5-Year Secondary Education

Five-Year Teacher Education Program Purposes and Goals

Five-Year Teacher Education Program Purposes and Goals

The goals of the WVU Five-Year Teacher Education Program describe the qualifications that represent the end result of teacher preparation.  Graduates of the program should have these qualifications:

  • Possess a commitment to, and the skills for, life-long learning.
  • Be effective communicators.
  • Recognize that teaching is a professional, moral, and ethical enterprise with well-developed ethical frameworks which facilitate effective teaching.
  • Be a facilitator of learning for all students.
  • Possess in-depth knowledge of both pedagogy and content, as well as an integrated understanding of these two important knowledge areas.
  • Be reflective practitioners who can thoughtfully apply knowledge and experience to practice and critically examine choices.
  • Be aware of, and have respect for, human diversity.
  • Be liberally educated: value and integrate knowledge from a wide variety of fields, be creative and open to new ideas, and be able to act constructively in a world characterized by technological, cultural, and societal diversity and change.

The teacher education program is a five-year program culminating in two degrees which are awarded simultaneously: a baccalaureate degree in the content area and a master’s degree in education.  The program meets standards for teacher licensure in West Virginia.

Program requirements are subject to change based upon State Department and accreditation agency policies.

Five-Year Teacher Education Program for Secondary Education, Grades 9–Adult

Students must select at least one of the following specialization options:

Specializations in Grades 5–Adult

  • Biology/Integrated Science
  • Chemistry/Integrated Science
  • English
  • French
  • German (9-Adult)
  • Integrated Science
  • Mathematics
  • Physics/Integrated Science
  • Social Studies
  • Spanish

Additional endorsements that may be added:

  • Journalism
  • ESL (English as a Second Language)

Year 5 Interns:

Having successfully completed semester 8, students are then recommended to be officially accepted into the graduate year prior to being enrolled in semesters 9 and 10 of the Five-Year Teacher Education Program.  Upon entrance to semester 9 as a graduate student, students are referred to as Interns. Students will receive notification of acceptance in a letter from the Five-Year Teacher Program Office.

Note: Interns are restricted from ALL graduate and or resident assistantships during the semester in which they complete their practical experience (semester 9 /student teaching). No work responsibilities may interfere with the Interns' commitment to meeting the program requirements.

Five-Year Teacher Education Program

Criteria for Admission to Pre-Education

High school students interested in teaching careers should seek admission to the pre-education program when applying to the University.  Students may also seek admission to pre-education at any point between entry and successful completion of 59 hours of approved University coursework.  To be admitted to pre-education, a student must have an ACT score of 23, or a SAT math and verbal combined score of 1030, or a high school GPA of 3.0. Students who do not meet the aforementioned criteria and are interested in pursuing a teaching career may enter the Center for Learning, Advising, and Student Success. After they achieve a  2.75 University GPA, they may transfer to pre-education.  Since formal admission into teacher education cannot occur until 59 hours have been completed, those students admitted to education are designated as pre-education students. The general admission requirements for teacher education are described below:

 Criteria for Admission into the Five-Year Teacher Education Program

To be eligible for consideration for admission to the Five-Year Teacher Education Program, a student must do the following:

  • Complete an approved volunteer or work experience totaling at least sixty (60) hours of instruction-related activities with children or youth prior to enrolling into EDUC 200;
  • Successfully complete EDUC 100 and 200 with a grade of "C-" or above in each course;
  • Submit a portfolio which includes (a) “Volunteer Experience” paper, (b) documentation of volunteer experience, (c) evaluation from volunteer experience, (d) passing scores on the Praxis Test. *Core Academic Skills for Educators: Combined test, (Reading, Writing, Mathematics), Test Code # 5751.CORE* or a score of 26 on the ACT or 1170 on the SAT, and (e) transcript;
  • Complete a minimum of fifty-nine hours (59) of approved University coursework;
  • Achieve a 2.75 grade point average (GPA) computed on all approved University work attempted;
  • Demonstrate the dispositions ( fairness, learning for all, and professionalism) required of teacher educators in all professional education courses.

