Teacher Certification

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 coursework and testing, explained below. To become fully admitted as Teacher Certification Program Candidates, students must fulfill further requirements, and then must apply for full admission to the Program. The final phase is student teaching, a full time, supervised, professional residency teaching in a school.

Four phases of program progression guide students in the undergraduate Teacher Certification Program:

1. Exploratory, 2. Pre-Candidate, 3. Candidate, and 4. Student Teaching. Specific coursework is included in each Phase. The Program includes undergraduate pre-requisites, professional preparation course sequence, Michigan Test for Teacher Certification (MTTC) requirements, one semester of full time student teaching in a classroom.

Elementary (K-8) teaching majors include: Integrated Science, Language Arts, Mathematics and Social Studies.

Elementary minor: A minor in Elementary Education is also required for the Elementary program.

Secondary teaching majors now include: Art Education, Biology, English, Dance, History, Mathematics, Music, Political Science, and Social Studies.

Secondary minor: A teachable minor is required for the Secondary program except for Music and Visual Arts Education, which are group majors.  Available minors are Chemistry, English, French, History, Mathematics, Political Science, and Spanish

Elementary Education Minor

• AIE 344             Arts Infused Education
• EDU 348           Teaching Writing and Speaking in Elementary Classrooms (3)
• EDU 358           Language Acquisition and ELL (1)
• ENG 205           Children’s Literature (3)
• HSC 200           Introduction to Teaching Health and Physical Education (2)
• ISC 210             Integrated Science I (4)
• ISC 211             Integrated Science II (4)
• MTH 310           Concepts in Elementary Math I (3)
• MTH 311           Concepts in Elementary Math II            (3)
• SST 350            Social Studies for Elementary Classrooms (3)

Marygrove strives to serve the career development of working adults and career changers. Post-Degree undergraduate teacher certification can be pursued by students who have already completed the Bachelor of Arts Degree. Post-degree students can pursue Provisional teacher certification by applying to the Post-Degree Undergraduate Teacher Certification Program through the Admissions Office. An advisor in the Education Department and liaisons in the teaching major department will put together a “Plan of Work” for meeting the requirements of the undergraduate teacher certification program described above.

Accreditation

Marygrove College has the approval of the State of Michigan Department of Education for its teacher certification specialty programs. The College is fully accredited by NCA. The Education Division is also accredited with TEAC, The Teacher Education Accreditation Council.

In accordance with the Title II requirements for teacher preparation institutions, Marygrove College reports the following for the academic year 2011-2012:

A total of 102 students were enrolled in our teacher preparation programs;

31 candidates did their supervised student teaching (450 hours) under the direction of 17 supervising teachers (1.83:1 ratio);

100 percent of those certified passed the Michigan Test for Teacher Certification (MTTC) Basic Skills and discipline competency tests.

Teacher Certification Professional Sequence

EDU 203 The Teaching Profession [first course- sophomore year] (3)

EDU 240 Developmental Psychology (3)

EDU 275 Foundations in American Education (3) 

EDU 241 Educational Psychology (3)

EDU 330              Technology in the Classroom (3)

EDU 351              Curriculum, Instruction, and Assessment (3)

EDU 352 Assessment and Differentiation (3)

EDU 344             Methods of Teaching Elementary School Mathematics (3)

EDU 353             Designing and Managing Effective Learning Environments for Diverse Learners (3)

EDU 354             Methods of Teaching Elementary School Social Studies (3)

EDU 364A           Methods of Teaching Elementary Reading and Other Language Arts (3)

EDU 364B           Methods of Teaching Elementary Reading: Practicum (3)

EDU 374             Methods of Teaching Elementary School Science (3)

EDU 499  Student Teaching and Seminar (10-12)

Required tests for Recommendation for Elementary Certification

1. MTTC Basic Skills Tests
2. MTTC Elementary Education Test
3. MTTC Major Content Area Test (Test is optional after November 1, 2010) 

Secondary Course List 

Teacher Certification Professional Sequence 

EDU 203 The Teaching Profession [first course- sophomore year] (3)

EDU 343 Adolescent Psychology (3)

EDU 275 Foundations in American Education (3)

EDU 241 Educational Psychology (3)

SED 250 Education of the Exceptional Learner (3)

EDU 330 Technology in the Classroom (3)

EDU 348 Teaching Writing and Speaking in the Elementary and Secondary Classroom (3)

EDU 324               Principles of Classroom Management (first course in phase) (3)

EDU 347               General Secondary Methods (3)

MAJOR 347          Discipline Specific Secondary Methods (3) 

EDU 357               Methods of Intermediate and Secondary Reading (3)           

Phase 4: Student Teaching

EDU 499  Student Teaching and Seminar (10-12)

Required tests for Recommendation for Secondary Certification

1. MTTC Basic Skills Tests
2. MTTC Major Content Area Test

EDU 203 The Teaching Profession 3 hours

Exploration of attitudes, perspectives and skills crucial to the growth of the developing teacher. A 25-hour lab experience in an elementary or secondary school is integral to the course. Not offered Summer Term.

EDU 240 Developmental Psychology 3 hours

Human development and factors that influence it with particular emphasis on infancy, childhood, and adolescence.

EDU 241 Educational Psychology 3 hours

Introductory course in the psychology of learning and teaching (Grades K-12), emphasizing mental abilities, individual differences, motivation and application of psychological theory and research in learning. Appropriate laboratory experiences.

