Education Department
Department Chair, Jessica R. Grubaugh
Director of Teacher Education, Elizabeth Napier
Faculty
Amy M. Dubusky, MAEd
Jessica R. Grubaugh, EdD
Stephen P. Metcalfe, PhD
Elizabeth J. Napier, EdD
Garland W. McCutcheon, MAEd
Lynn E. Shoemaker, EdD
R. Michael Traugh, PhD
Michele L. Vanasse, MSEd
Krishana White, EdD
Teacher Education Program
The Teacher Education Program provides research-based undergraduate education and graduate education, forming partnerships with local schools and districts, and collaborating with these educational systems. The program provides opportunities for candidates to learn about and to work with diverse populations.
Mission of the Teacher Education Program Overview
The mission of the Teacher Education Program of MVNU is to prepare, in a Christian context, competent educators who are compassionate servant leaders committed to life-long learning and professional competence in diverse educational settings. The aim and commitment is to provide the highest quality education based on the principles of God’s Word, to educate the whole person as God created us, thus strengthening the mind, body, and soul. To this end, we offer a variety of rigorous academic programs that blend research findings with exemplary practice. Programs are designed to prepare undergraduate and graduate candidates for careers in teaching students in pre-school through grade twelve.
Conceptual Framework
Compassion
MVNU candidates are compassionate toward the students they serve. They respect the individuality of the students they teach, building an environment of trust. Candidates advocate for social justice and equity to participate in transforming communities consistent with a Christian Worldview.
Competence
Competence is the process of developing teachers as whole persons with the knowledge, skills and dispositions that help them meet the needs of each learner. Candidates are reflective, utilizing interpersonal abilities while responding with flexibility and professional judgment to diverse experiences and the needs of all learners. Candidates use technology to support the teaching and learning process.
Commitment
MVNU candidates are committed to actively search for opportunities so all students experience success in the classroom. Candidates are reflective regarding the role they play in their students' learning. Candidates are committed to professional development, leadership and life-long learning.
NCATE Accreditation
In 1996, with the implementation of new state standards, Ohio became a partner state with the National Council for Accreditation of Teacher Education (NCATE). This partnership required that all units preparing teachers in the state of Ohio meet NCATE unit standards and that all teacher education programs meet the guidelines of their specialized professional association (SPA). Beginning in 2003, programs were required to become members of the NCATE organization by going through the complete application and on-site visit review. In 2007, the option of meeting the national accreditation requirement through NCATE or Teacher Education Accreditation Council (TEAC) was added. NCATE and TEAC merged September 2014 to form the Council for Accreditation of Educator Preparation (CAEP). In the future, MVNU will have CAEP accreditation. All CAEP programs can be assumed to meet the requirements of their SPA (e.g. all early childhood education programs must meet the standards of the National Association of Early and Young Children; all integrated language arts education programs must meet the standards of the National Council of Teachers of English, etc.). The MVNU Teacher Education Unit received NCATE accreditation in 2008, and the re-certification in March 2015.
The preparation of teachers is one of the major programs at Mount Vernon Nazarene University. The Teacher Education Unit has a strong history of providing quality programs, integrating university instruction which is grounded in theory and research with application and practice in P-12 classrooms, as well as college laboratory settings.
Teacher Education Program Philosophy
The philosophy of the unit, which includes the Jetter School of Professional Studies and the Teacher Education Program at MVNU, greatly influences the mission, vision, and goals of the institution. The stated philosophy, and belief system, of the Jetter School of Professional Studies at MVNU is that God has shown us truth through scripture, nature, history, and his son, Jesus Christ. Persons are spiritual, rational, moral, social, and physical beings created in the image of God. They are, therefore, able to know and to value themselves and other persons, the universe, and God. Education is the process of teaching and learning, and involves the whole person. This process occurs most effectively when both instructor and student are properly related to God and each other through Christ.
Goals and Outcomes of the Teacher Education Program
Our goals lead to our outcomes. MVNU produces teachers who are called to teach with compassion, competence, and commitment. We endeavor to teach our candidates to be compassionate toward all people, to become competent teachers, and to be committed to the profession. We intend for our candidates to graduate with licensure, or an advanced degree, with the ability to demonstrate their skills, knowledge, and dispositions.