Students who do not meet the skill-proficiency requirements listed under General Requirements for Admission may avail themselves of the numerous remediation options on campus, including the Reading and Study Skills Laboratory, the Teaching and Learning Technologies Center, and the Praxis Core Workshop.

Admission Process

Because the program of study for the Five-Year Teacher Education Program is rigorous, any student who seeks admission into the program is expected to demonstrate a high level of commitment to becoming a professional educator.  This includes a commitment to seeking opportunities to increase his or her understanding of, and ability to, implement appropriate instructional practices in the classroom, as well as engage in on-going reflective practices about the impact that instruction has on the student learners.

Application for acceptance into the program is submitted and reviewed at the successful completion of spring semester (semester 4) only.  This point of student progression (typically referred to as “Milestone One”) into the program is competitive, as only a limited number of students are accepted.  

Upon reaching Milestone One, students apply for formal admission to the Five-Year Teacher Education Program.  Admissions to teacher education are limited and not guaranteed, due to the capacity of specific content areas.  Therefore, pre-education students are advised to consult with advisers regarding the availability of the specializations in which they are most interested.  The credentials of qualified pre-education students will be reviewed by the Admissions Committee. At that time, students are admitted to the specialization of their choice in order of decreasing portfolio scores until the specialization reaches its capacity.  If space is not available in the preferred specialization, students may be considered for another specialization request admission in the following year.

Students who meet every standard will be ranked for admission to the certification option of their choice.  Final decisions regarding admission will be made once semester 4 grades become available and admission portfolios have been reviewed.  Successful applicants will be notified via U.S. mail.  No placements of successful applicants will be made until the Five-Year Program Office has received the “placement reservation form” that is included in each initial notification letter.  At this point, accepted students are officially admitted to Five-Year Teacher Education program and begin in fall semester. 

In accordance with public school policy to ensure the safety of all students, students entering program required field or clinical placements in public schools (effective July 1, 2007 must complete a WV background and fingerprinting check and provide documentation of background/fingerprinting checks to school officials for review..

BMDS In Secondary Education Curriculum

General Education foundations

Please use this link to view a list of courses that meet each GEF requirement.

NOTE: Some major requirements will fulfill specific GEF requirements. Please see the curriculum requirements listed below for details on which GEFs you will need to select.

General Education Foundations
F1 - Composition & Rhetoric3-6
Introduction to Composition and Rhetoric
and Composition, Rhetoric, and Research
Accelerated Academic Writing
F2A/F2B - Science & Technology4-6
F3 - Math & Quantitative Skills3-4
F4 - Society & Connections3
F5 - Human Inquiry & the Past3
F6 - The Arts & Creativity3
F7 - Global Studies & Diversity3
F8 - Focus (may be satisfied by completion of a minor, double major, or dual degree)9
Total Hours31-37

Curriculum Requirements

UNIVERSITY REQUIREMENTS
WVUE 191First Year Seminar1
GENERAL EDUCATION FOUNDATIONS CURRICULUM REQUIREMENTS31
TEACHER EDUCATION REQUIREMENTS
EDUC 100Education Colloquium1
EDUC 200Professional Inquiry in Education (fulfills Writing and Communication Skills requirement)3
EDUC 301Learning in Educational Settings3
EDUC 311Practicum 1/Technology Application1
EDUC 312Practicum 2/Technology Application1
EDUC 400Instructional Design and Evaluation3
EDUC 401Managing and Organizing Learning Environments3
EDUC 410Practicum 3/Technology Application2
EDUC 411Practicum 4: Technology Application4
SPED 304Special Education in Contemporary Society3
SPED 461Differentiated Secondary Instruction3
RDNG 422Reading in the Content Areas3
SPECIALIZATION COURSES (See Areas of Emphasis)64
Some specialization courses may be used to satisfy GEF requirements
Total Hours126

NOTE: See Graduate Catalog for Master's degree requirements (MA in Education, Secondary Education)

