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Education

Education

For information on Undergraduate Elementary Teacher Certification, contact:
Diane Brown, Ph.D.
Elementary Teacher Certification Program Coordinator
Madame Cadillac Building, Room 226
Phone: (313) 927-1273
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

For information on Undergraduate Secondary Teacher Certification, contact:
Chukwunyere Okezie, Ph.D.
Secondary Teacher Certification Program Coordinator
Griot Coordinator
Madame Cadillac Building, Room 211
Direct: (313) 927-1794
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

For information on Student Teaching Placement, contact:
Mary Katherine Hamilton, IHM, Ed.D.
Student Teaching Coordinator
Madame Cadillac Building, Room 217
Direct: (313) 927-1362
E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

PROGRAMS OFFERED
Undergraduate Provisional (Initial) Teacher Certification Programs:
Elementary Level
Secondary Level

FACULTY
Steffanie Bowles, Ph.D.
Mary Katherine Hamilton, IHM, Ed.D.
Vivian Johnson, Ph.D.
Chukwunyere Okezie, Ph.D.
Denise Nicole Powell, Ph. D.
Chenfeng Zhang, Ph. D.

Professor Emerita
Georgianna Simon, SSH, Ph.D.

CAREER INFORMATION
Teaching is an especially demanding, yet particularly rewarding profession. Few careers ask so much of a person’s character and creativity, and few professions give as much satisfaction in return. Teacher certification provides professional opportunities for teaching in public, parochial, and private schools, grades K-12.

GENERAL INFORMATION
The Teacher Certification Programs remain current and responsive to the diverse needs of those it serves. Students, faculty, and staff partner to create strong engagement with Detroit area schools and districts, as described:

Mission Statement and Conceptual Framework
The Marygrove College Education Department collaboratively prepares educators committed to the success of all students believing that quality education is vital to wholeness of persons, sustainability of communities, and a vibrant, just democratic society. To that end, and grounded in the college’s goals of competence, compassion, and commitment, the Education Department prepares educators through the development of professional habits of mind, heart, and practice:

Habits of Mind – Demonstrating flexibility in thinking about key theories and conceptual frameworks to address complex, adaptive challenges.

Habits of Heart – Demonstrating behaviors and beliefs that connect learning to life, liberating the power and creativity of the human spirit.

Habits of Practice – Demonstrating the capacity to effectively engage and contribute to learning communities and systems within which education is embedded.

Education Overview

The Education Department works in collaboration with academic departments in the Arts and Sciences, schools, and community agencies to professionally prepare undergraduate students for teaching. The first teaching certificate that can be earned is the Provisional Certificate, specified for teaching either at the Elementary or Secondary Level.

It is important to determine the desired teaching level at the beginning of one’s program. Elementary and Secondary Level requirements are different, as are Elementary and Secondary classroom environments.

The Elementary Level teaching certificate allows the holder to teach all subjects in a self-contained classroom, grades K-8. The Secondary Level certified teacher is allowed to instruct grades 6-12 in endorsed subjects. Art and Music teachers are certified to teach their subject areas across the K-12 spectrum, minors are not required in these two comprehensive teaching majors. The elementary minor is open to all undergraduate students.

An Elementary or Secondary Education student must have a certifiable teaching major for which Marygrove is authorized to recommend for Provisional Certification. 

SPECIAL ELEMENTS OF THE PROGRAM
Specialized Accreditation
Marygrove College is accredited by the Higher Learning Commission (HLC) of the North Central Association, and the Teacher Education Program holds accreditation from the Teacher Education Accreditation Council (TEAC) through 2018. The Council for the Accreditation of Education Preparation (CAEP) recognizes this positive accreditation status. Marygrove College’s teacher preparation programs are approved by the Michigan Department of Education.

Specific Requirements for Admission to a Teacher Certification Program
After completing the Exploratory Phase courses and successfully passing the Michigan Test for Teacher Certification (MTTC) Professional Readiness Exam, a student must submit a separate application to the Teacher Certification Program. Application forms and directions are available in the Education Department Office. Beginning in 2016 there are specific ACT/ SAT entrance requirements. Check with the Education Office for details.

Program Schedule
Courses are offered during the day, evening and weekends on a rotating schedule.

Transfer Student Information
The department accepts transfer credits according to the college guidelines. However, major coursework older than 6 years, from time of admittance, will be transferred in as elective credit and may not be applied to the major. Students may petition to the department chair for the older credits to be applied towards the major. 

