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Teacher Certification (3)

Teacher Certification
For prospective teacher certification students who do not have a Bachelor's degree. Students in the Undergraduate Teacher Certification program receive a State of Michigan Teaching Certificate after completing all requirements and receiving a Bachelor's degree. A Bachelor's degree is required to obtain a Teaching Certificate.

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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.

The ties that bind: Marygrove’s Social Work Program is growing strong.

The word must be out about Marygrove’s Social Work Program, because the number of new majors this fall has increased approximately 28 percent since 2007. This is good news for graduates, as social work jobs, particularly in medicine and public health, are considered among the 50 best careers of 2010 by U.S. News & World Report, with strong growth predicted on a national scale over the next decade. So, if you want an interesting career path, join an elite group of professionals who are known for being anything but elitist: enroll at Marygrove and Be Prepared to Get Involved.

Teacher Certification Program

You must be admitted to the Teacher Education program through the Education Department if you are seeking K-12 certification.

As a student in the teacher certification program, you must meet the same standards as other art majors and you must fulfill the requirements of the state in which you plan to teach. Consult the Education Department to learn more about state requirements and an art advisor to plan your major. Refer to the teacher certification section of this catalog for more information.

An art major can prepare you for a career in the teach­ing of art in elementary, intermediate and secondary education through admission to the Teacher Certifica­tion Program and successful completion of program requirements.

Upon completion of the studio (53 studio credits), art history (12 credits), general education requirements for graduation, and the course work in the certification program (art education and professional education requirements), you are eligible to be recommended by Marygrove College to the State of Michigan for a Provisional Teaching of Art (K-12) certificate.

If you plan to teach outside of Michigan, consult with education and art education advisors for other state requirements.

Post-degree students should follow the same require­ments and directives above and should consult an art advisor for approved art sequences and course requirements.

A. General Education Requirements.

 

B. Core Requirements in the Art Major (23 credits)

ART 115 Basic Drawing: Skills and Concepts
ART 111 Two-Dimensional Design and Color
ART 210   Three-Dimensional Design
ART 211 Introduction to Computer Graphics: Computer Imaging
ART 215 Life Drawing I
ART 221 Introduction to Computer Graphics: Graphic Design
ART 496 Senior Workshop (3 credits).

C. Additional Courses in Art Strongly    Recommended for Teachers

ART 276 Photography I

D. Upper-Level Courses Required for Majors Seeking Certification

ART 287 Ceramics: Handbuilding  or
ART 487 Advanced Ceramics
ART 352 Painting
ART 443 Printmaking: Woodcut

               -OR-

ART 453 Printmaking: Silkscreen

E.   Major Interview With Portfolio

Scheduled after the completion of three of the core requirement courses.

F. Twelve Credits of Art History

AH 101    Looking at Art (required)
AH 202       Wonders of World Art: Ancient to Modern (required)
AH 370    20th/21st Century Art

Plus one additional art history course

G. Professional Education Requirements

Please refer to the teacher certification section of this catalog for a complete list of professional education requirements and prerequisites.

H. Teacher Certification Requirements (Art)

As an art major preparing for K-12 certification, you must successfully complete EDU 347 Classroom Management for the Art Class­room, EDU 330 Technology in the Arts Classroom, and ART 347 A and 347 B Teaching of Art. You must also successfully complete a directed teaching experience (EDU 499-Directed Teaching).

(This program is undergoing departmental review and changes in the requirements are pending. Please contact your advisor for current update.)

Translation Certificate - French

Required Courses
Students must complete each of the following courses with a grade of B or better.

FRE 400    Principles of Translation - online

FRE 401    Translation Workshop I - online   

FRE 402    Translation Workshop II - online

FRE 403    Business Translation Workshop - online

FRE 488    Cooperative Field Experience or   FRE 404 Interpretation Studies

 

Translation Certificate - Spanish

Required Courses

Students must complete each of the following courses with a grade of B or better.

SPA 400         Principles of Translation - online

SPA 401         Translation Workshop I - online

SPA 402         Translation Workshop II - online

SPA 403         Business Translation Workshop - online

SPA 488         Cooperative Field Experience or SPA 404 Interpretation Studies

TPI Performance Report

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TPI Performance Reports

Teaching Certification

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.

FACULTY
Judy Alhamisi, Ed.D.
Steffanie Bowles, Ph.D.
Mary Katherine Hamilton, IHM, Ed.D.
Vivian Johnson, Ph.D.
Chukwunyere Okezie, Ph.D.
James Rivard, Ed.D.
Chenfeng Zhang, Ph.D.

For Information contact:
Ce’An Manuel
Education Student Services Specialist
Madame Cadillac Building, Room 224
Direct Phone: 313.927.1343
email: cmanuel@marygrove.edu

Testimonial

Institute of Music & Dance at Marygrove College

Recognized by Detroit City Council

On October 12, 2010, the Detroit City Council recognized the Institute of Music and Dance at Marygrove College for its distinguished service to the community through a Testimonial Resolution signed by Council President, Charles Pugh along with other members of the City Council.

The resolution states: “That the Detroit City Council recognizes and acknowledges the Institute of Music and Dance at Marygrove College with accolades for their many years of artistic service to the community, and extends best wishes for continued success in their role of enhancing the arts.”

IMD Director, Judith Molina, is thrilled and encouraged by this wonderful honor. “Our mission, at the Institute of Music and Dance at Marygrove College, is to artistically educate and enlighten young and old in the passion of the arts. Enhancing lives through the discipline and beauty of the arts helps build respect for self and community. This acknowledgment is a testament to the importance of the arts in building our city and leaders of tomorrow.”

The IMD prides itself on its outreach to the community as well as its collaboration with other arts organizations.  It is also grateful to a number of funding agencies, including the Erb Foundation, Kresge Foundation, the James and Lynelle Holden Fund and Michigan Council for the Arts and Cultural Affairs, who have supported its mission. Ms. Molina also wishes to thank Eunice Jeffries, the parent of IMD students Camille and Jasmine Jeffries, who nominated the IMD for this prestigious recognition.

TFE 660 Technology Issues/Curriculum Planning

This course will study ways technology can be integrated into content areas. Participants will design lessons and units to reflect the best practice in technology integration. Social and cultural issues in using technology will also be studied.

TFE 640 Online Teaching and Learning, K-12

This course prepares school teachers to design and teach an online course in their subject area. This course explores design and delivery strategies of online courses. Online pedagogy, content, assessment, collaboration, management and human issues are investigated. (3 credit hours)

TFE 620 Digital Literacy

This course introduces different media tools a teacher in the 21st Century will use in the classroom. The participants will study the production and integration of media tools to help with their teaching and student learning.

TFE 600 Classroom Technology Tools

This course introduces common and emerging technology tools a teacher in the 21st Century will use in the classroom. The tools include productivity tools, online tools, web-based communications tools, data-driven decision making tools, and emerging tools such as Facebook, Twitter, and blogs.

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