School of Education
The Department of Teacher Education offers the Bachelor of Science degree in Elementary Education, Middle Grades Education and Education. (Please see the Graduate Catalog for information about the graduate degrees offered.) Each degree program is approved and leads to Level-4 Teacher Certification by the Georgia Professional Standards Commission. Therefore, in addition to degree requirements, each candidate must apply to Teacher Education, maintain a minimum 2.5 GPA, and pass the appropriate GACE Content Exam for the pursued program of study, as well as fully meet all additional State of Georgia certification requirements before graduation.
Accreditation
Teacher Education programs are accredited by the Georgia Professional Standards Commission. Albany State University is fully accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award Bachelor’s, Master’s and Education Specialist degrees.
Certification
All Teacher Education programs are approved by the Georgia Professional Standards Commission. Upon completing an approved program and with the recommendation of the Department of Teacher Education, graduates receive State of Georgia Level-4 certification as teachers, the basic credential for teaching in the public school in Georgia. Please note that the approved programs are designed to meet Georgia certification, and that certification requirements of the State of Georgia do change, producing changes in the requirements of the approved programs. Candidates must comply with all changes for degree requirements if the changes impact certification. All Teacher Education candidates who plan to teach should file applications for Teacher Certification during Student Teaching.
Teacher Education Governance And Curricula
The Department of Teacher Education is the University’s Educator Preparation Program (EPP) Unit. All Teacher Education Programs of all departments of Albany State University are governed by the policies listed in this section. The Chair of the School of Education is the Official Certification Officer for Teacher Education with the aid of the College of Business, Education and Professional Studies Leadership Team.
Admission to the Educator Preparation Program/Teacher Education
Formal admission to the study of Teacher Education is a mandatory requirement. All candidates pursuing initial Teacher Certification must be admitted to the Education Preparation Unit (EPP)/Teacher Education. This includes candidates who are pursuing bachelor degrees via an approved Teacher Education Program, and post-baccalaureate students who are seeking initial or additional Level-4 certification as teachers. Candidates are not eligible to take 3000 and 4000 level Education courses or Student Teach until admitted to the Education Preparation Unit (EPP)/Teacher Education. Candidates enrolling in 3000 and 4000 level Education courses without having met the admissions requirements to the Educator Preparation Program/Teacher Education will be administratively withdrawn from class(es).
Application for Admissions to the Educator Preparation Program/Teacher Education
An Application for Admission to the Educator Preparation Program (EPP) Unit will be obtained from the School of Education and completed with the Academic Advisor for processing and submission. Transfer candidates who have completed the requirements for admission at a previous institution should apply for Admission to the Educator Preparation Program/Teacher Education during the first semester of enrollment.
Requirements for Admission to the Professional Education Unit/Teacher Education
The College of Business, Education, and Professional Studies is a professional college. Therefore, formal action must be taken by the College for candidates desiring entry into the study of Teacher Education. The following criteria must be met to gain Admission to the Professional Education Unit/Teacher Education:
- Completion of a minimum of 36 semester hours from areas A, B, C, D, E, and F of the Core with a cumulative grade point average of 2.5 or above.
- Completion of EDUC 2110, ENGL 1101 and ENGL 1102 and MATH 1111 (or equivalent) with grades of “C” or above.
- Proficiency in written communication as demonstrated in EDUC 2110.
- Commitment to abide by the Professional Standards Commission’s Code of Ethics by receiving a successful review of the Criminal Background Check.
- An acceptable history of professional dispositions and criminal background.
- EDUC 2199: course is taken in the first semester of admission.
- Submit an Admissions Application (ATE) to the Department of Teacher Education.
- Submit application for the Georgia PSC Pre-Service Certificate.
- Provide documentation of coverage by a Professional Liability Insurance Program. (Inexpensive insurance coverage is usually acquired through Professional Association Membership and proof of medical insurance.)
- Satisfactory completion of unique requirements of the specific program applied to and approval by the corresponding program coordinator. This may include specific achievement tests or physical performance requirements.
Advisement
The faculty and staff in the Department of Teacher Education provide the following advisement support services and activities to Teacher Education candidates after the completion of 30 semester credit hours:
- Program of Study - Assist candidates with course selection required for Core Requirements and Teacher Education according to Catalog and Program of Study Check Sheets; guide candidates through the process of meeting program requirements; and, facilitate candidate development as professional educators in their respective fields.
- Orientation - Advise SOE candidates that they are required to attend a mandatory orientation each year with the Department Chairperson and Advisors to share important program information and address candidates’ concerns regarding program changes and requirements. These meetings keep candidates current on program and certification information.