Goal One: One goal at MVNU is for candidates to take the calling of compassion seriously; building rapport with their students and developing skills of justice, fairness, and consistency. We want candidates to respect and affirm all students and to reach out to the community in service to humanity.
Outcomes of Goal One:
- Candidates demonstrate a desire to build rapport with their students by showing concern and interest.
- Candidates build an environment of fairness, trust, and positive interaction among all classroom members.
- Candidates advocate social justice and equity in the community to promote affirmation and response for all individuals.
- Candidates transform communities consistent with a Christian worldview through service to humanity.
Goal Two: A second goal at MVNU is for candidates to become competent. It is our aim for candidates from MVNU to demonstrate competency and skill in learning about their students and use that information to design appropriate learning goals for each student in their classroom. Lesson plans should reflect objectives, activities, methods, materials, and assessments that promote learning connections. It is our desire for candidates at MVNU to demonstrate knowledge of content. We plan opportunities for candidates to reflect on their current teaching skills to improve instructional techniques and to develop a variety of teaching methods, including the use of technology in the classroom. We desire to help candidates develop effective communication skills.
Outcomes of Goal Two:
- Candidates conduct research about students and the learning process. They reflect on this information to create learning experiences adapted to diverse learners.
- Candidates create an environment that is safe, organized, and accommodates all students, including those with special needs.
- Candidates design appropriate standard-based learning goals and effectively communicate them to students.
- Candidates demonstrate competency in the content areas.
- Candidates demonstrate the ability to assess student learning using formal and informal assessment strategies to evaluate and insure the continuous intellectual, social, physical, and moral/spiritual development of all learners.
- Candidates demonstrate the use of diverse teaching methods to insure the success of all students.
- Candidates use technology to support teaching and learning.
- Candidates demonstrate effective written and oral communication skills including questioning strategies.
Goal Three: A third goal at MVNU is to produce teachers who are committed to providing quality instruction to their students and to develop their professional responsibilities. Candidates have the opportunity to attend seminars, workshops, and be well-read in their field. Candidates are encouraged to take advantage of opportunities to present at professional meetings, take part in campus organizations, and participate in a wide range of diverse community service experiences. They are encouraged to join professional organizations and demonstrate professional growth and development. As a result, candidates deepen their understanding of the education profession and the issues facing educators. We want candidates to be committed to building professional relationships with parents and colleagues.
Outcomes of Goal Three:
- Candidates demonstrate efficacy by actively searching for practical actions to address specific needs of all students.
- Candidates are reflective regarding the impact their teaching has upon their students.
- Candidates lead in their profession by involvement in professional organizations, publications, presentations, and school/community leadership.
- Candidates build relationships with students, parents, colleagues, and other community stakeholders.
Summary: Our expected goals/outcomes are congruent with the Interstate New Teacher and Support Consortium (INTASC) Principles, the Ohio Standards for the Teaching Profession (OSTP), and the MVNU Conceptual Framework for the Teacher Education Unit.
Progress through the Teacher Education Program
Teacher education candidates have four formal reviews of their qualifications and success in acquiring essential knowledge, skills, attitudes, and dispositions. A review takes place prior to:
- entering the first education course;
- admission to the Teacher Education Program;
- admission to Clinical Practice; and
- recommendation for licensure and degree completion after completing all requirements of the State of Ohio, Department of Education.
Note: After admission into the Teacher Education Program, a student will continue to be evaluated for continuation in the program. Students may be placed on probation, suspended, or terminated from the program for violations of program policies and standards.
Admission to Foundations of Inclusive Education and Educational Technology
- A new, transfer, or First-Time Freshman (FF) enrolling in EDU-1033 Foundations of Inclusive Education must have an ACT composite score of 19 or higher or a cumulative high school GPA of 2.5 or higher.
- A candidate who does not meet ACT criteria or GPA requirement will be considered for admission when at least 12 semester hours of credit have been earned with a minimum 2.75 cumulative GPA.
- Education courses transferred from other institutions may be accepted. A syllabus must be submitted for approval by the Director of Teacher Education for the Jetter School of Professional Studies, in consultation with the course’s instructor and department chair.
