Teacher Education
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.
Non-licensure degrees
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. In order to complete any field experience or enhanced student teaching experience, candidates must possess a valid social security number.
- 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) & ESL Endorsement (this program of study will end August 2026)
- Interdisciplinary Studies Elementary Education (K-5) & ESL Endorsement
- Mathematics Education (6-12)
- Music Education (K-12)
- Instrumental/General Education
- Vocal/General Education
- Physical Education (K-12)
- Health Education (6-12)
- Physics Education (6-12)
- Special Education Interventionist (K-8) & ESL Endorsement
- Speech Communication Education (6-12)
- Theatre Education (K-12)
Non-licensure: A candidate has an option of completing any of the baccalaureate degrees non-licensure with permission of the Director of Teacher Education.
Licensure requirements continue to undergo revisions. Students must meet licensure requirements in effect at the time of their program completion.
Goals
The goals of Teacher Education are to assist the student in the preparation for becoming an effective classroom teacher by:
Being, Knowing, and Doing - Educators: Shaping the Future
This underlying structure of the conceptual framework for the School of Education informs and frames the entire unit.
Knowing
- Understands content as delineated in standards;
- Understands intellectual, social/emotional, and personal development
- Understands diversity and the impact of culture on one's own and others' perceptions, learning styles, needs, and expectations
Doing
- Plans and designs equitable and inclusive learning environments and experiences based on standards and best practices
- Manages and motivates through effective communication and collaboration in instruction to create an equitable and inclusive learning environment that fosters active student engagement
- Evaluates and reflects using formal and informal assessment strategies to shape equitable and inclusive instructional decisions and communicates with stakeholders
Being
- Participates in ongoing professional development for lifelong learning
- Participates in the professional community through active engagement with colleagues, peers and community
- Demonstrates an ideal of fairness and belief that all students can learn
Inherent in Trevecca's heritage, mission, and program is the assumption that because of who we are (Being), we seek to learn (Knowing), and to teach (Doing).