OHIO University Undergraduate Catalog 2017-18 [Archived Catalog]
Teacher Education
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 Return to: Ohio University Patton College of Education
Patton College of Education
McCracken Hall
Athens, OH 45701
Phone: 740.593.4400
Fax: 740.593.0477
http://www.cehs.ohio.edu/academics/teacher-preparation/department-of-teacher-education/index.cfm
Frans H. Doppen, Chair
The Department of Teacher Education comprises five major program areas: Early Childhood Education, Middle Childhood Education, Secondary Education (Adolescent-to-Young Adult), Special Education (Intervention Specialist), and Multiage Education. The Department provides the opportunity for candidates admitted to professional education to pursue undergraduate courses leading to teacher licensure in the State of Ohio.
For more information about undergraduate programs contact the Office of Student Affairs, McCracken Hall, 740.593.4400.
Changes in state standards could dictate requirement changes not available at publication. Check with the Office of Student Affairs in Lindley Hall for current information.
Bachelor of Science in Education
Conferral of the Bachelor of Science in Education (B.S.Ed.) degree signifies successful completion of a program that enables demonstration of competence in three areas: (1) general/liberal education; (2) the knowledge, skills, and dispositions required for teaching; and (3) the subject matter in the chosen teaching field(s). In addition to the General Education requirements of the University, candidates for a teaching license must also satisfy requirements established for their specific licensure programs.
The Department has four programs at the undergraduate level. These are: Early Childhood Education, Middle Childhood Education, Adolescent-to-Young Adult, and Special Education. The Department also serves a range of candidates for initial licensure in multiage programs in Human and Consumer Sciences, Modern Languages, Music Education, and Physical Education.
Coursework in reading and literacy is infused in all programs. A generalist endorsement is available to qualify those seeking a middle childhood teaching license to teach one or two additional subject areas in grades four through six.
The Early Childhood Education program prepares candidates for teaching children three years old through third grade. In addition to being qualified to teach kindergarten and primary grades, candidates are also prepared for teaching in preprimary programs, such as public school preschools, nursery schools, childcare centers, and Head Start programs.
Students interested in Early Childhood will enter the university with a premajor code of ND6854. When students have completed thirty semester hours and have met the criteria for selective admission, they may apply for admission to the major. Due to selective admissions, not all students who meet the criteria and apply for admission are accepted. Enrollment in the major is limited to provide effective advising, quality instruction, and appropriate clinical placements. Graduates earn a Bachelor of Science in Education degree and are eligible for the Ohio 4-year Resident Educator license.
The Middle Childhood Education program prepares candidates for a license to teach grades four through nine, in upper elementary grades, middle school, junior high school, or high school (ninth grade only). All middle childhood licensure programs require candidates to choose two subject area content specializations from the following: language arts, mathematics, science, and social studies. A generalist endorsement for each of the four subject specializations is available for candidates who wish to add a third or fourth teaching field to the middle childhood license.
Applicants must meet the criteria for selective admission and retention in Middle Childhood Education. Graduates of the program will earn the B.S.Ed. degree. Upon conferral of the degree and passing scores on the Ohio Assessments for Educators (OAE) exams, graduates are eligible for the Ohio 4-Year Resident Educator license in middle childhood.
The Adolescent-to-Young-Adult Education program prepares candidates for a license to teach in high schools, junior high schools, and middle schools in grades 7-12. Specific programs vary by subject content areas, including Earth Science, Integrated Language Arts, Integrated Mathematics, Integrated Science, Integrated Social Studies, Life Science, and Physical Science (chemistry and physics).
Applicants must meet the criteria for selective admission and retention in the Adolescent-to-Young Adult Education program. Graduates of the program will earn the B.S.Ed. degree. Upon conferral of the degree and passing scores on the PRAXIS II exams or the Ohio Assessments for Educators (OAE), graduates are eligible for the Ohio 4-Year Resident Educator license in their adolescent-to-young adult education teaching field.
Special Education offers programs leading to the intervention specialist teaching license. The license is valid for teaching learners ages 5-21 and grades kindergarten through 12. There are two Intervention Specialist licensure programs available: the Intervention Specialist Mild-to-Moderate Educational Needs program and the Intervention Specialist Moderate-to-Intensive Educational Needs program. Enrollment in the programs is selective and limited in order to promote effective advising, quality instruction, and appropriate field placements.
