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Education

BA and BS Degrees

Melissa Saunier-Arnold, MA, Chair, Education Division
Goodhue Academic Center, Room 209
(270) 384-8584  arnoldm@lindsey.edu

Full-time program faculty:  Larry Ennis, PhD; Todd Farmer, EdD; Melissa Saunier-Arnold, MA; Linda Young, EdD

The Education program at Lindsey Wilson College is accredited by the National Council for Accreditation of Teacher Education (NCATE) (http://www.ncate.org).  This accreditation covers all initial teacher preparation and the advanced educator Teacher as Leader program.  However, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.


Lindsey Wilson College Mission

The mission of Lindsey Wilson College is to serve the educational needs of students by providing a living-learning environment within an atmosphere of active caring and Christian concern where every student, every day, learns and grows and feels like a real human being.


Education Unit Mission Statement

The mission of the Education division is to prepare candidates in a Christian learning environment with the knowledge, skills, and dispositions required to be successful, reflective teacher-leaders in the 21st century.


The Education Division Vision

This Unit's mission statement is the root of the vision Lindsey Wilson Education faculty share:  "To prepare teachers who are effective leaders and reflective educators in 21st century educational settings."  This vision is realized in the education conceptual framework theme: Teacher as Leader for the 21st Century.


Conceptual Framework

Our conceptual framework, Teacher as Leader for the 21st Century, undergirds all the programs of the Unit.  All College faculty work to help candidates develop the knowledge, skills, and dispositions of 21st century teachers in the conceptual framework.  Specifically, the Unit prepares professionals who model best practices and who continually strive to lead their students and schools to accomplish meaningful goals that improve learning, both in initial and advanced programs.


Student Learning Goals

Knowledge:  Candidates demonstrate in-depth understanding of processes, concepts, knowledge, and 21st century skills in their content area(s) by:

  1. Demonstrating a theoretical and practical understanding of the current knowledge base of their content area(s). (KTS 1, 5, 6)
  2. Demonstrating the ability to communicate current and accurate content knowledge that impacts student performance and contributes to the learning of all students. (KTS 1, 2, 3, 4, 5, 6, 7, 8)
  3. Demonstrating critical thinking skills germane to the content area(s) and incorporating critical thinking in classroom learning. (KTS 1, 2, 4, 5, 6, 7)

Pedagogy:  Candidates effectively plan and implement classroom strategies including research-based best practices that foster 21st century skills and effective learning by:

  1. Demonstrating knowledge of effective learning strategies/techniques for all students that address 21st century skills. (KTS 1, 2, 3, 4, 5, 6, 7, 8)
  2. Designing and implementing effective classroom instruction employing research-based best practices that promotes student achievement. (KTS 1, 2, 3, 4, 5, 6, 7, 8)
  3. Self-assessing their performances based on data and the Kentucky Teacher Standards. (KTS 5, 7, 8, 9)

Leadership:  Candidates provide leadership in the school and in the community fostering the development of 21st century skills through collaboration by:

  1. Demonstrating ability to lead instructional programs to promote student learning through developing the professional skills of colleagues and improving the quality of the school. (KTS 2, 8, 9, 10)
  2. Demonstrating leadership in community-based projects that enhance the school learning climate. (KTS 3, 5, 8, 9, 10)

Reflective Best Practice:  Candidates develop dispositions as caring, reflective, self-assessing thinkers and professional teachers by:

  1. Demonstrating ethical and dependable behaviors in roles and responsibilities. (KTS 2, 3, 4, 5, 6)
  2. Demonstrating behaviors and instructional practices that model for students the value of learning. (KTS 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
  3. Demonstrating respect for students and colleagues as individuals in order to positively affect student learning. (KTS 3, 8, 10)
  4. Responding competently and maturely to all students/peers.  (KTS 3, 8)
  5. Reflecting on feedback and assessment of their teaching and identifying areas for growth. (KTS 5, 7, 9)
  6. Committing to professional growth through critical reflection for improvement, reading of research-based literature, and seeking professional growth opportunities. (KTS 7, 9)