- Early Experience - Advise candidates who are interested in education to participate in early experiences where they have opportunities to work with children in a supervised setting.
- Transfer Students - Advise transfer candidates as to the appropriate actions needed for transfer articulation of courses between colleges/universities, as well as how to gain unconditional admission to the Teacher Education Program.
- Professional Development Workshops - Advise candidates to attend professional development workshops when provided.
- Campus Services – Advise candidates to seek services from appropriate campus support units when needed (e.g., QEP Writing Center, University Counseling/Testing).
Field and Clinical Experiences
All professional education courses in the department of School of Education require authentic field experiences. Candidates are expected to engage in experiences with diverse candidates across a variety of grade levels as specified by their intended program of study.
Beginning of School Experience
All candidates are required to spend approximately two weeks in a public school to observe/participate at the beginning of the school year. Candidates must apply for the Beginning School Experience during the spring semester prior to the academic year they are scheduled to student teach, whether Student Teaching in the fall or the spring. They must complete this field experience in a school setting with the level of student they will be expected to student teach. Approval and arrangements for the Beginning School Experience are made with the school by the education candidate and the Director of Field and Clinical Experiences. Service for one year as a paraprofessional may substitute for the Beginning School Experience.
Student Teaching
Student Teaching is the capstone experience for the entry level baccalaureate programs and is conducted in accredited schools. Candidates are not allowed to take additional classes while completing Student Teaching. All candidates must pass the appropriate GACE content test associated with the major in order to student teach. Candidates must apply for admission to Student Teaching by attending the Pre-Student Teaching Seminar in the preceding semester (EDUC 3403–Practicum III).
Admission Requirements for Student Teaching
For all Teacher Education programs, Admission to Student Teaching requires that the candidate:
- Be fully admitted to the Educator Preparation Program (EPP) Unit/Teacher Education and is in good standing (G.P.A. of 2.5 or better).
- Has completed the required specialty area (teaching content) and professional courses.
- Has applied for Admission to Student Teaching by successfully completing the Practicum III the preceding semester (EDUC 3403).
- Is covered by Professional Liability Insurance. (Inexpensive insurance coverage is usually acquired through Professional Association Membership and proof of medical insurance.)
- Has completed the GACE requirements.
- Pass GACE Ethics—Exit (all majors)
- Pass GACE Content Exams. (Middle Grades majors must pass primary content area and attempt secondary content major.)
- Commitment to abide by the Professional Standards Commission’s Code of Ethics by receiving a successful review of the Criminal Background Check.
- Has completed EDUC 2199 Orientation to Teacher Education.
- Has performed successfully on the Dispositions Assessment in EDUC 3403 (Practicum III).
- Has completed Beginning School Experience prior to Student Teaching.
- Has received a GaPSC Pre-service Certificate.
Internship and Practicum Courses
All internship and practicum courses taken in lieu of Student Teaching are governed by Student Teaching policies and all Student Teaching requirements are applicable to these courses.
*Candidates who have not been formally admitted to the Educator Preparation Program (EPP)/Teacher Education will not be permitted to enroll in the Clinical Experience.
Minor in the Teacher Education Program
A minor in Education is available to candidates who are pursuing a major outside of Education, but are interested in the field. The minor does not lead to initial certification, but provides the candidate with the foundation courses required of the Georgia Professional Standards Commission should the candidate desire to seek certification at a later time. Candidates seeking the minor must be admitted to the Educator Preparation Program (EPP)/Teacher Education. These courses are considered clinical experiences.
Graduation Requirements
In addition to successfully completing all course work, the Teacher Education Program requires that candidates attain eligibility for certification upon graduation. There are some certification requirements that must be met prior to completing the program. During student teaching/internship, candidates must successfully pass the GACE Ethics-Exit.
ECEC 3200 - Curriculum in Early Childhood Education (3 Credits)
This course examines the philosophical, psychological and sociological basis for selecting curricula for children newborn through nine. Candidates must earn a minimum grade of C to receive credit for this course in the program of study. Offered: Fall, Spring, Summer.
Lecture hours: 3
ECEC 3319 - Quantitative Skills for Young Children (3 Credits)
Considers methods of teaching math concepts to early childhood students of all ability levels. Problem-solving strategies are examined. Observation-laboratory experiences included. Offered: Fall, Spring, Summer.