Applicants must meet the criteria for both professional education and selective admission and retention in the Special Education program. Graduates of the program will earn the B.S.Ed. degree. Upon conferral of the degree and passing scores on the Ohio Assessments for Educators (OAE) exams, graduates are eligible for the Ohio 4-Year Resident Educator license.
Multiage Education programs prepare students for a license to teach in Ohio in grades pre-K through 12. Specific programs include Modern Languages, Music Education-Choral Emphasis, Music Education-Instrumental Emphasis, and Physical Education.
Applicants must meet the criteria for selective admission and retention in their multiage education program. Graduates of the program will earn the B.S.Ed. degree. Upon conferral of the degree and passing scores on the Ohio Assessment for Educators (OAE) tests, graduates are eligible for the Ohio 4-Year Resident Educator teaching license in their multiage education teaching field.
All teacher education programs at Ohio University are aligned with Ohio Standards for the Teaching Profession, developed by the Ohio Educator Standards Board, and conform to preparation for teaching the Ohio Academic Content Standards. All undergraduate teacher preparation programs at Ohio University are approved for licensure by the Ohio Department of Education, and are nationally recognized by NCATE. Programs and course of study requirements apply to all candidates entering Ohio University subject to change to conform to any revisions set forth by the Ohio Department of Education and national accrediting agencies.
The Connavino Honors Program
The purpose of the Connavino Honors Program is to provide a learning community for talented students who intend to pursue a major in teacher education. Students in the Honors Program will complete rigorous inquiry-based courses, which will both supplement and augment their regular requirements. Honors students will also participate in a collaborative research project that addresses a significant pedagogical issue. Continued involvement in the Honors Program will enable students to develop products (i.e., conference presentations and manuscripts) through collaboration with faculty and other honors students. In addition, honors students will engage in multi-cultural field experiences such as those made available through The Gladys W. and David H. Patton College of Education’ Rural-Urban Collaborative. The Honors Program will also provide students with opportunities for leadership, professional development, intensive classroom experience in Professional Development Schools, and a close rapport with a core group of faculty.
Diversity Requirement
The National Council for the Accreditation of Teacher Education (NCATE) requires teacher candidates to participate in a variety of clinical experiences, including those that address diversity. This requirement is met by the Rural Urban Collaborative (RUC), which is a required component of EDTE 2020 - Field Experience in Education . The RUC helps to prepare teacher candidates by fostering a deeper awareness of how to examine, understand and assess a variety of cultural experiences and issues based on gender, race, social class and geographic locality. The RUC is a requirement for admission to Professional Internship.
Field Experience and Professional Internship Travel
Teacher education candidates will need to travel by car to their field experience and professional internship placement sites. Candidates need to be aware of driver responsibilities when traveling to these sites.
Specifically, Ohio law requires:
- The driver to have a valid driver’s license
- The driver must be able to show proof of insurance or other financial responsibility coverage
The University assumes no responsibility for candidates’ transportation.
Questions about program requirements are always welcome and should be directed to the faculty advisor or the Office of Student Affairs at:
Patton College of Education
McCracken Hall
Ohio University
Athens, OH 45701-2979
740.593.4400
http://www.cehs.ohio.edu/academics/teacher-preparation/department-of-teacher-education/index.cfm
Title II of the Higher Education Act (1998) requires that all institutions engaged in teacher preparation report information on how the institution performed, based on annual data from a national testing company. Contact the Office of Student Affairs for the most recent information.
Department-Level RequirementsSelective Admission and Retention
The Patton College of Education has a selective admission and retention process that applies to all candidates who intend to complete the teacher preparation program through Ohio University. Decisions regarding the retention of teacher education candidates in licensure programs will be made through a continual evaluation of progress in coursework, clinical experiences, and field-based experiences. Evaluation criteria will be directly related to the specific knowledge, skills, and dispositions associated with each experience. There are three selection phases in this process, two of which are described below. The third phase is detailed under “Professional Internship in Teaching.”
A candidate may appeal a decision regarding admission or retention by filing an appeal with the Credential Review and Candidate Progress Board. Appeal information can be obtained from the Patton College Office of Student Affairs, McCracken Hall.