Conceptual Framework Emblem

The Conceptual Framework Emblem for the Unit depicts the mission, vision, motto, and four Key Concepts of Lindsey Wilson College's Education Unit.  It is appropriate that the Conceptual Framework representation incorporates the structural design of the John B. Begley Chapel, a "bold symbol and expression of the spiritual dimension of Lindsey Wilson College" (Lindsey Wilson College website, 2010).  The image of the chapel dome supports the College's commitment to providing a United Methodist Church-related liberal arts curriculum that provides educational opportunities to students in an active caring and Christian environment.  The College's mission of "Every Student, Every Day" and the Kentucky Teacher Standards which are the base for the Conceptual Framework, symbolically provide a foundation for the entire emblem.  The Unit's theme,Teacher as Leader for the 21st Century, arches above the chapel encompassing the entire emblem.

 

Teacher_as_Leader_NEW2_FullPage_PRINT2.jpg

 

The rings and arcs of the Chapel represent the interlocking concepts that define the knowledge, skills, and dispositions of the Unit.  The four Key Concepts of Knowledge, Pedagogy, Leadership, and Reflective Best Practice are arranged inside the rings and arcs.  Reflective Best Practice is located at the middle of the dome to denote the central importance of the candidate's disposition of caring, respect, and compassion; critical reflection; and professional integrity.  The dispositions are essential in order to develop the other three Key Concepts of Knowledge, Pedagogy, and Leadership. Assessment feedback is integral to the success of the Unit, and Continuous Assessment is strategically placed on either side of the dome to represent a commitment to program evaluation through continuous assessment.


Diversity Policy

The Lindsey Wilson College Education division is committed to recruiting and retaining a diverse body of education candidates and fulfilling the College's credo: "Every student, every day."  All students, regardless of race, ethnicity, socioeconomic status, exceptionalities, religion, geographic origin, or gender, are welcome at Lindsey Wilson College and in the Education program.  The Education unit (division) is committed to structuring the program experiences to integrate the application of equity and diversity in all levels of development of our candidates.  Through coursework, field/clinical experience, community service, and professional development, candidates gain competence in their ability to plan and implement instruction while creating a learning environment that meets the diverse needs of all students.


Education Programs

The Education division offers several challenging and rewarding Bachelor of Arts programs and one Bachelor of Science degree that lead to the granting of the Kentucky Provisional Certificate through the Kentucky Education Professional Standards Board:

  • Art Education P-12 major (BA degree)
  • Biology Education 8-12 major (BS degree)
  • Elementary Education P-5 major (BA degree)
  • Integrated Music Education P-12 major (BA degree)
  • Middle Grades 5-9 major with choice of one or two emphasis areas:  English, mathematics, sciences, and/or social studies (BA degree)
  • Secondary Education 8-12 program with majors in English, mathematics, or social science (BA degree)
  • Physical Education P-12 with majors in physical education or physical education & health (BA degree)

Curricula are developed in consultation with the Kentucky Education Professional Standards Board and program requirements are subject to modification.  When the major is declared and admission requirements are met, a faculty advisor in teacher education will provide current information about program requirements.

Lindsey Wilson College accepts course credits from two- and four-year colleges accredited by the various regional accrediting bodies.  All prior coursework is included in GPA computations, without exception, and is recorded on the transcript. Transfer students will be individually advised as to the proper courses to take.

Prospective candidates who possess a bachelor's degree from an accredited college or university and who seek only state certification (not a degree from Lindsey Wilson College) will not be required to satisfy Lindsey Wilson's general education requirements.


Entrance Criteria for the Teacher Education Program

Candidates may apply for admission to the Teacher Education program when they have completed 35 hours and meet the admission criteria listed, normally during their sophomore year.  When all criteria for admission have been met, an admission interview is scheduled. Interviews will not be scheduled for candidates who do not meet the minimum criteria. Following review of the applicant's interview, scores, and application materials, one of the following recommendations will be made:

  • Admission,
  • Admission pending completion of a course,
  • New interview required, or
  • Denial.

The Education division will present the recommendations to the Teacher Education Committee for admission or denial to the program.  Candidates are notified of the decision by letter. All application materials are filed with the Education division.