EDU 275 Foundations in American Education 3 hours

Prerequisites: None

Structure, function and purposes of American education, examination of the philosophical, social, political and economic contexts of educational systems; role and characteristics of the teaching profession.

EDU 324 Principles of Classroom Management 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate

Analysis and discussion of the social and psychological dimensions of classroom environments: the design and implementation of effective instruction‚ roles of teacher and students in group dynamics‚ techniques for management and design of classroom instruction and student behavior. Techniques for developing effective communication with parents and community. Selected observation opportunity.

EDU 330 Technology in the Classroom 3 hours

Prerequisites: Acceptance into Teacher Certification Program as a Pre-Candidate

Use multimedia as a teaching tool. Develop a plan of action integrating technology in support of instruction/learning. Explore, evaluate, and use technology to accomplish learning tasks independently and cooperatively. With appropriate field based experiences.

EDU 343 Adolescent Psychology 3 hours

Prerequisite: PSY 205

Physical, psychological and social factors in personality development from the preadolescent through the late-adolescent period. Problems of adjustment, achievement of identity, and acceptance of the adult role.

EDU 344 Methods for Teaching Elementary and Middle School Mathematics 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate

Techniques for teaching mathematics including K-8. Emphasis is on developing concepts through understanding, 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

Prerequisite: Full acceptance as a Teacher Certification Candidate

Techniques for developing lesson plans, unit plans and course overviews which incorporate objectives, evaluation and a variety of teaching-learning strategies. Field experiences and simulations in lesson presentation and classroom management. Field based experiences required.

EDU 348 Teaching Writing and Speaking in the Elementary and Secondary Classroom 3 hours

Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate

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

Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate

This course is an approach to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning.  Students design a unit 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 when applying a peer review process aimed at improving unit design and lesson plans.

EDU 352 Assessment and Differentiation 3 hours

Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate

This course builds upon content introduced in EDU 551 Curriculum Instruction and Assessment to prepare candidates to assess both affects of instruction as well as student performance. Emphasis is placed on theories and concepts related to differentiation of instruction and assessment in order to meet the needs of a wide range of learners, including those in special education and speakers of English as a second language. Universal Design for Learning and Response to Intervention will be discussed in terms of structuring individual, small group, and whole group instruction.

EDU 353 Designing and Managing Effective Learning Environments for Diverse Learners 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate

This course addresses the design and management of time, students, instruction, and curriculum to provide effective and meaningful learning for diverse students.  The educational implications of the characteristics of students with various exceptionalities will be explored.  Research in practices of effective teaching will be 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 will be explored.  Appropriate field-based experiences are required.

EDU 354 Methods for Teaching Elementary and Middle School Social Studies 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate

Combination of theoretical and practical models, grades K-8, providing multicultural approaches to activities, materials, and resources necessary for teaching social studies. Field based experiences required.

EDU 357 Methods for Teaching Intermediate and Secondary Reading 3 hours

Prerequisite: Full acceptance as a Teacher Certification Candidate

Analyzes the variations in vocabulary, format, comprehension, and study procedures in various content areas and develops teaching strategies for improving basic reading skills and reading proficiency. Addresses adapting content instruction to meet the needs of middle school and secondary school students with reading problems. Field based experiences required.

EDU 364A Methods for Elementary Reading and Other Language Arts 3 hours

Prerequisite: Full acceptance as a Teacher Certification Candidate

Addresses the reading, writing, listening, and speaking processes in literacy development. Presents and examines teaching strategies and materials that support integrated language arts instruction. Strategies for organization and management of classroom reading programs providing for individual differences in grades K-8 are developed. Related software applications will be explored. Guided observation and field-based experience required.

EDU 364B Methods for Elementary Reading: Practicum Strategies 3 hours

Prerequisites: EDU 364A; Full acceptance as a Teacher Certification Candidate

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 will prepare the student for field-based experience. Peer, instructor, and self-evaluation of lessons.

EDU 374 Methods for Teaching Elementary and Middle School Science 3 hours

Prerequisite: Full acceptance as a Teacher Certification Candidate

Methodology appropriate for teaching scientific concepts. Also teaching demonstrations, projects, daily and unit planning. One field trip. Extensive use of A/V media in Marygrove’s Library Resources Room. Emphasis on content and methods for grades K-8. Field based experiences required.

EDU 491 Independent Study 3 hours

Prerequisites: Full acceptance as a Teacher Certification Candidate, Permission of Advisor

When necessary and with approval of advisor, students are permitted to request an independent study,

with appropriate field-based experience.

EDU 499 Student Teaching 10-12 hours

Prerequisites: Completion of all required teacher certification coursework, Admission to Student Teaching

Fall and Spring term only. Observation and guided‚ full-time professional laboratory experience in public or private school classrooms at the appropriate level. Seminar required.

In accordance with the Title II requirements for teacher preparation institutions, Marygrove College reports the following for the academic year 2011-2012:

A total of 102 students were enrolled in our teacher preparation programs;

31 candidates did their supervised student teaching (450 hours) under the direction of 17 supervising teachers (1.83:1 ratio);

100 percent of those certified passed the Michigan Test for Teacher Certification (MTTC) Basic Skills and discipline competency tests.