School of Education

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The School of Education of University of the Cumberlands continually strives to keep pace with current trends and development in teacher training to meet the needs of prospective teachers and to stimulate an increased interest in the improvements in teaching practices. The teaching profession, along with other professions, has the responsibility to ensure that the welfare of society is safeguarded and enhanced. The quality and dispositions of our teachers is of primary importance to the growth and preservation of our society. Consequently, both the public and the teaching profession demand that those who enter the profession be fully qualified to accept the responsibility of being a teacher. Therefore, the Teacher Education/Admissions committee reserves the right to recruit, admit and retain in the Professional Program, only those students who show evidence of being academically, physically, mentally and emotionally capable of performing in an acceptable and professional manner. The standards for admission to Teacher Education are inclusive of those for admission to the University and include other criteria outlined by the Educator Preparation Advisory Committee, (EPAC), and the Education Professional Standards Board. Therefore, admission to the University does not automatically guarantee that the student will be admitted to the Teacher Education Program

Purpose Statement

The purpose of University of the Cumberlands’ School of Education is to develop entry level education students into highly qualified, knowledgeable, and caring teachers. Acknowledging that all children can learn, the School of Education’s responsibility is to provide training and experiences using best practices for teacher education candidates.

Program Goals

1. To offer undergraduate programs based upon a strong liberal arts background and to foster both reflective and critical thinking skills. The ultimate goal of the School of Education is to develop entry-level education students into highly qualified, knowledgeable and caring teachers who provide for diverse learners.
2. To provide students with the pedagogical instructional methods necessary to meet the Kentucky Teacher Standards and University of the Cumberlands’ Standards.
3. To develop each student’s abilities to critically reflect and assess their skills, thereby providing the opportunity for growth.
4. To continue to both foster and develop appreciation and refinement of ethical and Christian moral values in future teachers.
5. To develop oral, written and information literacy skills.

Admission and Retention in the Teacher Education Program

PLEASE NOTE: Because the Education Professional Standards Board (EPSB) has the sole authority of official certification and licensure, any changes in requirements must be adhered to within the effective dates determined by the EPSB, regardless of the student’s entry date or time on the program pursued. All students who plan to prepare for teaching are required to make an application through the Office of Teacher Education in the School of Education. This application should normally be done once the prerequisites are complete, usually in their sophomore year. Students who decide to enter Teacher Education later in their college career may be admitted. This late admission, however, may cause a delay in the actual student teaching experience and recommendation for eligibility for certification. For a thorough description of the guidelines, requirements and procedures related to admission and retention in the Teacher Education Program, see the Teacher Education Handbook available online. Students transferring to University of the Cumberlands or returning student who have not enrolled at the University any semester during the past three years must attend University of the Cumberlands for one full semester as a full time student or have completed twelve semester hours in consecutive semesters as a part-time student immediately prior to being considered for admission to Teacher Education. The School of Education Teacher Education Program established qualitative and quantitative requirements for the admission of candidates whose education preparation evidences the potential for a high-level performance.

Application Process:

1. Complete an Application with Portfolio 1 materials.
2. Current GPA (overall, content, and professional education) must average of at least 2.75 on a 4.0 scale to be admitted to the Teacher Education program.
3. Submit four letters of recommendation/disposition scores from past or present professors and/or professional associates.
4. Completed Background Check.
5. Physical and TB Check
6. Submit UC Character and Fitness, Kentucky Code of Ethics, UC Declaration of Understanding, UC Continuous Assessment Acknowledgement
7. Pillar I Coursework Requirements:
   1. English 131 and 132 (C or above). Transfer grades for these classes included.
   2. “C” or above in EDUC 235 , SPED 233 , EDUC 237  (for all programs other than IECE)
   3. “C” or above in IECE 130 , IECE 233 , IECE 132  (IECE students only)
   4. “C” or above in all Professional Education courses
   5. “C” or above in all Content Area Courses
8. Admission to the Teacher Education Program is completed by a review of the above documents and approval of the Education Preparation Advisory Committee (EPAC).