Candidates may not enroll in professional education methods courses until they have been admitted into the Teacher Education program.

 

Criteria for Admission

Eacch candidate must:

  1. Submit an application for admission to the Teacher Education program.
  2. Have completed or be in the process of completing a minimum of 35 semester hours of college coursework or have sophomore standing. 
  3. Have completed or be in the process of completing an academic semester of college coursework at Lindsey Wilson College.
  4. Have a cumulative overall grade point average of 2.75, or 3.0 on the last 36 hours of completed coursework.
  5. Be a person whose moral, social, and ethical behavior is acceptable in the school and wider community by meeting the Lindsey Wilson College Code of Conduct, have a signed Kentucky Code of Ethics Declaration, and TC-1 ethics form on file in the Education division.
  6. Have successfully completed or be in the process of completing Fundamentals of Elementary & Middle Grades Education (EDUC 3413) or Fundamentals of Secondary Education (EDUC 3403) with a grade of C or above.
  7. Meet pre-professional requirements by taking the Praxis Core Academic Skills for Educators (CASE) exams with minimum scores for Reading (5712) of 156; Writing (5722) of 162; and Math (5732) of 150.
  8. Have completed the following required courses with a grade of C or above:
    • ENGL 1013 or ENGL 1023 (or ENGL equivalent) Demonstration of Communication competency,
    • COMM 2103 Demonstration of Communication competency, and
    • MATH course for general education requirement determined by major.
  9. Have a LWC Teacher Education Program Candidate Handbook Acknowledgment form signed and on file in the Education division.
  10. Have obtained three disposition recommendations which indicate satisfactory performance in the areas of professional integrity; caring, respect, compassion; and critical reflection.  One recommendation will be completed by the instructor of EDUC 2123 (The Teaching Profession).  A second recommendation will be completed by the instructor of EDUC 3403 (Fundamentals of Elementary & Middle Grades Education) or EDUC 3413 (Fundamentals of Secondary Education).  The candidate is responsible for obtaining one additional recommendation from a faculty member in the candidate's emphasis area.  Middle Grades candidates who have two emphasis areas may choose which emphasis area faculty member to complete the third recommendation.  The letters of recommendation must be completed on the LWC Disposition Assessment Instrument.
  11. Have scores at the acceptable (2), target (3), or exceeds target (4) level on the Recommendation/Disposition Assessment Instrument. If a candidate does not have this minimum score, he/she must meet with an education faculty member, as designated by the Chair, to develop and implement a remediation plan for improving dispositions appropriate for a professional educator as adopted by the Education division.  The candidate may reapply after one semester.  The candidate must obtain three new recommendations from three new instructors:  one from a professor in the candidate's emphasis area; one from a liberal arts faculty member; and one from the candidate's professional education teacher/adviser/program coordinator.  The score on these three new recommendations must be at the acceptable, target, or exceeds target level to be eligible for admission to the Teacher Education program.  The candidate will not be allowed to repeat this process again.
  12. Demonstrate competency in critical thinking, creativity, communication, and collaboration and in the ability to demonstrate competency in content knowledge and professional standards by obtaining an overall acceptable score on the Stage 1 Entry Portfolio as assessed through the Entry Portfolio Rubric & Criteria based on the Kentucky Teacher Standards.
  13. Demonstrate satisfactory performance in the Stage 1 portfolio and interview as scored on rubrics based on the Kentucky Teacher Standards.
  14. Demonstrate satisfactory performance on an On Demand Writing sample at the time of the interview. (Communication competency)
  15. Have completed or be in the process of completing 25 field hours with positive teacher recommendation (acceptable level or above) and a disposition rating at the acceptable level or above on the Cooperating Teacher Field Experience Evaluation form.

Note:   November 1 and April 1 are normally the application completion deadlines for an interview invitation in the fall and spring semester, respectively. 

Note:   A candidate who has completed items 1, 2, 3, 8, and 9 of the Admission Criteria and who has completed 60 hours of coursework but who has not been able to meet the remaining Admission Criteria will be advised to withdraw the application to the program and consider another major.  If the candidate still seeks admission to the program, the Education division must make a recommendation to the Teacher Education Committee for program admission or denial based on the listed criteria.  If all criteria cannot be met within the next semester, the division may recommend denial without an interview.