PROGRAMS

ELEMENTARY: (28 CREDITS)
AIE 344 Arts Infused Education (3 credits)
EDU 348 Teaching Writing and Speaking in elementary Classrooms (3 credits)
EDU 205 Children’s Literature (3 credits)
EDU 200 Introduction to Teaching Health and Physical Education (3 credits)
ISC 211 Integrated Science II (4 credits) Prerequisite: ISC 210 – See General Education Requirements
MTH 310 Concepts in Elementary Math I (3 credits)
MTH 311 Concepts in Elementary Math II (3 credits)
EDU 350 Social Studies for Elementary Classrooms (3 credits)
EDU 366 Literacy in Elementary Education (3 credits)

Required General Education Courses for the Elementary Minor:
HIS 252 United States to 1877
ENG 160 Introduction to Literature
ISC 210 Integrated Science I
PSY 205 Introductory Psychology
GEO 199 World Geography: Regions & Concepts

ELEMENTARY EDUCATION CERTIFICATION (38 CREDITS)
An Elementary Education student must have a certifiable teaching major for which Marygrove is authorized to recommend for Provisional Certification. An Elementary Education student also must complete the Elementary Education minor offered by Marygrove.

Those endorsed majors and minors for which Marygrove is authorized by the state are listed below:

Elementary Teaching Majors (31-45 credits)
Integrated Science (40-45 credits)
Language Arts (39 credits)
Mathematics (31 credits)
Social Studies (40 credits)

A four-phase process is utilized for progressing in the Teacher Certification Program; all requirements for each phase must be completed before advancing to the next phase. Aspiring Teacher Certification Program students’ work in the Exploratory Phase to be accepted as Pre-Candidates through specific introductory course work and testing, explained below. To become Teacher Certification Candidates, students must fulfill further requirements. The final phase is student teaching, a full time, supervised, professional residency teaching in a school. 

Elementary and Secondary Teacher Certification Program progressions in four phases:

I. Exploratory
II. Pre-Candidate
III. Candidate
IV. Student Teaching

Phase 1: Exploratory Phase Requirements – Courses Open to all Undergraduates
The following abbreviated list explains the fundamental Exploratory Phase requirements for admission to the undergraduate Teacher Certification Program as a Pre-Candidate. Exploratory Phase I courses introduce aspiring teacher education students to the dynamic scope of considerations that must be applied in the teaching profession.

EDU 203 The Teaching Profession
EDU 321 Educational Psychology for Elementary Teachers (PSY 205 is a prerequisite for EDU 321)

During Exploratory Phase, student must meet all of the following requirements to be admitted as a Pre-Candidate
1. Complete all foundational courses or tests in Reading, Writing and Math with a grade of “C” or better

2. Satisfactorily complete 12 credits in Major with no grade less than a “B”

3. Earn a minimum grade of “C” in Phase I Education courses

4. Maintain an overall GPA of 2.7 or better, with a “B” in all teaching Major and Elementary Minor coursework and have no more than one semester on academic probation

5. Pass all three sections of the MTTC Professional Readiness Exam (PRE).

6. Have satisfactory Professional Behaviors and Dispositions Assessments in Exploratory courses, and no more than one notice of academic probation.

7. Submit an acceptable Pre-Candidate application to the Education Department, along with all necessary documentation including two letters of recommendation. This application packet can be obtained in the Education Department Office.

8. Receive positive application review, including a student interview with Education Department faculty. Students will be notified of program acceptance after their interviews, and will be assigned an Education faculty advisor at that time. 

Phase II: Pre-Candidate Phase Requirements – Courses Open Only to Accepted Pre-Candidates
EDU 330 Technology in the Classroom
EDU 351 Curriculum, Instruction, and Assessment
EDU 353 Designing and Managing Effective Learning Environments for Diverse Learners

During Pre-Candidate Phase, student must meet all of the following requirements to be accepted as a Candidate:
1. Complete all Elementary Minor courses and all but one Teaching Major course.

2. Maintain an overall GPA 2.7.

3. Earn a minimum grade of “C” in Phase II Education courses.

4. Have satisfactory Professional Behaviors and Dispositions Assessments and no more than one notice of academic probation.

5. Attend test preparation sessions as approved by advisor(s).

6. Apply to the Education Department for full acceptance as a Phase III Teacher Certification Candidate. The Elementary Level Candidate Application packet can be obtained in the Education Department office, Madame Cadillac Building, Room 215. The Candidate Application packet includes the student application and two Candidacy recommendation forms. Recommendation forms must be filled out by the teaching major liaison faculty member and the student’s Education faculty advisor and must be submitted as part of the Candidacy application.

7. Positive faculty review of Phase III Application Packet required. Students will be notified of full acceptance as Candidates in a letter from the Elementary Education Advisor.