Admission to Teacher Candidacy for Early Childhood Majors
Applicants, who are interested in pursuing the B.S.Ed. in the early childhood education (ECE) major, enter their program-of-study with a premajor code of ND8834. Students can apply to the major after completing specific requirements listed under ECE Program Requirements. Upon acceptance into Teacher Candidacy, students will also be accepted into the ECE program major (BS6854).Enrollment in the program is limited to promote quality instruction, appropriate field placement and effective advising. Not all students who apply and meet the minimum criteria will be accepted. Contact the Office of Student Affairs for details on the early childhood restrictive admission criteria and process.
Candidates accepted into the ECE major have met the criteria for admission to Teacher Candidacy with the following exceptions. Candidates must submit the application for admission to Teacher Candidacy along with the results of a background report through BCI. FBI and the results of the tuberculosis skin test (administered by Campus Care or other appropriate office).
The following requirements must be met to be eligible for Teacher Candidacy to the Early Childhood Major (B.S.Ed.) major (BS6854):
PSC 1011 or PHYS 2001 or PSC 1051 or ASTR 1000 (AND) ASTR 1400
- Completion of 30 semester hours of credit with an overall grade point average (GPA) of 3.0; higher is preferred. A current DARS and (if a transfer student) transcripts from previous coursework at other institutions must be submitted with the application materials.
- Completion of the following courses with a grade of C (2.0) is required; higher is preferred:
- Satisfactory score on the PRAXIS CORE (Academic Skills for Educators) Test. You must achieve scores of 156 or above in reading, 150 or above in mathematics, and 162 or above in writing OR be exempt from the test because of a standardized test score. You must have a composite score of 21 or better on the ACT and/or 990 or better on the SAT to be exempt. You cannot enroll in education courses until this requirement is met.
- Statement that your record is clear of felonies.
Not all candidates who apply and meet the minimum criteria will be accepted.
AA1106 Child Development & ND8837 Pre-Early Childhood Education
If your major is AA1106 Child Development, your academic advisor may sign a permission slip to enroll you in a course that is required for AA1106 and has the prerequisite of Admission to Teacher Candidacy
If you major code is ND8837 Pre-Early Childhood Education, your academic advisor may NOT sign a permission slip for courses that have the prerequisite of Admission to Teacher Candidacy. You must first have been admitted to Teacher Candidacy.
If your major code is AA1106 Child Development and ND8837 Pre-Early Childhood Education, i.e. you have been simultaneously admitted to both programs, and you seek to enroll in coursework that has the prerequisite of Admission to Teacher Candidacy, you must meet the enrollment criteria of BOTH programs.
Admission to Teacher Candidacy for Adolescent to Young Adult, Middle Childhood, Multiage Education, and Special Education Majors
Candidates must be admitted to Teacher Candidacy before taking any education courses numbered 2000 and above.
Generally, candidates apply for admission to Teacher Candidacy during the second semester of your first year. Athens campus candidates must attend a group meeting arranged by Patton College Office of Student Affairs. Regional campus students should check with Student Services or the dean’s office on the regional campus for information.
Requirements
The following requirements must be met during the first 30 hours of enrollment. These requirements are subject to change.
- Completion of 30 semester hours of credit with an overall GPA of 3.00. No education courses may be included in the GPA.
- Completion of the following courses with a grade of C or better in each course:
- Tier I Math course (1M) with a grade of C (2.0) or higher
- Tier I Freshman Composition course (1E) with a grade of C (2.0) or higher
- EDTE 1000 - Introduction to Teacher Education with a grade of C (2.0) or higher
- PSY 1010 - General Psychology with a grade of C (2.0) or higher
- Satisfactory performance on the PRAXIS CORE (Academic Skills for Educators) Test. You must achieve scores of 156 or above in reading, 150 or above in mathematics, and 162 or above in writing OR be exempt from the test because of a standardized test score. You must have achieved a composite score of 21 or better on the ACT and/or 990 or better on the SAT to be exempt. You may not enroll in education courses until this requirement is met.
- Submission of the results of a background check through BCI & FBI.
- Submission of results of the tuberculosis skin test (administered by Campus Care or other appropriate office).
- Screening and recommendation by a representative appointed by faculty.