When criteria for admission into teacher education have been met, the student's name will be presented to the Teacher Education Committee, which has final jurisdiction on approving or denying candidate's admission into the Teacher Education program.  The Education division chair will advise students on the decisions of the Committee.


Criteria for Admission to Student Teaching

  1. Senior standing shall be a prerequisite for admission to student teaching.
  2. Each candidate for student teaching must be approved by the Teacher Education Committee.  Acceptance into the Teacher Education program does not mean automatic approval for student teaching.  
  3. Official transcripts of all college work must be on file in the Registrar's office.
  4. Each student must have a current criminal check and a copy of a current medical examination, including a tuberculosis test, in his/her file.  The medical examination form must be submitted one month prior to the beginning of the student teaching semester.
  5. Each student must have completed 200 hours of clinical and field-based experiences prior to student teaching at sites and with student populations that meet regulatory requirements listed in 16 KAR 5:040 section 3.  Transfer candidates must provide documentation of field and clinical hours earned at other colleges/universities that meet regulatory requirements.
  6. Each candidate must have a minimum cumulative grade point average of 2.75 on all college work attempted.
  7. Each candidate must have a cumulative grade point average of 2.75 on professional education courses, with no grade lower than C.
  8. Each candidate must have a cumulative grade point average of 2.75 in each area of emphasis/major, with no grade lower than C.
  9. Each candidate must have completed the following:
    • All professional preparation courses;
    • All courses in the area(s) of emphasis/major;
    • All general education requirements; and
    • All elective hours.
  10. A candidate may earn no more than 15 hours credit during the student teaching semester, which is limited to 12 hours of student teaching and three hours of practicum.  A candidate may not be gainfully employed for more than 20 hours per week during the semester of student teaching.
  11. The student teacher candidate must be a person whose moral, social, and ethical behavior is acceptable in the school and wider community.
  12. Applications for fall student teaching and spring student teaching must be returned to the Coordinator of Student Teaching two semesters prior to student teaching.
  13. A candidate must have a successful Stage 2 interview with a Portfolio scored at the target level or above. If a candidate does not successfully complete the Stage 2 process, the candidate may remediate any conditions cited in the Portfolio or interview (usually two weeks from the interview date). If the stipulated conditions are not met by that date, the candidate will not student teach and must participate in the Stage 2 process again when interviews are normally scheduled in a subsequent semester.
  14. Candidates must have a current KEA-SP membership or proof of liability insurance.
  15. Candidates must have a score of acceptable or above on the Recommendation/ Disposition Assessment Instrument which is completed by the Classroom Management faculty member and by the Chair of the Stage 2 Interview Committee. (If the Chair of the committee is the same as the Classroom Management faculty member, the chair will appoint another member of the committee to complete the recommendation.)

Note:   Candidates must pay a $150 student teaching fee.

 

Exit Assessment

Graduation requirements for Art Education P-12 majors, Elementary Education P-5 majors, Integrated Music Education P-12 majors, Middle Grades Education 5-9 majors, Physical Education P-12 majors, Physical Education & Heath P-12 majors, and for candidates receiving secondary certification are as follows:

  1. Minimum 2.75 Cumulative GPA;
  2. Minimum 2.75 Content/Emphasis Area GPA;
  3. Minimum 2.75 Professional Education GPA;
  4. Passing of the appropriate PRAXIS Principles of Teaching and Learning  (PTL) exam and the appropriate content exam(s) as required by state regulation;
  5. Successful completion of all program requirements and assessments;
  6. Successful completion of Supervised Student Teaching (EDUC 4600), including all course requirements with positive evaluations; and
  7. Successful completion of Stage III Exit Portfolio.

In order to receive teacher certification, candidates must not only successfully complete the education program and receive a degree; they must also pass the PRAXIS II exam in the content certification area(s) and the PTL exam.  Teacher certification requirements are subject to change and governed by the Kentucky Education Professional Standards Board (EPSB).  The Education program makes the recommendation for certification, but certification is given by the EPSB.

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