- Extensive fieldwork required by the State of Ohio for teacher education candidates requires early admission if the program is to be completed in four years.
Admission to and Continuation in the Teacher Education Program
Candidates are admitted to the Teacher Education Program when he/she:
- completes EDU-1001, EDU-1031, EDU-1033, EDU-1042, and EDU-1073 with a grade of C- or higher;
- earns and maintains the following GPA requirements: Cumulative 2.5; Professional Education 2.5;
- demonstrates academic competency in reading, writing, and math through one department approved pathway;
- submits an Application for Admission to the Teacher Education Program (typically completed during EDU-1033);
- officially declares a major in the Office of the University Registrar;
- acceptable Dispositions Assessment score;
- passes BCII/FBI Background Checks;
- passes Schedule of Discipline Approval by the Dean of Students;
- passes a Speech Assessment Recommendation;
- completion of specified online modules; and
- receives approval for acceptance to the program by the Teacher Education Council.
Deficiencies are indicated in writing to the applicant. It is the candidate’s obligation to design a program to remove deficiencies. Arrangements for meeting the academic competency requirement for entrance to the Teacher Education Program are the candidate’s responsibility. All deficiencies must be satisfied before enrolling in education courses beyond the sophomore level.
Upon recommendation by the Director of Teacher Education, the Teacher Education Council considers the application for admission. The Director of Teacher Education indicates to the candidate the Council’s decision, and reasons, if denied, in writing.
Retention in the Teacher Education Program: After admission into the Teacher Education Program, a candidate will continue to be evaluated for continuation in the program. Candidates may be placed on probation, suspended, or terminated from the Teacher Education Program for violations of program policies and standards, including excessive field absences, educational disqualifications, violations of academic integrity and University Life Standards, legal disqualifications, unethical conduct, professional impairment, lack of reliability and dependability, misrepresentation, participation in derogatory and/or disrespectful behavior, and participation in discriminatory behavior.
Admission to and Continuation in Clinical Practice
Admission to the Teacher Education Program does not guarantee placement in Student Teaching. Completing Student Teaching does not guarantee a recommendation for licensure by the Ohio State Department of Education. Application forms are available from the Director of Field and Clinical Experiences.
Candidates are admitted to Clinical Practice when he/she:
- earns and maintains a Cumulative GPA of 2.5;
- earns and maintains an Education Program GPA of 3.0 for Elementary Education/Elementary Intervention P-5, Middle Childhood Education, and Intervention Specialist Education majors.
- earns and maintains a Major GPA of 3.0 and a Professional Education GPA of 3.0 for Adolescence-to-Young-Adult and Multi-Age majors;
- Note: candidates may apply for an exception to the Major GPA policy through a specified appeals process administered by the Director of Teacher Education.
- takes all State of Ohio required examinations;
- completes 100% of all coursework in their major (Elementary/Elementary Intervention) prior to Student Teaching;
- completes 80% of all coursework in their major (MCE, AYA, MA) prior to Student Teaching;
- completes 100% of Professional Education course work prior to Student Teaching;
- submits an Application for Student Teaching that is due by November 1 of the Junior year for those desiring to Student Teach in an international setting; December 1 of Junior year for all other applicants;
- submits a Good Moral Character Form;
- receives approval to continue in Teacher Education from ALL university supervisors in field experiences;
- acceptable Dispositions scores;
- passes BCII/FBI Background Checks;
- passes schedule of Discipline Approval by the Dean of Students;
- completes all specified online modules;
- has no more than two Yellow Flag Alert Reports; and
- receives approval for acceptance to the program by the Teacher Education Council.
When verified by the Director of Teacher Education that the candidate has met all criteria for Student Teaching, the Teacher Education Council considers the application. The Director of Teacher Education indicates to the candidate in writing the status of the application.
Student Teaching demands deem it unlikely that the candidate can complete the program satisfactorily if involved in outside employment during Student Teaching. Student Teaching involves a full day’s assignment for the full semester. Candidates should reserve evenings for evaluating lessons and preparing materials. Student Teachers follow the P-12 school calendar in which the candidate is placed.