General Education Curriculum

Candidates pursuing teacher certification must complete the University’s General Education Curriculum detailed earlier in this catalog. Within this curriculum all candidates must take PSYC 131 Basic Psychology in fulfillment of Section IVb since this course is a pre-requisite of courses in the Professional Education curriculum. In addition, to fulfill Professional Education requirements, all teacher education candidates should complete COMM 230 - Introduction to Public Speaking  and EDUC 130 - Technology in the P-12 Classroom  to fulfill the requirements of Section VI.

Depending upon the certification area pursued, candidates should select other General Education courses which may also count towards completion of other Professional Education requirements, or towards Related Studies, Emphasis, or Specialization requirements. These requirements are outlined below for each certification area.

Advisors will assist candidates in selecting and completing all General Education and certification requirements in an efficient and timely fashion.

Professional Education Requirements

Any substitutions for curricular requirements detailed below must be recommended to the Registrar by the candidate’s advisor and by the Chair of the Education Department after consultation with appropriate departmental and content area faculty.

Programs

• Elementary (P-5) Education, B.A.E.
• Elementary (P-5) Education, B.S.E.
• Interdisciplinary Early Childhood Education, B.S.
• Middle School Education, B.A.E
• Middle School Education, B.S.E

• Elementary Education Minor

• Education Program Emphasis Choices
• Elementary (P-5) Education Emphasis Requirements
• Middle School (5-9) Education Emphasis Requirements
• Professional Education Courses

Courses

• EDUC 130 - Technology in the P-12 Classroom
• EDUC 235 - Basic Concepts Concerning Education
• EDUC 237 - Effective Teaching Practices
• EDUC 331 - Studies in Education: Special Topics in Literacy
• EDUC 332 - Reading and Language Arts I
• EDUC 338 - P-5 Reading and Language Arts II
• EDUC 430 - Classroom Management & Behavior
• EDUC 432 - Fundamentals of Secondary Education
• EDUC 497 - Supervised Student Teaching

• ELEM 333 - Children’s Literature
• ELEM 334 - P-5 Teaching of Social Studies
• ELEM 339 - P-5 Teaching of Science

• IECE 128 - Overview of the Early Childhood Profession
• IECE 130 - Foundations of Early Childhood Education
• IECE 132 - Child Development and Learning I
• IECE 134 - Guidance in Early Childhood
• IECE 232 - Child Development and Learning II
• IECE 233 - Introduction to Early Childhood Special Education
• IECE 234 - Early Childhood Curriculum and Methods
• IECE 236 - Screening and Assessment in Early Childhood
• IECE 330 - Teaching Diverse Learners
• IECE 331 - Teaching Infants and Toddlers
• IECE 332 - Teaching Language and Literacy
• IECE 333 - Teaching Math, Science, and Social Studies
• IECE 334 - Teaching Arts and Humanities
• IECE 335 - Instructional and Assistive Technology
• IECE 430 - Strategies and Interventions for Exceptional Learners
• IECE 431 - Classroom Management and Positive Behavior Supports
• IECE 432 - Working with Parents and Families of all Cultures
• IECE 433 - Methods and Materials for Teaching Kindergarten
• IECE 434 - Advanced Assessment in Early Childhood
• IECE 435 - Early Childhood Administration and Leadership
• IECE 436 - Advanced Curriculum Planning and Delivery
• IECE 437 - Health, Safety, and Nutrition
• IECE 491 - Supervised Student Teaching

• ELMS 335 - The Middle School

• SPED 233 - Survey of Individuals with Exceptionalities (P-12)
• SPED 234 - Special Education Instructional Programs (P-12)
• SPED 236 - Special Education Programs for Adolescents with Mild Disabilities (5-12)
• SPED 238 - Special Education Early Childhood Programs (P-5)
• SPED 336 - Educational Assessment and Prescriptive Programming of Individuals with Disabilities (P-12) Part I
• SPED 337 - Educational Assessment and Prescriptive Programming for Individuals with Disabilities (P-12) Part II
• SPED 435 - Special Education Methods and Materials (Mild Disabilities) (P-12)
• SPED 436 - Special Education Methods and Materials (Learning and Emotional/Behavioral Disabilities) (P-12)

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