Lecture hours: 3
ECEC 3322 - Reading through Childrens Literature/Language Arts (3 Credits)
This course examines the study of the literature published for children, with emphasis upon traditional literature, current trends and reading guidance, and the use of books and materials in educational development. Language arts and using literature across the curriculum are also studied. Candidates must earn a minimum grade of C to receive credit for this course in the program of study. Offered: Fall, Spring, Summer.
Lecture hours: 3
ECEC 3352 - Health and Physical Education for Young Children (3 Credits)
Contemporary theory and basic scientific findings on gross and fine motor activities of children of varied characteristics up to nine years of age. Planning and teaching for psychomotor development. Offered: Fall, Spring.
Prerequisites: EDUC 2110
Lecture hours: 3
ECEC 3355 - Developmental Reading for Young Children (3 Credits)
Teaching techniques and materials for developmental reading. Emphasis on emergent literacy, whole language, as well as traditional approaches to reading instruction. Candidates must earn a minimum grade of C to receive credit for this course in the program of study. Offered: Fall, Spring, Summer.
Lecture hours: 3
ECEC 4354 - Science for the Young Child (4 Credits)
This course considers different methods and materials for teaching science to preschool and primary age students. A laboratory component is included. Candidates must earn a minimum grade of C to receive credit for this course in the program of study. Offered: Fall, Spring.
Lecture hours: 3
Lab hours: 1
ECEC 4400 - Social Studies/Diversity/Language Arts (3 Credits)
A study of the social studies curriculum for toddlers, preschool and grades K – 4. An exploration of multicultural concepts of the family, neighborhood, community and society. Candidates must earn a minimum grade of C to receive credit for this course in the program of study. Offered: Fall, Spring, Summer.
Lecture hours: 3
ECEC 4420 - Preschool Education (3 Credits)
Focuses on various preschools and their philosophies as related to young children. Laboratory and field experiences required. Offered: Fall, Spring, Summer.
Lecture hours: 3
ECEC 4423 - Corrective Reading in Early Childhood (3 Credits)
Provides prospective classroom teachers with an understanding of reading difficulties plus practical experiences in the diagnosis, assessment, and prescriptive of corrective treatment of reading problems. Candidates must earn a minimum grade of C to receive credit for this course in the program of study. Offered: Fall, Spring, Summer.
Prerequisites: (ECEC 3355 or ECEC 355) or (ECEC 3355 or ECEC 355)
Lecture hours: 3
Other hours: 3
ECEC 4460 - Student Teaching in Kindergarten and Primary Grades (12 Credits)
Student teaching in the early childhood grades. Observation an teaching for one semester under the direction of an approved supervising teacher in selected kindergarten and early elementary schools. Offered: Fall, Spring.
Lecture hours: 12
ECEC 4490 - Internship in Early Childhood Education I (6 Credits)
Supervised internship in an approved Early Childhood instructional setting. Designed for selected teachers with a provisional certificate in the field of intended certification. Offered: Fall, Spring.
Lecture hours: 6
ECEC 4491 - Internship in Early Childhood Education II (6 Credits)
Supervised internship in an approved Early Childhood instructional setting. Designed for selected teachers with a provisional certificate in the field of intended certification.
Lecture hours: 6
ECEC 4500 - Remedial Reading: A Practicum (3 Credits)
Examines issue associated with struggling readers with emphasis on evidence-based instructional strategies. Provides authentic field experience to assist with application of scientifically-based practices in reading education. Candidates must earn a minimum grade of C to receive credit for this course in the program of study. Offered: Fall, Spring, Summer.
Prerequisites: (ECEC 3355 or ECEC 355)
Lecture hours: 3
Other hours: 3
MGED 3314 - Mathematics in the Middle Grades (3 Credits)
Basic concepts in algebra are stressed with emphasis placed upon a structural development of the real number system. This course offers a review of the real number system as well as a review of the Mathematics Curriculum normally found in Grades 4 – 8. The candidate must earn a minimum grade of ‘B’ to receive credit on the program of study for this course. Offered: Fall.
Lecture hours: 3
MGED 3315 - Curriculum Needs and Characteristics of the Middle School Child (3 Credits)
This course is designed to provide pre-service teachers with an overview of the curriculum needs and characteristics of middle grade children, along with program rationale goals, principles of curriculum development, organizational designs and teaching strategies. The candidate must earn a minimum grade of ‘C’ to receive credit on the program of study for this course. Offered: Fall, Spring.
Lecture hours: 3
MGED 3326 - Preadolescent Literature (3 Credits)
This course is a survey of the types of literature appropriate for students in grades 4-8. Emphasis is placed upon extensive reading and evaluation of children's books as well as techniques for effective use in the classroom. Candidates must earn a minimum grade of C to receive credit for this course in the program of study. Offered: Fall.