Areas of Emphasis

Biology & INTEGRATED SCIENCE

*Students must take all Teacher Education Courses along with Specialization Courses

Biology Specialization (Secondary Education)
A minimum GPA of 2.5 is required in all emphasis courses
A minimum GPA of 2.5 is required in BIOL 115, 117, 219, 221, 310 and 436
BIOL 115Principles of Biology4
BIOL 117Introductory Physiology4
BIOL 219The Living Cell4
BIOL 221Ecology and Evolution3
BIOL 310Advanced Cellular/Molecular Biology3
BIOL 436General Animal Physiology3
Upper Division Biology Courses (300 or 400 level)9
Choose one of the following:3-4
Applied Calculus
Calculus 1
Calculus 2
GEOL 101Planet Earth3
GEOL 102Planet Earth Laboratory1
GEOL 103Earth Through Time3
GEOL 104Earth Through Time Laboratory1
PHYS 101Introductory Physics4
PHYS 102Introductory Physics4
CHEM 115Fundamentals of Chemistry4
CHEM 116Fundamentals of Chemistry4
Choose from one of the following:4
Organic Chemistry: Brief Course
Organic Chemistry
and Organic Chemistry Laboratory
ASTR 106Descriptive Astronomy3
Total Hours64-65

Chemistry & INTEGRATED SCIENCE

Chemistry Specialization (Secondary Education)
A minimum GPA of 2.5 is required in all emphasis courses
A minimum GPA of 2.5 is required in MATH, CHEM 115, 116, 215, 233, 234, 235, 236, 341, and 342
Choose from one of the following:4-8
Calculus 1
Calculus 1a with Precalculus
and Calculus 1b with Precalculus
MATH 156Calculus 24
CHEM 115Fundamentals of Chemistry4
CHEM 116Fundamentals of Chemistry4
CHEM 215Introductory Analytical Chemistry4
CHEM 233Organic Chemistry3
CHEM 234Organic Chemistry3
CHEM 235Organic Chemistry Laboratory1
CHEM 236Organic Chemistry Laboratory1
CHEM 341Physical Chemistry: Brief Course3
CHEM 342Experimental Physical Chemistry1
Chemistry Electives (300 or 400 level)9
BIOL 115Principles of Biology4
BIOL 117Introductory Physiology4
BIOL 219The Living Cell4
BIOL 221Ecology and Evolution3
GEOL 101Planet Earth3
GEOL 102Planet Earth Laboratory1
GEOL 103Earth Through Time3
GEOL 104Earth Through Time Laboratory1
PHYS 101Introductory Physics4
PHYS 102Introductory Physics4
ASTR 106Descriptive Astronomy3
Total Hours75-79

Physics & INTEGRATED SCIENCE

Physics Specialization (Secondary Education)
A minimum GPA of 2.5 is required in all emphasis courses
A minimum GPA of 2.5 is required in MATH, PHYS 111, 112, 314, 331, and 341
Choose from one of the following:4-8
Calculus 1
Calculus 1a with Precalculus
and Calculus 1b with Precalculus
MATH 156Calculus 24
MATH 251Multivariable Calculus4
MATH 261Elementary Differential Equations4
PHYS 111General Physics4
PHYS 112General Physics4
PHYS 314Introductory Modern Physics4
PHYS 331Theoretical Mechanics 13
PHYS 341Advanced Laboratory1-3
Physics Electives12
BIOL 115Principles of Biology4
BIOL 117Introductory Physiology4
BIOL 219The Living Cell4
BIOL 221Ecology and Evolution3
GEOL 101Planet Earth3
GEOL 102Planet Earth Laboratory1
GEOL 103Earth Through Time3
GEOL 104Earth Through Time Laboratory1
CHEM 115Fundamentals of Chemistry4
CHEM 116Fundamentals of Chemistry4
Choose from one of the following:4
Organic Chemistry: Brief Course
Organic Chemistry
and Organic Chemistry Laboratory
ASTR 106Descriptive Astronomy3
Total Hours82-88