- GPA may be considered in admission decisions for transfer students.
Admission to Advanced Standing
Candidates must be admitted to Advanced Standing before taking any education courses numbered 3000 or above. Candidates must maintain an overall GPA of 2.75, as well as a 2.75 GPA in each teaching field for which licensure is sought to continue to take education courses numbered 3000 or above. Methods courses can be taken no more than twice. Failure to obtain a satisfactory grade can result in dismissal from the program.
Generally, candidates apply for Advanced Standing in Teacher Candidacy at the end of the second semester of the sophomore year. Athens campus students must attend a group meeting arranged by Patton College Office of Student Affairs, and regional campus students should check with Student Services or the dean’s office on the regional campus for information.
These requirements are subject to change.
- General requirements
- Completion of 60 semester hours of credit with an overall GPA of 2.75.
- A accumulative GPA of 2.75 in each teaching field for which a licensure is sought.
- Satisfactory reports from:
- The Office of Community Standards
- Faculty
- Specific requirements for Early Childhood Education
- Completion of the following courses with a minimum grade of C in each course and a GPA of 2.75 or higher:
- EDEC 1600
- EDEC 1001
- EDEC 2100
- EDEC 2301
- EDEC 2400
- EDEC 2500
- EDEC 3610
- EDEC 3701
- EDEC 3801
- EDTE 2000
- EDTE 2010
- EDTE 2020
- EDTE 2500
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- Completion of two science courses with labs (PBIO 1140 or BIOL 1010 , GEOG 1100 or GEOL 1010 , ASTR 1000 (AND) ASTR 1400 or ASTR 1001 (AND) ASTR 1400 or PSC 1011 or PHYS 2001 or PSC 1051 ). Eight hours of science with labs are required. Courses must be chosen from the above list. Each course must be completed with a grade of C (2.0) or higher.
- Candidates will not be admitted to Advanced Standing until all required courses are completed with a grade of C (2.0) or higher.
- Specific requirements for Middle, Adolescent-To-Young Adult, Multiage (Pre-K–12) and Intervention Specialist Education
- Completion of the following courses with a minimum grade of C in each:
- EDTE 2000
- EDTE 2010
- EDTE 2020
- A 2.75 GPA in each teaching field for which licensure is being sought.
Change of Major to the Patton College of Education
Students from other colleges at Ohio University who wish to transfer into the Patton College of Education must have an accumulative GPA of 3.0. Admission requirements are subject to revision.
Professional Expectations
Membership in the Ohio University academic community carries with it certain rights and responsibilities that are specifically delineated in the Student Code of Conduct. In addition, membership in the education profession requires that you demonstrate the ability and commitment to respect the dignity, worth, and diversity of all persons with whom you work and study, including peers, school students, and professional contacts on campus and in the community.
Core Values & Dispositions
The core values and dispositions of the Patton College of Education are a set of fundamental principles and values that guide the practice and development of our faculty, candidates, and staff.
Commitment to Social Justice
Professional practice incorporates multicultural and international perspectives.
Professional practice respects the dignity of all stakeholders in the educational environment.
Professional practice attends to issues of social, economic, and political equity for individuals and groups that differ by gender, race, social class, disability, and sexual orientation.
Professional practice entails creation of a challenging, student-centered learning environment that makes use of multiple approaches.
Commitment to Ethics
Professional practice attends to codes of ethical conduct relevant to the candidates’ respective educational specialties.
Professional practice demonstrates responsible, principled behavior.
Professional practice respects the human dignity of all members of the school community.
Commitment to the Well-Being of Students, Families, and Communities
Professional practice promotes the development and welfare of all students.
Professional practice attends to the students’ health and safety.
Professional practice models caring and empathy.
Professional practice initiates productive relationships with students, families, communities, and colleagues.
Commitment to Professional Competence and Ongoing Professional Development
Professional practice involves decision making and problem solving, based on reflection, critical thinking, and self-awareness relating to intra/interpersonal functioning.
Professional practice demonstrates proficiency in the ethical use of technology.
Professional practice demonstrates engagement with continuing education relating to both content and pedagogy.
Professional Internship in Teaching
A successful professional internship in teaching represents the culmination of professional preparation; it is a requirement in all teacher preparation programs. Candidates in the Early Childhood program and those with double majors require additional professional internships.