If at any time during the experience, the cooperating teacher, host school administrator, or MVNU supervisor determines that a candidate is not demonstrating the knowledge, skills, or dispositions needed for successful completion, s/he will meet with the MVNU supervisor and the Director of Field and Clinical Experiences to discuss the appropriate consequences. These consequences are dependent upon the severity of the issue and include, but are not limited to, the following:
Withdrawal from the field or clinical experience: If withdrawal occurs, a second placement may be permitted – such placement is not guaranteed during the same school semester and may have to be postponed to a later date – if a second placement occurs, a written remediation plan will be developed by the MVNU supervisor and the Director of Field and Clinical Experiences – to continue in the placement, the remediation plan must be completed to the satisfaction of the MVNU supervisor and the Director of Field and Clinical Experiences.
Dismissal from the Teacher Education Program: Dismissal will be determined by appropriate Education Department faculty to include, but not limited to, the Director of Teacher Education and appropriate Department Chair – dismissal can occur during any field or clinical placement experience.
Recommendation for Degree Completion
A candidate is recommended for degree completion when he/she:
- completes all required coursework, Requests for Substitution of Course in State-Approved Program Forms, completes deficiencies, and requests transcripts from other colleges;
- earns a C- or higher in all Professional Education courses and courses in Major;
- maintains a Cumulative GPA of 2.5;
- maintains an Education Program GPA of 3.0 for Elementary Education/Elementary Intervention P-5, Middle Childhood Education, and Intervention Specialist Education majors;
- maintains a Major GPA of 3.0 and a Professional Education GPA of 3.0 for Adolescence-to-Young-Adult and Multi-Age majors;
- Note: the major GPA requirements may be met through a specified appeals process administered by the Director of Teacher Education;
- secures satisfactory evaluations in Student Teaching;
- has no more than two Yellow Flag Alert Reports; and
- completes and submits their Teacher Performance Assessment and earned minimum 2.0 score.
Recommendation for Licensure
To obtain an institutional recommendation for licensure, all education courses must be completed at MVNU, unless approved by the Director of Teacher Education. Exceptions must be approved in writing by the Director of Teacher Education prior to enrolling in courses elsewhere.
Upon awarding of the degree, students have an additional three years to apply for the teaching license. After three years, additional coursework and/or other conditions may be required for licensure.
A candidate is recommended for licensure when he/she:
- passes all State of Ohio required examinations;
- passes BCII/FBI Background Checks;
- submits an Ohio Department of Education Application for Licensure with the required fee; and
- completes any additional coursework and/or other conditions identified by the state of Ohio (if it has been three or more years since awarding of the degree).
Response to Cultural Bias
The Teacher Education Council, the Appeals Committee, and the Teacher Education Advisory Committee are all drawn from culturally diverse backgrounds to avoid cultural bias in developing or administering policies. Cultural bias is perceived as any tendency on the part of a policy or procedure to favor one group of people who share common values and behaviors over another. It is assumed that no cultural bias exists when there is no evidence to the contrary.
Disclaimers
All Teacher Education program curricula, requirements, and policies are subject to change given the nature of the ongoing review process between MVNU, the Ohio Department of Education, and the Ohio Department of Higher Education.
Educator Licensure Tests and qualifying scores listed in the ODE charts and on the ODE website are subject to change by the Ohio Department of Education.
Background checks are required prior to the issuance of licenses by appropriate licensing bodies.
Candidates seeking licensure in states other than Ohio must maintain continuing contact with those states and the academic advisor to insure that the program leads to licensure. Candidates must check with the state licensure office in the state where licensure is desired for its requirements.
No employee, agent or representative of the University is authorized or empowered to provide licensure assurances for other states whether directly or by implication.
If at any time, an MVNU Education department instructor, supervisor or staff person determines that a candidate is struggling with the exhibition of vital knowledge, skills or dispositions, the Yellow Flag Alert Report form will be completed by the person observing the action or behavior. This process allows for the candidate to appeal any resulting disciplinary action.
Transfer Information
All transfer candidates are required to schedule a meeting with the Office of Teacher Education to assess which Education courses will transfer from their previous college/university, and to then plan a schedule for completing their program at MVNU.