Phase III: Candidate Phase Requirements – Courses Open Only to Accepted Candidates
EDU 344 Clinical Experiences and Methods for Teaching Mathematics in Elementary Schools
EDU 354 Clinical Experiences and Methods for Teaching Social Studies in Elementary Schools
EDU 367 Clinical Experiences and Methods for Teaching Literacy in Elementary Schools
EDU 374 Clinical Experiences and Methods for Teaching Integrated Science in Elementary Schools

During Candidate Phase, students must meet all of the following requirements to be accepted for Student Teaching:
1. Submit Student Teaching Application at the beginning of Candidate Phase – must be accepted into Student Teaching.

2. Maintain an overall GPA of 2.7

3. Each teaching Clinical Experiences/Methods course passed with a grade of “B” or better and all undergraduate coursework completed.

4. Attend test preparation sessions as approved by advisor(s)

5. Obtain Phase III Approval for MTTC Elementary Education Testing form from your Education Advisor.

6. Gather all necessary signatures and deliver above form to Teacher Certification Officer.

7. Pass MTTC Elementary Education Test during the semester of final Phase III courses.

8. All undergraduate coursework is completed except for Student Teaching and Seminar. 

Phase IV: Student Teaching and Seminar – Open Only to Accepted Student Teachers
EDU 499 Student Teaching and Seminar

UNDERGRADUATE SECONDARY CERTIFICATION PROGRAM (38 CREDITS)
A Secondary Education student must have a certifiable teaching major for which Marygrove is authorized to recommend for Provisional Certification. A secondary Education student must complete a certifiable Marygrove teaching minor.

Secondary Teaching Majors: (30 – 60 Credits)
Art Education – Comprehensive Group Major (To teach Art to grades K-12, teaching minor not required) (60 credits)
Biology – Major (39 credits)
English – Major (36 credits)
History – Major (30 credits)
Mathematics – Major (35 credits)
Political Science – Major (30 credits)
Social Studies - Major (40 credits)

Secondary Teaching Minors (20-23 Credits)
Biology (23 credits)
Chemistry (20 credits)
Economics (20 credits)
English (23 credits)
French (20 credits)
History (20 credits)
Mathematics (21 credits)
Political Science (20 credits)
Spanish (20 credits)

A four-phase process is utilized for progressing in the Teacher Certification Program; all requirements for each phase must be completed before advancing to the next phase. Aspiring Teacher Certification Program students’ work in the Exploratory Phase to be accepted as Pre-Candidates through specific introductory course work and testing, explained below. To become Teacher Certification Candidates, students must fulfill further requirements. The final phase is student teaching, a full time, supervised, professional residency teaching in a school.

Elementary and Secondary Teacher Certification Program progressions in four phases:

I. Exploratory
II. Pre-Candidate
III. Candidate
IV. Student Teaching

Phase I: Exploratory Phase Requirements – Courses Open to all Undergraduates
The following abbreviated list explains the fundamental Exploratory Phase requirements for admission to the undergraduate Teacher Certification Program as a Pre-Candidate. Exploratory Phase I courses introduce aspiring teacher education students to the dynamic scope of considerations that must be applied in the teaching profession

EDU 203 The Teaching Profession
EDU 322 Educational Psychology for Secondary Teachers (PSY 205 is a prerequisite for EDU 322)

During Exploratory Phase, student must meet all of the following requirements to be admitted as a Pre-Candidate
1. Complete all foundational courses or tests in Reading, Writing and Math with a grade of “C” or better

2. Satisfactorily complete 12 credits in Major with no grade less than a “B”

3. Earn a minimum grade of “C” in Phase I Education courses

4. Maintain an overall GPA of 2.7 or better, with a “B” in all teaching Major and Minor coursework.

5. Pass all three sections of the MTTC Professional Readiness Exam (PRE).

6. Have satisfactory Professional Behaviors and Dispositions Assessments in Exploratory courses, and no more than one notice of academic probation.

7. Submit an acceptable Pre-Candidate application to the Education Department, along with all necessary documentation including two letters of recommendation. This application packet can be obtained in the Education Department Office.

8. Receive positive application review, including a student interview with Education Department faculty. Students will be notified of program acceptance after their interviews, and will be assigned an Education faculty advisor at that time.

