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Teacher Certification

Teacher Certification

FOR INFORMATION, contact:
Ms. Ce'An Manuel
Education Student Services Specialist
Madame Cadillac Building, Room 224
Direct: (313) 927-1343
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For information on Undergraduate Elementary Teacher Certification, contact:Judy Alhamisi, Ed.D.
Elementary Teacher Certification Program Coordinator
Madame Cadillac Building, Room 214
Direct: (313) 927-1463
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For information on Undergraduate Secondary Teacher Certification, contact:
Chukwunyere Okezie, Ph.D.
Secondary Teacher Certification Program Coordinator
Griot Coordinator
Madame Cadillac Building, Room 226
Direct: (313) 927-1794
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Programs Offered    
Undergraduate Provisional (Initial)
Teacher Certification Programs:
Elementary Level
Secondary Level
 
Faculty
Judy Alhamisi, Ed.D.
Steffanie Bowles, Ph.D.
Mary Katherine Hamilton, IHM, Ed.D.
Vivian Johnson, Ph.D.
Chukwunyere Okezie, Ph.D.
Denise Powell, Ph.D.
Chenfeng Zhang, Ph.D.

Teacher Certification Overview

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  

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.

The Education Department works in collaboration with academic departments in the Arts and Sciences to professionally prepare graduate 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. An Elementary or Secondary 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. A Secondary Education student must complete a certifiable Marygrove teaching minor.

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

Elementary Teaching Majors:
Integrated Science (54 credits)
Language Arts (39 credits)
Mathematics (35 credits)
Social Studies (36 credits)

Elementary Minor: (Total:  29 Credits)
AIE 344      Arts Infused Education (3 credits)
EDU 348    Teaching Writing and Speaking in elementary Classrooms (3 credits)
EDU358     Language Acquisition and ELL (1 credit)
ENG 205    Children’s Literature (3 credits)
HSC 200    Introduction to Teaching Health and Physical Education (2credits)
ISC 210    Integrated Science I (4 credits)
ISC 211    Integrated Science II (4credits)
MTH 310    Concepts in Elementary Math I (3 credits)
MTH 311    Concepts in Elementary Math II (3 credits)
SST 350     Social Studies for Elementary Classrooms (3 credits)

Secondary Teaching Majors: (30 – 40 Credits)
Art Education – Comprehensive Group Major (To teach Art to grades K-12, teaching minor not required) (65 credits)
Biology – Major (38 credits)
Dance – Major (K-12) (71 credits)
English – Major (36 credits)
History – Major (30 credits)
Mathematics – Major  (35 credits)
Music  - Comprehensive group Major (To teach music to grades K-12, teaching minor not required) (74-80 credits)
Political Science – Major (30 credits)
Social Studies - Major (40 credits)

Secondary Teaching Minors (20-24 hours)
Chemistry (20 credits)
Dance (K-12) (24 credits)
Economics (20 credits)
English (23 credits)
French (20 credits)
History (20 credits)
Mathematics (21 credits)
Political Science (20 credits)
Spanish (20 credits)
Biology (23 credits) 

Specialized Accreditation
Marygrove College is accredited by the Higher Learning Commission of the North Central Association, and is a Teacher Education Accreditation Council (TEAC) Member Institution. 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) Basic Skills Test, a student must make a separate application to the Teacher Certification Program.  Application forms and directions are available in the Education Department Office.

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

Undergraduate Elementary

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 240 Developmental Psychology
EDU 275 Foundations in American Education

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 “C”
  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 academic probation
  5. Pass all three sections of the MTTC Basic Skills Test (BST)
  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, Madame Cadillac Building, Room 215.
  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 2: Pre-Candidate Phase Requirements - Courses Open Only to Accepted Pre-Candidates
EDU 241 Educational Psychology
EDU 330 Technology in the Classroom
EDU 351 Curriculum, Instruction, and Assessment
EDU 352 Assessment and Differentiation

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 and have no more than one academic probation.
  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. 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.
  6. 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 Methods for Teaching Elementary and Middle School Mathematics
EDU 353  Designing and Managing Effective Learning Environments for Diverse Learners
EDU 354 Methods for Teaching Elementary and Middle School Social Studies
EDU 364A Methods for Teaching Elementary and Other Language Arts
EDU 364B Methods for Teaching Elementary Reading: Practicum Strategies
EDU 374 Methods for Teaching Elementary and Middle School Science