In order to determine whether a required professional education and/or major course from another institution may be transferred, a "Student Request for Substitution of Course in State-Approved Program" Form (Course Substitution Form) must be completed and submitted with a syllabus including a clear course description attached. The Course Substitution Form must be signed by the advisor, and approved by the instructor of the MVNU course for which the substitution is proposed, the department chair, and the Director of Teacher Education.
Transfer candidates must meet all the requirements, policies, and procedures as determined by the Teacher Education Council. Any exceptions must be approved in writing by the Director of Teacher Education.
International Student Teaching
Candidates may complete a portion of Student Teaching overseas with Christian College Teacher Education Coordinating Council (CCTECC), a nonprofit organization dedicated to providing opportunities for candidates to complete a Student Teaching experience overseas.
Benefits of Student Teaching Overseas:
- Valuable preparation for teaching in an international Christian or international school setting;
- Expanded cultural perspectives and worldview;
- Broadened view of education and expanded knowledge base for developing one's approach to education;
- Develop valuable cross-cultural skills;
- Enrich one's academic background through first-hand experience in a foreign country and culture; and
- Build self-confidence and self-esteem through the experience of travel and independent activity.
Steps in the CCTECC Process:
- Apply for admission to the CCTECC program in the Education Department – obtain an application from the MVNU Field and Clinical Office.
- Receive acceptance from the MVNU Education Department.
- Placement made by Interaction International and the MVNU Education Department.
- Attend REQUIRED Pre-Experience Orientation – this training is provided twice each year – spring and fall, and candidates should plan to attend the seminar closest to when they will go overseas.
Candidates interested in International Student Teaching need to contact the MVNU Field and Clinical Office for more information on the CCTECC process.
In addition, each candidate must complete an Off-Campus Study Application at MVNU by December 1, the year prior to Student Teaching. Please contact the MVNU Academic Affairs Office for more information regarding this application and to verify the due date of the application. The application form can be found on the MVNU Portal: https://portal.mvnu.edu/sr/ocstudy/pages/default.aspx.
Transportation to Field Assignments
Candidates are responsible for their own transportation to field placements, including Student Teaching. An attempt will be made to cluster candidates within placements in order to facilitate carpooling to reduce transportation costs, when possible.
Education Departmental Programs
The University has programs that equip students to teach in pre-school, elementary, secondary and comprehensive (kindergarten through twelfth grade) education settings.
Bachelor of Arts in Elementary Education/Elementary Intervention Specialist
With a focus on inclusion, many schools are looking for a teacher with a background in working with all students, including those with exceptionalities. This program prepares the candidate to work with grades PreK-5 general education students and with grades PreK-5 mild-to-moderate students with exceptionalities.
Bachelor of Arts in Middle Childhood Education
When a candidate completes this program, he/she will receive an initial license to teach in Grades 4-9 classrooms. The focus of this program is on the needs of the middle-school student. Candidates receive a foundation in methods for working with this age group in addition to content in two areas of concentration. The areas are listed below. When a candidate completes this program, he/she will be eligible for a license to teach in two content areas.
- Language Arts
- Mathematics
- Science
- Social Studies
Adolescent to Young Adult Education Programs
The following programs are designed for candidates who wish to teach grades 7-12. Each candidate will be licensed in one area of expertise. The following content areas are available:
- Bachelor of Arts in Integrated Language Arts Education
- Bachelor of Science in Integrated Mathematics Education
- Bachelor of Arts in Integrated Social Studies Education
Multi-Age Education Programs
These programs are multi-age in scope and allow a candidate to earn a license to teach in multiple grade levels. The following programs are available:
- Bachelor of Arts in Music Education
- Bachelor of Arts in Physical Education/Health Education
- Bachelor of Arts in Visual Arts Education
Undergraduate Endorsements
In addition to the above-mentioned programs, the Education Unit also offers two undergraduate-level endorsements. These allow a candidate to receive a specialty in an area in addition to their education program.
Early Childhood Generalist – This allows an Early Childhood Education candidate to teach 4th and 5th grades
Middle Childhood Generalist – This allows a Middle Childhood Education candidate to add to his/her program in order to teach all four content areas in a grades 4-6 self-contained classroom