Application for Professional Internship in Teaching
It is your responsibility to submit an application for Professional Internship in Teaching to the Office of Clinical Experiences (located in McCracken 103D), no later than October 1 preceding the academic year in which a professional internship assignment is desired.
Schedule, Housing, Transportation, and Assignments for Professional Internship
The candidate will experience a complete range of the teacher’s activities in full-time professional internship in teaching assignments for at least one semester. It is expected that no other courses will be taken when you are completing the professional internship. The assistant dean must approve any exceptions to this policy. Candidates cannot be paid for the internship. The assignment of each candidate to a school is the responsibility of the Office of Clinical Experiences, located in McCracken 103D. Candidates must secure their own housing and provide their own transportation to their assignments. You will need a car. Professional internship assignments are made within a commuting distance from one of the six campuses. You will indicate your preferences when you apply. The University assumes no responsibility for your transportation.
Prerequisites for Professional Internship in Teaching
Applicants for admission to professional internship are evaluated in terms of the prerequisites described in this section. Applicants are responsible for meeting the appropriate prerequisites prior to the opening of the semester designated for professional internship on their applications. In addition to the prerequisites detailed in this section, applicants in modern languages education, music education, physical education, and special education must have approval of the appropriate department/school head.
Enrollment in professional internship in teaching is open only to Ohio University degree candidates or to degree holders who are completing Ohio licensure requirements, and who will be eligible for Ohio University’s recommendation for an Ohio license upon the completion of the internship.
Requirements must be completed by the time you begin the internship, not at the time of application. It is recommended that the Ohio Assessment for Educators (OAE) exams be taken before the internship; it must be taken prior to graduation.
These requirements are subject to change.
- General requirements
- Completion of at least two semesters (30 semester hours) of residence work at Ohio University. Transfer candidates must complete at least one fourth of the preparation in the principal teaching field at Ohio University.
- Completion of at least 90 semester hours with a accumulative GPA of 2.75.
- Completion of all requirements to be admitted to Advanced Standing in Professional Education at least one semester prior to starting the professional internship, including passing scores on PRAXIS I or equivalent.
- Completion of junior-level English composition requirement with a C (2.0) or better.
- Completion of a significant portion (at least 75 percent) of the general education portion of the candidate’s teacher education program and all of the University General Education Tier I and Tier II requirements.
- Completion of the diversity requirement.
- Specific requirements for Early Childhood Education: EDPL 4580 , EDPL 4590 , EDPL 4650 ; EDPL 4670 , EDPL 4910
- Meet all general requirements for admission to professional internship in teaching.
- Completion of the following courses with a GPA of 2.75 and a minimum grade of C (2.0) in each:
- EDEC 1001 , 1600 , 2001 , 2100 , 2301 , 2400 , 2500 , 3002 , 3003 , 3110 , 3120 , 3300 , 3400 , 3500 , 3610 , 3701 , 3801 , 4100 , 4200 , 4300 , 4500
- EDTE 2000 , 2010 , 2020 , 2200 , 3710
- Early Childhood Education candidates must earn a C or higher in PrePrimary Internship (EDPL 4670, 4910) and Primary Internship (EDPL 4580, 4590 and 4650).
- Specific requirements for Middle Childhood: EDPL 3600 , EDPL 4610 , EDPL 4620 , EDPL 4650
- Completion of the following courses with a GPA of 2.75 and a minimum grade of C (2.0) in each:
- EDTE 2000 , 2010 , 2020 , 3720
- EDCS 3010
- EDCT 2030
- EDMC 3000 , 3010
- Twelve hours of State-required reading courses: EDTE 2010 , 3250 , 4200 , 4210
- Specific methods courses, one in each concentration area
- Completion of a major portion (at least 75 percent) of the work in each of the two concentration areas in which the candidate wishes to be licensed.
- A Accumulative GPA of 2.75 in each teaching field for which licensure is sought.
- Specific requirements for Adolescent-to-Young-Adult: EDPL 3600 , EDPL 4630 , EDPL 4640 , EDPL 4650
- Completion of the following courses with a GPA of 2.75 and a minimum grade of C in each:
- EDTE 2000 , 2010 , 2020 , 3730
- EDCS 3010
- EDCT 2030
- , 3510
- Methods courses associated with your content area
- Completion of a major portion (at least 75 percent) of the work in each of the teaching fields in which the student wishes to be licensed.