Phase II: Pre-Candidate Phase Requirements – Courses Open Only to Accepted Pre-Candidates
EDU 330 Technology in the Classroom
EDU 348 Teaching Writing and Speaking in the Elementary and Secondary Classroom
EDU 351 Curriculum, Instruction, and Assessment

During Pre-Candidate Phase, student must meet all of the following requirements to be accepted as a Candidate:
1. Complete all Minor Courses and all but one Teaching Major Course

2. Maintain an overall GPA of 2.7.

3. Pass designated Gateway course in Major with a grade of “B” or better (see Major Advisor for information)

4. Earn a minimum grade of “C” in Phase II Education courses

5. Have satisfactory Professional Behaviors and Dispositions Assessment.

6. Attend test preparation sessions as approved by advisor(s).

7. Apply to the Education Department for full acceptance as a Phase III Teacher Certification Candidate. The Secondary Level Candidate Application packet can be obtained in the Education Department Office. The Candidate Application packet includes the student application and two Candidacy recommendation forms. Recommendation forms must be filled out by the teaching major liaison faculty member and the student’s Education faculty advisor and must be submitted as part of the Candidacy application.

8. Positive faculty review of Phase III Application Packet and approval to take MTTC Secondary Content Area Test (CAT) required

9. Pass MTTC Secondary Major Content Area Test (CAT).

10. Students will be notified of full acceptance as Candidates in a letter from the Education Department.

Phase III: Candidate Phase Requirements – Courses Open Only to Accepted Candidates
EDU 347 General Secondary Methods (MAJOR) 347 Teaching Major Methods Course(s)
EDU 353 Designing and Managing Effective Learning Environments
EDU 357 Methods of Intermediate and Secondary Reading

During Candidate Phase, student must meet all of the following requirements to be accepted for Student Teaching:
1. Submit Student Teaching Application at beginning of Candidate Phase – must be accepted into Student Teaching

2. Maintain an overall GPA of 2.7 and have no more than one academic probation

3. Each teaching methods course passed with a grade of “B” or better and all undergraduate coursework completed

4. All undergraduate coursework is completed except for Student Teaching and Seminar 

Phase IV: Student Teaching and Seminar – Open Only to Accepted Student Teachers
EDU 499 Student Teaching and Seminar

 

Education Course Descriptions

EDU 203 The Teaching Profession 3 hours
Prerequisites:  None
This course is designed as an in-depth introduction to multiple considerations of the career of teaching. This course provides students with an opportunity to explore the important aspects of teaching, and allows students to observe the teaching profession in action. Course requires 25 service hours in a classroom setting.

EDU 321 Educational Psychology for Elementary Teachers 3 hours
Prerequisites:  PSY 205
This is an introductory course in the psychology of learning and teaching (Grades K-6), emphasizing mental abilities, individual differences, motivation and application of psychological theory and research in learning. The course emphasizes constructivist theories of learning and cognition, examining the effects of culture and gender on learning, and studies the classroom as a social setting for elementary teachers.

EDU 322 Educational Psychology for Secondary Teachers 3 hours
Prerequisites: PSY 205
This is an introductory course in the psychology of learning and teaching (Grades 6-8), emphasizing mental abilities, individual differences, motivation and application of psychological theory and research in learning. The course emphasizes constructivist theories of learning and cognition, examining the effects of culture and gender on learning, and studies the classroom as a social setting for secondary teachers.

EDU 330 Technology in the Classroom 3 hours
Prerequisites:EDU 203 and program acceptance as an Elementary or Secondary Pre-Candidate
This course explores the use of multimedia teaching tools. Students develop plans of action integrating technology in support of instruction and learning. They explore, evaluate, and use technology to accomplish learning tasks independently and cooperatively. Course includes appropriate field based experiences.

EDU 344 Clinical Experiences and Methods for Teaching Mathematics in Elementary Schools 3 hours
Prerequisites: Prerequisites: EDU 203, EDU 321, EDU 330, EDU 351, and program acceptance as an Elementary Candidate
This course addresses approaches for teaching mathematics to grades K-8. Emphasis is on developing Math concepts through discovery, problem solving, observing patterns and relationships, and meeting the individual needs of children of various abilities and experience levels. Field based experiences required.

EDU 347 General Secondary Methods 3 hours
Prerequisites: EDU 203, EDU 322, EDU 330, EDU 348, EDU 351 and program acceptance as a Secondary Candidate
This course focuses on techniques for developing lesson plans, unit plans and course overviews which incorporate objectives, evaluation and a variety of teaching-learning strategies. Field based experiences and simulations in lesson presentation and classroom management required.

EDU 348/ ENG 348 Teaching Writing and Speaking in the Elementary and Secondary Classroom 3 hours
Prerequisites: none
This course presents an introduction to the theories and practices of teaching written and oral literacy at the elementary and secondary levels.