During Candidate Phase, student 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 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. Attend a minimum of five TEAS Lab Elementary test preparation sessions – visits are documented in TEAS Lab
  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 (MC 223)
  7. Pass MTTC Elementary Education Test during semester of last Phase III course
  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

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 275 Foundations in American Education
EDU 343 Adolescent Psychology

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 “C”
  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 and have no more than one academic probation
  5. Pass all three sections of the MTTC Basic Skills Test (BST)
  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, Madame Cadillac Building, Room 215.
  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-CandidatesEDU 241 Educational Psychology

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 but one Teaching Major course
  2. Maintain an overall GPA of 2.7 and have no more than one academic probation
  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 Assessments and no more than one notice of academic probation.
  6. Attend a minimum of five Teacher Education Academic Support (TEAS) Lab Secondary test preparation sessions – visits are documented in TEAS Lab
  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, 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.
  8. Positive faculty review of Phase III Application Packet and approval to take MTTC Secondary 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 Secondary Education Advisor.

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

The Marygrove College Teacher Certification programs have state approval through the Michigan Department of Education and are accredited by the Council for the Accreditation of Educator Preparation (CAEP). 

pdfIB_Commission_accreditation_letter_Marygrove_College.pdf

Certifiable teaching major and minor coursework is generally done in Arts and Sciences subject area departments; the Early Childhood certification minor is offered in the Education Department. For full descriptions of these programs, please see their respective program sections in this catalog.

Elementary Course List

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)

Course Descriptions

The Teaching Profession                 
Prerequisites: None
This courseis 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 240  Developmental Psychology                                                                                                 3 credit hours
Prerequisites: None. Elementary Level Exploratory Student
Human development and factors that influence it with particular emphasis on infancy, childhood, and adolescence.

EDU 241  Educational Psychology                                                                 
3 credit hours
Prerequisites: EDU 203, EDU 240 or EDU 343, EDU 275 and program acceptance as an Elementary or Secondary Pre-Candidate
This is an 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. 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.

EDU 275  Foundations in American Education                                                                                   3 credit hours
Prerequisites: None

 In this course, students examine the structure, function, and purposes of American education. These topics include philosophical, social, historical, political, and economic contexts of educational systems, and the role and characteristics of the teaching profession.

EDU 330  Technology in the Classroom                                                                                              3 credit hours
Prerequisites: EDU 203, EDU 240 or EDU 343, EDU 275 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 343  Adolescent Psychology                                                                                                        3 credit hours
Prerequisite: PSY 205. Secondary Level Exploratory Student
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.

Methods for Teaching Elementary and Middle School Mathematics                                                3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, 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 credit hours
Prerequisites: EDU 203, EDU 241, EDU 275, EDU 330, EDU 343, 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 credit 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 credit 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 352  Assessment and Differentiation                                                                                         3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 275 program acceptance as an Elementary Pre-Candidate
This course builds upon content introduced in EDU 351 to prepare candidates to assess the effects of instruction on 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.

EDU 353  Designing and Managing Effective Learning Environments for Diverse Learners       3 credit hours
Prerequisites: EDU 203, EDU 240 or EDU 343, EDU 241, EDU 275, EDU 330, EDU 348, EDU 351, EDU 352 [Elem only], and program acceptance as an Elementary or Secondary CandidateThis 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 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, 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 credit hours
Prerequisites: EDU 203, EDU 241, EDU 275, EDU 330, EDU 343, 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 364A Methods for Elementary Reading and Other Language Arts                                          3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, and program acceptance as an Elementary Candidate
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 364B  Methods for Elementary Reading: Practicum Strategies                                               3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, 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  Methods for Teaching Elementary and Middle School Science                                      3 credit hours
Prerequisites: EDU 203, EDU 240, EDU 241, EDU 275, EDU 330, EDU 351, EDU 352, 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 one field trip. 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 credit 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                                                                                           10-12 credit 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 Spring term only.

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