- A accumulative GPA of 2.75 in each teaching field for which licensure is sought.
- Specific requirements for Multiage (Music Education, Physical Education): EDPL 4610 , EDPL 4630 , EDPL 4650
- Completion of the following courses with a GPA of 2.75 and a minimum grade of C in each:
- EDTE 2000 , 2010 , 2020 , 3730
- EDCS 3010
- EDCT 2030
- , 3510
- EDTE 4200
- Methods courses associated with your content area
- Completion of a major portion (at least 75 percent) of the work in each of the teaching fields in which the candidate wishes to be licensed.
- An accumulative GPA of 2.75 in each teaching field for which licensure is sought.
6. Specific requirements for Modern Languages Education: EDPL 3600 , EDPL 4610 , EDPL 4630 , EDPL 4650
a. Completion of the following courses with a GPA of 2.75 and a minimum grade of C in each:
1. EDTE 2000 , 2010 , 2020 , 3730
2. EDCS 3010
3. EDCT 2030
4. EDSE 3500 , 3510
5. EDTE 4200
6. Methods courses associated with your content area
b. Completion of a major portion (at least 75 percent) of the work in each teaching fields in which the candidate wishes to be licensed.
c. An accumulative GPA of 2.75 in each teaching field for which licensure is sought.
7. Specific requirements for Special Education (Mild-Moderate): EDPL 3600 , EDPL 4630 , EDPL 4620 , EDPL 4650
a. Completion of all courses in Blocks I, II, III, and IV with a minimum grade of C (2.0) in each course and a 3.0 GPA in all blocks.
b. Completion of all field experience courses required in Blocks I, II, and III, and EDEC 3300 , EDTE 2200 , 3250 , EDCS 3010
c. Eighteen hours of State-required reading courses: EDTE 2200 , 3250 , 4200 , 4210 . (NOTE:4210 can be completed concurrent with, the Professional Internship.)
8. Specific requirements for Special Education (Moderate-Intensive): EDPL 3600 , EDPL 4610 , EDPL 4630 , EDPL 4650
a. Completion of all courses in Blocks I, II, and III, with a minimum grade of C in each course and a 3.0 GPA in all blocks.
b. Completion of all field experience courses required in Blocks I, II, and III, and EDEC 3300 , EDTE 2200 , 3250 , EDCS 3010
c. Eighteen hours of State-required reading courses: EDTE 2200 , 3250 , 4200 , 4210 . (NOTE:4210 can be completed concurrent with, the Professional Internship.)
Graduation Requirements
Each candidate must earn at least 120 semester hours and successfully complete a program to receive a degree from the Patton College of Education. Candidates completing two degrees must complete a minimum of 135 semester hours. No more than 12 hours of courses may be taken through the Pass/Fail option. Additionally, no more than six hours of developmental coursework may be used toward the completion of a degree. Although courses can apply to more than one requirement, the hours earned for such classes may count only once in the total. Candidates are required to have an accumulative GPA of 2.75 and to have a 2.75 or higher in the field(s) for which licensure is sought.
Teaching Licenses
Any candidate planning to teach in Ohio will submit an application for a teaching license to the Patton College Office of Student Affairs after completing the required classes. Before a candidate will be licensed to teach, passing scores for the Ohio Assessments for Educators (OAE) must be reported to Student Affairs in the Patton College of Education. The candidate will also need a 2.75 overall GPA and a 2.75 GPA in each field for which licensure is sought is required. License applications may be obtained from the Ohio Department of Education’s website. The license is issued by the State Department of Education and qualifies the candidate to teach the subjects indicated on the license.
To be recommended by Ohio University for licensure, the candidate must have a level of preparation in his/her major area of specialization that corresponds with the requirements listed in the program, even though these requirements in many instances exceed those shown in the State licensure regulations.
Completion of requirements for graduation and of the professional courses required for licensure does not ensure a candidate will be recommended for licensure. Instructors in various courses, especially in courses in education and the professional internship in teaching, will evaluate the candidate’s fitness for the teaching profession in ways other than observation of academic performance in the classroom. Limitations that might impair a candidate’s effectiveness as a teacher in the public schools will be made a part of his/her record. When the candidate applies for a license, this record will be examined and his/her fitness for teaching given further consideration.