EDU 351 Curriculum, Instruction, and Assessment 3 hours
Prerequisites: EDU 203, EDU 240 or EDU 343, EDU 275 and program acceptance as an Elementary or Secondary Pre-Candidate
This course offers approaches to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning. Students design units and create supporting lesson plans based on Grade Level Content Standards that focus on using differentiated instructional strategies, assessment practices, and technology integration. Students practice collaboration skills, applying peer review processes aimed at improving unit design and lesson plans.

EDU 353 Designing and Managing Effective Learning Environments for Diverse Learners 3 credit hours
Prerequisites: EDU 203, EDU 321 or EDU 322, EDU 330, EDU 348, EDU 351, and program acceptance as an Elementary or Secondary Candidate
This course addresses the design and management of curriculum, instruction and classrooms to provide meaningful learning for diverse groups of students. The educational implications of the characteristics of students with exceptionalities are explored. Research in practices of effective teaching is examined, with specific emphasis on teacher and student behaviors related to aspects of diversity in urban settings. Techniques for developing effective communication with parents and community are explored. Field-based experiences required.

EDU 354 Methods for Teaching Elementary and Middle School Social Studies 3 hours
Prerequisites: EDU 203, EDU 321, EDU 330, EDU 351, and program acceptance as an Elementary Candidate
This course offers a combination of theoretical and practical models, providing multicultural approaches to activities, materials, and resources necessary for teaching social studies grades K-8. Field based experiences required.

EDU 357 Methods for Teaching Intermediate and Secondary Reading 3 hours
Prerequisites: EDU 203, EDU 322, EDU 330, EDU 348, EDU 351 and program acceptance as a Secondary Candidate
This course addresses adapting content instruction to meet the needs of middle school and secondary school students with reading problems. The course presents analysis of variations in vocabulary, format, comprehension, and study procedures in various content areas, and develops teaching strategies for improving basic reading skills and proficiency. Field based experiences required.

EDU 366 Literacy in Elementary Education 3 hours
Prerequisites: none
This course addresses the reading, writing, listening, and speaking processes in literacy development. Students examine teaching strategies and materials that support integrated language arts instruction. Strategies for organization and management of classroom reading programs in grades K-8 are developed. Related software applications are explored. Guided observation and field-based experience required.

EDU 367 Clinical Experiences and Methods for Teaching Literacy in Elementary Schools 3 hours
Prerequisites:Prerequisites: EDU 203, EDU 321, EDU 330, EDU 351, and program acceptance as an Elementary Candidate
This course presents strategies for developing and implementing detailed lesson plans based on a diagnostic instruction model for both developmental skills in reading and reading in the content areas. First half of the course prepares the student for field-based experience. Peer, instructor, and self-evaluation of lessons.

EDU 374 Clinical Experiences and Methods for Teaching Integrated Science in Elementary Schools  3 hours
Prerequisites: EDU 203, EDU 321, EDU 330, EDU 351, and program acceptance as an Elementary Candidate
This course presents methodology appropriate for teaching scientific concepts. Teaching demonstrations, projects, daily and unit planning are approaches addressed in this course. Students participate in field experiences. The course makes extensive use of media in Marygrove’s Library Resources Room. Emphasis is placed on the inquiry-based strategies, problem solving activities, hands-on activities, the interdisciplinary nature of science, children’s understandings, objectives of school science programs, science education reform, methods of instruction, assessment practices, experimental programs, and content in the physical, life, and earth sciences. Emphasis is on content and methods for grades K-8. Field based experience required.

EDU 491 Independent Study 3 hours
Prerequisites: Permission of Advisor and Instructor.
When necessary and with approval of advisor, students are permitted to request an independent study.

EDU 499 Student Teaching and Seminar 8-10 hours
Prerequisites: Completion of all required teacher certification coursework, Admission to Student Teaching
This capstone course includes observation and guided‚ full-time professional laboratory experience in public or private school classrooms at the appropriate level. Seminar required. Fall and winter terms only.

 

MTTC Testing

All teacher certification candidates must pass the Michigan Test for Teacher Certification (MTTC) Basic Skills (96) test.

In addition, Marygrove College is recognized by the Michigan Department of Education for competency testing in the following areas at the levels indicated ( E = Elementary; S = Secondary). This will be a guide so that you are sure to take the correct test for certification! Note that competency tests must be taken within 5 years of the time credentials are submitted to the state.

Objectives for each test are on reserve in the Marygrove College Library. Tutoring support can often be arranged through the Teacher Certification Officer.

>> Go to the Michigan Test for Teacher Certification Web site for more information.

>> MTTC Web site Frequently Asked Questions (FAQ)

** The Elementary Education test certifies teachers for K-5 all subjects and K-8 self-contained classroom. The subject area tests certify elementary teachers from 6-8 and secondary teachers from 7-12.

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