The Education Department of King’s College is dedicated to preparing young men and women to become teachers in a program that is consistent with the liberal arts tradition and the mission statement of King’s College. The Department is small enough to offer individual attention to all students and large enough to be well staffed and equipped. Our staff and physical facilities are unsurpassed by any comparable educational program.
All full-time members of the Education Department faculty are credentialed at the doctoral level or have exceptional expertise. An entire wing in Thomas J. O'Hara Hall is dedicated to the Education Department. The Education Department facilities include: 1)education faculty offices; 2)an area for education students to meet; 3) a special resource room containing supplementary materials for teaching diverse students; 4)our own elementary, secondary, and graduate classrooms; 5)a state of the art teacher technology center equipped with the latest hardware and software; 6) classrooms containing the teaching materials available in many schools; and 7)tablet computers for use in various education courses.
The Program for Teacher Education at King’s College is approved by both NCATE (The National Council for Accreditation of Teacher Education) and the Commonwealth of Pennsylvania.
The department offers certification programs in PK-4 (Pre-School – Grade 4), and specified secondary areas (grades 7-12), as well as a Masters in reading and a Masters in Curriculum and Instruction with emphasis in English as a Second Language, Elementary (PK-6), Mathematics, or Science. The department also offers the ability to earn a Director’s Credential in Early Childhood. Secondary certification at King’s is approved in: Biology, Chemistry, Citizenship Education, English, French, General Science, Mathematics, or Spanish. The department also offers special education to those students who wish to be dual certified (either PK-8 or 7-12).
Formal Acceptance into the Teacher Education Program
Students generally begin taking their professional education courses in either the spring of their first year or the fall of their sophomore year. However, taking education courses does not constitute formal acceptance into the education program. Formal application to the education program will be made at the end of the sophomore year after having completed 48-65 credits. At that time the Education Department will assess the student’s program. Students should demonstrate a positive attitude toward teaching, have an overall G.P.A. of 3.0 or higher, develop a satisfactory teaching portfolio, earn a passing score (as established by the Pennsylvania Department of Education) on the PEARSON PAPA Tests, and meet the state requirements for health. If all of these conditions are met, the student is admitted formally to the teacher education program.
In the event a student does not meet all the criteria but gives evidence that the criterion or criteria lacking can be achieved at some future point, a conditional approval may be granted. The application is reviewed again at a later date. Students in the King’s College teacher preparation program will given be individualized attention and encouraged to improve any existing deficiencies.
If a student does not gain formal acceptance into the teacher education program by student teaching, then an internship experience may be used in place of student teaching, and a degree in education that does not lead to certification may be earned.
The King’s College Education Department has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs. King’s faculty and local school faculty will use performance-based assessments to assess education students during courses, field experiences, and advisement sessions. To pass though the assessment “Gates,” students will also be expected to demonstrate satisfactory development of a teaching portfolio (as determined by the student’s advisor during advisement sessions), earn a “C” or better n all education classes, and meet other requirements outlined in the Teacher Education Handbook. In order to be considered a program completer, students will be required to take the appropriate PRAXIS II or PECT Tests during their final semester at King’s. Students may earn a non-certifying education degree that will not lead to certification or to “program completion.”
Preparation for certification must include at least sixty semester hours of general education. The distribution of the courses will cover the humanities, social sciences, and the natural sciences and conform to the college’s Core Curriculum. Students seeking certification in secondary education will major in one of the following content areas: Biology, Chemistry, English, French, General Science, History, Political Science, Economics, Mathematics, or Spanish. At King’s, students pursuing a certificate in Citizenship Education will major in history, political science, or economics and complete additionally prescribed courses for a social studies core.
All education students will take a minimum of thirty-seven hours of professional education courses. They will include courses in educational foundations, field experiences, reading skills, educational psychology, teaching diverse students, general and special methods of teaching, teaching the exceptional child, and student teaching practices.
All students seeking certiﬁcation must meet the Commonwealth of Pennsylvania’s requirements at the time of certiﬁcation. Currently these requirements include six credits in mathematics (numbered 100 or above at King’s) and six credits in English (3 in writing and 3 in literature). The Average GPA of 2011-2012 program completers on the bachelor’s level was 3.509, while the average GPA for Post-Baccalaureate Program (formerly Fast Track) students was 3.910.
During the senior year, all students in the teacher education program are required to participate in a professional semester. This includes approximately two weeks of course work (student teaching orientation) followed by twelve weeks of supervised full-time student teaching with diverse students. Education majors are placed in student teaching positions at various early childhood, elementary, middle schools, and high schools in the local area. Students are required to submit an application for student teaching to the student teaching placement coordinator no later that February 1for the following fall semester placement, and September 30 for the following spring semester placement. During the student teaching semester, students are discouraged from taking any course except EDUC 440, Inclusive Education.