions I and II, candidates will be eligible to apply for their Mississippi Five Year AA Teacher Certificate.
- PLEASE NOTE: Students enrolled in a Mississippi MAT Alt/Cert program can receive a Mississippi Alternate Teaching License (valid for three years). The MS Three Year Alternate Teaching License is not valid in another state. Students must teach their first year in a Mississippi school in order to complete their certification process and receive a traditional Five Year Mississippi Teaching License. The Mississippi Five Year Teacher License is granted after the first year of successful teaching and maybe transferable and accepted in other states with some possible conditions. However, candidates are held responsible for contacting other State Departments of Education to find out the transferability of a Mississippi teaching certificate and any additional requirements of the state or states they are interested in teaching in, in order to be certified and able to teach in that state.
Students seeking a Bachelor of Arts in Music Education leading to a teaching certification in music should refer to the Music Education program. See Music (MUS) in this catalogue: Bachelor of Arts in Music Education – Teacher Preparation (Emphasis in Instrumental Music Education and/or Emphasis in Vocal-Choral Music Education)
Honors Courses: The School of Education offers opportunities for students to enroll in honors courses from its department. The following are general education, elective, and major courses that may be taken as honors courses: EDU 221, 301, 304, 307, and 308, and REA 311 and 312. For students majoring in education, one must pass a minimum of nine hours of honors courses within the discipline and a minimum of nine hours from the honors courses of other departments. Each course must be passed with a B or better. No more than 18 hours are required for the honors degree. For other honors program policies, see “Honors Program” under the "Administration of the Curriculum" section of the catalogue.
MOSAIC explores different topics and experiences as they relate to life in college. Students will develop a proper understanding of the role college plays in their life as well as how a Christian worldview will impact not only their studies, but their perspective on life and careers as well. Topics that will be covered include academic management, career planning, financial planning, campus life, and a discussion of worldviews. (Fall only)
|200*||Introduction to Education and Pre-teaching Field Experience (3).
A study of the historical, philosophical, and legal foundations for education, the role of the profession of teaching and of schools in a changing society. Includes field experiences in accredited schools representing a variety of classroom organization, methodology, grades and subject areas. (Spring only)
|202||Education Seminar (0).
A required seminar session that meets once each semester and is required for all undergrad students enrolled and taking courses in the School of Education. This includes students as pre-candidates for the Teacher Educator Preparation Program and/or for those candidates having been interviewed and admitted to the Teacher Educator Preparation Program. Candidates involved in Clinical II – Internship Student Teaching are exempt from Education Seminar. The Education Seminar is designed for all Education majors to be informed of current education issues and decisions form the Mississippi Department of Education that may affect candidates’ plan of studies and other issues concerning teacher certification. At times professional educational leaders may be scheduled as guest speakers or panelist. (Fall and Spring)
|210||Transfer Success Seminar (1).
Incoming transfer students can often experience what’s known as “transfer shock” when arriving on a new campus. Although transfer students have some experience at the college level prior to coming to Belhaven, encountering a new campus, culture, vocabulary, faculty, policies, and peer group can often leave them feeling isolated and disengaged. In the worst case scenario, this experience can lead to a lower GPA and eventual departure from Belhaven. This course will give new transfer students the tools and resources needed to make a successful transition to Belhaven.
|221*||Child Development (3).
A study of the growth and development of the individual from conception through early adolescence, with emphasis on physical, perceptual, motor, cognitive, language, personality, and social development. Includes the use of the major concepts, principles, theories, and research related to the development of children and young adolescents in order to construct learning experiences to support the individual's development. (Spring only)
|301||Educational Psychology (3).
A study of the teaching-learning process: the student behavior, research data, theory, and illustrations all concerned with actual classroom application of psychological principles. (Fall only)
|303*||The Language Arts and Skills (3). Prereq: Admission to the Teacher Preparation Program.
Emphasis on traditional grammar, speech, listening, written communications, creative and utilitarian writing, and on whole language integration with content areas. (Fall only)
|304*||Social Sciences for Children (3). Prereq: Admission to the Teacher Preparation Program.
A survey of the social sciences taught in K-8, with special attention given to geography, history, and civics. (Fall only)
|307*||Science for Children (3). Prereq: Admission to the Teacher Preparation Program.
The subject matter, materials, and methods of teaching science and health in the elementary school. (Spring only)
|308*||Mathematics for Children (3). Prereq: Admission to the Teacher Preparation Program. A prerequisite for student teaching.
An introduction to the subject matter, materials, and methods of teaching modern mathematics in the elementary school. (Fall only)
|309||Effective Classroom Management and Learning (3).
Intended to provide theories on various models of discipline, classroom management styles and student motivation. The focus will be on understanding and managing diverse student populations. Emphasis will be placed on the development of a personal system of discipline reflective of the needs, traits and social realities of the school and community. Focus is on providing practical application of strategies to establish effective classroom organization and for managing and monitoring student behavior for improved learning opportunities. (Spring only)
|331||Planning and Assessment (3). Prereq: Admission to the Teacher Educator Preparation Program and for Clincal Internship II – Student Teaching
This course is intended to provide pre-service teachers with the principles and techniques necessary to develop sound instructional lesson plans and assessments. The primary focus of the course will be on assessment techniques, administering classroom evaluations, analyzing classroom assessment data, and describing the roles planning and assessment have in daily classroom practice. The use and interpretation of standardized tests will also be discussed, as well as ethical issues related to assessment. (Fall only)
|335||Creative Arts in Education (3).