Lecture hours: 3
MGED 4422 - Social Studies in the Middle Grades (3 Credits)
This course teaches principles and practices of teaching concepts and skills in Social Studies. Offered: Spring.
Lecture hours: 3
Other hours: 3
MGED 4423 - Language Arts in the Middle Grades (3 Credits)
This course is designed to give prospective teachers of middle grade students the knowledge and skills necessary to assist youth in becoming efficient in their use of the six linguistic skills of listening, speaking, reading writing, viewing (visually representing), and illustrating for the overall purpose of effective communication in our culturally diverse society. This in turn will ensure wise decision-making and responsible citizenship in our democratic society. As such, the course is an integrated overview of the principles, practices, and materials used in teaching language arts for verbal, non-verbal and written communication. Additionally, it offers prospective teachers the opportunity to assist certified teachers in the public schools. Offered: Fall.
Lecture hours: 3
MGED 4434 - Science in Middle Grades (3 Credits)
This course examines teaching strategies appropriate for middle grade students to understand physical and biological concepts. Problem-solving, lecture, and inquiry techniques are examined. Candidates must earn a minimum grade of C to receive credit for this course in the program of study. Offered: Spring.
Lecture hours: 3
MGED 4439 - Reading in the Middle Grades (3 Credits)
Course designed to focus attention on reading instruction as it relates to the particular needs of the early adolescent in the middle grades. The goal is to prepare prospective teachers to teach reading across the curriculum and as a separate subject. Offered: Fall, Spring.
Lecture hours: 3
MGED 4461 - Student Teaching in Middle Grades (12 Credits)
Observation and teaching for one semester under the direction of an approved supervising teacher in selected middle school centers. A seminar component is included. Offered: Fall, Spring.
Prerequisites: EDUC 3403
Lecture hours: 12
MGED 4481 - Internship in Middle Grades Education (6 Credits)
Teaching middle school children in appropriate classroom settings under supervision. Designed for in-service classroom teachers only. Offered: Fall.
Lecture hours: 6
MGED 4482 - Intern II in Middle Grades (6 Credits)
Teaching middle school children in appropriate classroom settings under supervision. Designed for in-service classroom teachers only. Offered: Spring.
Lecture hours: 6
SPED 3231 - Contemporary Perspectives of Students with Disabilities (3 Credits)
A study of the characteristics, identification and educational needs of children and youth with exceptionalities. A grade of B or better is required for certification. Offered: Fall, Spring, Summer.
Other hours: 3
SPED 3307 - Nature and Characteristics of Students with Intellectual Disabilities (2 Credits)
A study of the characteristics and needs of children with intellectual disabilities, including history, current laws, and identification for services. Offered: On Demand.
Lecture hours: 2
SPED 3312 - Curriculum, Methods and Materials for Teaching Adaptive Curriculum (2 Credits)
This course focuses on curriculum development and instructional design for students with moderate, severe and profound intellectual disabilities. Offered: Fall.
Lecture hours: 2
SPED 3331 - Occupational Guidance for Students with Intellectual Disabilities (2 Credits)
Examines employment opportunities, job analysis, and placement procedures for sh1dents with intellectual disabilities. Emphasis will be placed on educational, social, vocational and transition guidance. Offered: On Demand.
Other hours: 2
SPED 3341 - Curr/Trans Instr Tch Stu Dis (2 Credits)
This course is designed to explore the theories and research that form the basis for curriculum development and planning. Students will become knowledgeable of effective instructional practices as they relate to teaching students with various disabilities and exceptionalities. Offered: On Demand.
Lecture hours: 2
SPED 4401 - Lrng Env Behav Mgmt Chd W/Disa (2 Credits)
A study of the characteristics, identification and educational needs of exceptional children and youth and classroom management techniques used to work with them in the school setting. Offered: On Demand.
Other hours: 2
SPED 4450 - Student Teaching in Special Education (12 Credits)
Teaching students with disabilities in approved educational setting under the guidance of teachers certified in Special Education. Offered: On Demand.
Prerequisites: EDUC 4400
Lecture hours: 12
SPED 4471 - Internship in Special Education I (6 Credits)
Teaching special education children in appropriate classroom settings under supervision. Designed for in-service classroom teachers only. Offered: On Demand.
Lecture hours: 6
SPED 4472 - Internship in Special Education II (6 Credits)
Teaching special education children in appropriate classroom settings under supervision. Designed for in-service classroom teachers only. Offered: On Demand.
Lecture hours: 6