Teacher education collaborates with other departments on campus to offer an integrated program and provide the professional education component for teacher candidates. Candidates in teacher education have the option of completing degrees leading to licensure or degrees not leading to licensure.
Baccalaureate Degrees (licensure) consist of a general education core, a major in the subject area, and a minor in the professional core. Field experiences and enhanced student teaching are required to complete the program.
- Biology Education (6-12)
- Business Education (6-12)
- Chemistry Education (6-12)
- English Education (6-12)
- History Education (6-12)
- Economics Education (6-12)
- Government Education (6-12)
- Interdisciplinary Studies Early Childhood Education (PreK-3)
- Interdisciplinary Studies Elementary Education(K-5)
- Mathematics Education (6-12)
- Music Education (K-12)
- Instrumental/General Education
- Vocal/General Education
- Physical Education Education (K-12)
- Health Education (6-12)
- Physics Education (6-12)
- Special Education Modified (K-12)*
- Special Education Interventionist (K-8)
- Speech Communication Education (6-12)
- Theatre Education (K-12)
*Being discontinued. Not accepting applications.
Non-licensure: A candidate has an option of completing any of the baccalaureate degrees non-licensure with permission of the Director of Initial Licensure.
Licensure requirements continue to undergo revisions. Students must meet licensure requirements in effect at the time of their program completion.
The goals of Teacher Education are to assist the student in the preparation for becoming an effective classroom teacher by:
- proffering a rigorous academic program of studies for each area of specialization;
- constructing opportunities for holistic development: cognitive, psychomotor, social, affective, and spiritual;
- maximizing educational experiences in preparation to better serve in a technological and global society;
- immersing classroom experiences in state-of-the-art technology and practical applications;
- encouraging the setting of high academic, pedagogic, and moral standards;
- affording opportunities for field experiences in multiple, diverse settings early in and throughout the four-year program;
- designing opportunities to continue to develop Christian character and ideals;
- promoting opportunities for service to the community through being positive role models;
- establishing close interaction with faculty through small class sizes and low faculty/student ratios; and
- advocating ongoing professional growth.
Student Learning Outcomes
These student learning outcomes are the overarching outcomes for all teacher education programs.
Principle 1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (Knowing)
Principle 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (Knowing)
Principle 3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. (Doing)
Principle 4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure master of the content. (Knowing)
Principle 5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (Knowing)
Principle 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. (Doing)
Principle 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and community context. (Doing)
Principle 8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (Doing)
Principle 9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (Being)
Principle 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (Being)
Principle 11: (Trevecca Specific) The professional Christian educator embraces ethical and moral values and is able to integrate Christian Faith and learning in practice. (Being)