This course will provide Elementary Education majors the necessary skills to successfully integrate the arts (music, art, movement, and drama) into all aspects of instruction. Emphasis will also be placed on the importance of the arts across the curriculum as a means for communication, inquiry, and insight among elementary students. Performing arts majors may also take the course. (Fall only)
|341||Health and Physical Education for the Elementary Child (3).
A course with emphasis on the young child, as to physical fitness and motor fitness. Attention will be given to teaching techniques in motor skills and to curriculum development. (Spring only)
|342||The Exceptional Learner (3).
A study of the child whose development follows atypical patterns. This would include all children eligible for special education placement: the mentally retarded, the gifted, the physically and behaviorally handicapped, the visually and hearing impaired, the learning disabled, the speech and language impaired, and autistic children. Students visit several local agencies in order to become more familiar with exceptional children and services available for these children. (Spring only)
|390||Special Topics in Education (1-3). Prereq: Admission to education. By permission of Chair.
Varied topics; may be repeated for credit.
|400*||Clinical Practice I: Internship/Methods (6) Prereq: REA 324, EDU 308, 309, 331, 332; Senior status; Admission to the Teacher Educator Preparation Program.
Observation with some teaching throughout a semester in an accredited elementary or middle school, supported by seminars and conferences between students and the college supervisor. A study of methods, techniques and procedures observed in elementary schools while in the field, with special emphasis on curriculum development and various assessment instruments. Includes field experiences in designated schools. (Fall only)
|401*||Clinical Practice II: Internship/Student Teaching (10) Prereq: Senior status and EDU 400, EDU 309, 331;
Admission to the Teacher Preparation Program and passing the Praxis II and Foundations of Reading Test. Teaching and observation throughout a semester in an accredited elementary school, supported by required seminars and conferences between candidates and the School of Education supervisor. (Spring only)
|490-495||Special Topics (3).
Designed for non-degree seeking students. Enrollment by consent of instructor. May be repeated for credit.
|* Indicates courses requiring clinical filed placement hours to be completed on location in area schools.|
|102||College Reading and Study Skills (3).
Three lecture hours per week. Designed to help students increase individual study skills required for independent reading and college-level study and research. Emphasis is on both the development of individual reading skills and successful comprehension and analysis of reading material across various disciplines of study. Required of those students whose ACT reading scores are 21 or below (SAT verbal scores are 490 or below) and for transfer students with a transfer GPA of C- or below for all class work. Course must be passed or student must register for REA099 semester immediately following first attempt of REA102 or student is dismissed from Belhaven University. This course does count toward the 124 hours required for graduation. (Fall only)
|311*||Literature Based Reading Skills (3). Prereq: Admission to the Teacher Preparation Program. Coreq: EDU 303, REA 323, and REA 325.
The development of critical reading skills through the study of children’s books, the history of children's literature, an overview of the classics, books promoting various genres and multi-cultural themes. Includes various presentations and field experiences with young children. (Fall only)
|323*||Early Literacy I (3). Prereq: Admission to the Teacher Educator Preparation Program. A prerequisite for student teaching. Coreq: EDU 303, REA 311, and REA 325
Concepts, materials and teaching strategies for oral language development and systematic early reading and writing instruction, specific to concepts about print, phonemic awareness, and phonics. (Fall only)
|324*||Early Literacy II (3). Prereq: Adm. to the Teacher Educator Preparation Program and REA-323. A prereq for student teaching. Coreq: REA-326.
Concepts materials and teaching strategies for oral language development and early systematic reading and writing instruction specific to vocabulary, fluency, and comprehension. Includes tutorial and teaching assignments in area schools. (Spring only)
|325||Content Reading Skills (3). Prereq: Admission to the Teacher Educator Preparation Program. Coreq: EDU 303, REA 311, and REA 323.
A study of reading skills necessary for students to read and comprehend subject matter. Includes clinical field experiences in various school settings. (Fall only)
|326*||Diagnostic Reading Skills (3). Prereq: Adm. to the Teacher Educator Preparation Program and REA 311, 323, REA 324, and REA 325. Coreq: REA 324
A study of reading problems, assessment procedures, and individualized instructional programs for problem readers. Includes case study and internship in schools. (Spring only)
|327*||Middle Level Literacy. Prereq: Admission to the Teacher Educator Preparation Program and REA-311, 323, 324, 325 and 326.
A study of reading skills, concepts, methods, and materials for literacy teaching and learning for upper elementary and young adolescents. Emphasis will be on writing, comprehension, strategy instruction and assessment. Includes clinical field experiences in various school settings. (Fall only)
|* Indicates courses requiring clinical filed placement hours to be completed on location in area schools.|