All candidates applying for a teaching license must undergo Ohio BCI and FBI background checks. The State Department of Education will not issue a new license until it receives a copy of the background check reports from BCI. This requirement includes:
- Those applying for their first license and
- Those who have a license but are applying for an additional license.
A candidate applying for an endorsement will not need to undergo the background checks.
Candidates not planning to teach in Ohio should familiarize themselves with the requirements specified by the state in which they expect to teach.
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Licensure Examinations
All candidates are required to take the appropriate licensure tests prior to graduation. When registering for the Ohio Assessments of Educators test, candidates should have results sent to the Patton College of Student Affairs.
Candidates should plan to take the Ohio Assessment of Educators tests after completing the required methods course(s) and prior to the Professional Internship.
Candidates are required to pass the appropriate the Ohio Assessments for Educators (OAE) tests in order to be recommended for licensure.
Candidates will NOT be permitted to graduate until their test results have been received by the Patton College Office of Student Affairs, located in McCracken 103.
Candidates are NOT required to pass the tests in order to graduate. Passing scores are required for licensure.
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Out-of-State Licensure and Reciprocity
Many states have licensure guidelines that allow all NCATE–accredited colleges to recommend students for licensure. Candidates seeking licensure outside Ohio, contact the Department of Education in the appropriate state to obtain an application and learn if additional tests or courses are required. The out-of-state application should be sent to the Patton College Office of Student Affairs, McCracken Hall.
Professional Development School Partnerships
Within the Center for Partnerships, there are currently eleven active school partnerships for Early Childhood, Middle Childhood, Adolescent-to-Young Adult, and Special Education teacher candidates. Some are housed in a single school; others span multiple buildings. Partnerships involve school facilities in eleven elementary, middle, junior high, and high school buildings, encompassing six school districts in the local area: Alexander Local Schools, Athens City Schools, Federal Hocking Local Schools, Logan Hocking Schools, Southern Local Schools in Perry County and Trimble Local Schools. It is important to note that school/University Partnerships at Ohio University do not follow a single model, either in structure or in the framework of mission/purpose that guides the collaborations of any given Partnership faculty. Rather, structures and frameworks have evolved in line with the interests and preferences of University faculty and school-based teacher leaders in each Partnership program.
The work of the PDS Partnerships addresses five goals that focus on the improvement of classroom teaching, student engagement and student learning, mentoring, and inquiry:
- To improve P-12 education for all students;
- To provide increased opportunities and enhanced quality in field experience for prospective teachers in P-12 classrooms;
- To construct mentoring relationships for prospective teachers as they learn through teaching, in the company of experienced, mentor, cooperating teachers;
- To support and encourage continuing professional development for faculty and administration in PDS Partnership schools and in the Patton College of Education;
- At an organizational level, to learn through partnerships about how to best develop and strengthen the concept of partnerships at Ohio University, in order to best support and sustain teacher learning in the interest of student engagement and learning, P-16 and beyond.
Teacher candidates in the Patton College of Education are placed throughout the PDS Partnership programming to complete clinical field experiences.
Teaching Positions
The Career and Leadership Development Center, located in Baker University Center, offers assistance to undergraduate students seeking educational positions. Information about available teaching and administrative positions in the public schools, as well as openings in education, student personnel, counselor education, and physical education departments of colleges and universities of most states and many foreign countries, is disseminated through the office.
Student Teaching Abroad
COST Program
The Consortium for Overseas Student Teaching (COST) program offers an international professional internship for qualified Ohio University education majors. All COST schools overseas are English speaking or bilingual. Education majors apply a year in advance of the semester they wish to intern. Additional requirements include EDTE 4900 Developing Global Understanding EDPL 3610 - Field Service in Education in consultation with the COST coordinator. The COST professional internship satisfies the state requirement for licensure. For additional information, visit http://www.teachabroad.ua.edu/ and see Dr. Frans Doppen, COST coordinator.
For information about education abroad opportunities, also refer to “Office of Education Abroad” in the Academic Opportunities - Universitywide section.
Programs
Return to: Ohio University Patton College of Education
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