Major Learning Goals

5-Year Secondary Education

The learning goals for the WVU Five-Year Secondary Teacher Education Program are to prepare students who:

  • Have commitment and skills to engage in life-long learning;
  • Are effective communicators;
  • Recognize that teaching is a professional, moral, and ethical enterprise with well-developed ethical frameworks which facilitate effective teaching;
  • Will serve as a facilitator of learning for all students;
  • Possess in-depth knowledge of both pedagogy and content, and the relationships between them;
  • Are reflective practitioners;
  • Are aware of, and have respect for, human diversity;
  • Value and integrate knowledge from a wide variety of fields, are creative and open to new ideas, and are able to act constructively in a world characterized by technological, cultural, and societal diversity and change.

Courses

EDUC 100. Education Colloquium. 1 Hour.

Components of and requirements for the teacher preparation program, including specializations, professional organizations, requirements for admission to the major, avenues to program completion, and requirements for work with children or youth.

EDUC 200. Professional Inquiry in Education. 3 Hours.

PR: EDUC 100 and ENGL 101 and ENGL 102. An examination of students' preconceptions about education and their socialization process relative to the following: aims and purposes of public education, students as learners, curriculum, instruction.

EDUC 293A-P. Special Topics. 1-6 Hours.

PR: Consent. Investigation of topics not covered in regularly scheduled courses.

EDUC 301. Learning in Educational Settings. 3 Hours.

Examination and utilization of behavioral and cognitive learning models; consideration of learner characteristics and other factors affecting student learning.

EDUC 311. Practicum 1/Technology Application. 1 Hour.

PR or CONC: EDUC 200. Application of models and paradigms of learning in content area and instructional technologies through tutoring of individuals and small groups in an assigned public school site.

EDUC 312. Practicum 2/Technology Application. 1 Hour.

PR: EDUC 301 and EDUC 311. Application of paradigms of learning in content area and instructional technologies through tutoring of individuals and small groups in an assigned public school site.

EDUC 400. Instructional Design and Evaluation. 3 Hours.

PR: Admission to the major and a grade of a C or better in EDUC 301. Examination and demonstration of teacher behaviors required to plan classroom instruction, assess student learning, and evaluate instruction; emphasis on instruction, assessment, and evaluation to accommodate a wide range of student needs.

EDUC 401. Managing and Organizing Learning Environments. 3 Hours.

PR: Admission to the major and a grade of C or better in EDUC 400 and PR or CONC: EDUC 410. Examination of research and practice in organizing and managing school learning environments to produce optimal learning; development of management systems congruent with personal philosophy, research, learner characteristics, and content area.

EDUC 410. Practicum 3/Technology Application. 2 Hours.

PR: EDUC 312 and EDUC 400. Planning and implementing content area instruction, applying different instructional models, instructional technologies, and assessment techniques to small and large groups in an assigned public school site.

EDUC 411. Practicum 4: Technology Application. 4 Hours.

PR or CONC: EDUC 410 and (SPED 460 or SPED 461). Planning and implementing content area instruction, applying various management, instruction, instructional technologies, and assessment models to small and large drops in an assigned public school site.

EDUC 414. Promoting Creative Expression in Elementary Classrooms. 3 Hours.

PR: EDUC 312. Includes an examination of creative experiences for children in elementary school, pre-school - grade 6. Topics include the use of the creative arts in learning activities, curriculum development, and instructional strategies.

EDUC 430. Mathematical Methods - Elementary Teacher. 3 Hours.

PR or CONC: EDUC 312. Students will examine the content and pedagogy appropriate for mathematics instruction in the elementary grades. Emphasis is placed on the current reform movements in mathematics education.

EDUC 440. Elementary-Early Childhood Science Methods. 3 Hours.

PR: EDUC 312. Provides students with the knowledge, skills and affective qualities needed to be an effective elementary science teacher and be committed to teaching science in the elementary classroom.

EDUC 450. Issues and Methods for Teaching Elementary Social Studies. 3 Hours.

PR or CONC: EDUC 410. Students examine issues facing social studies education and evaluate and plan lessons and instructional activities that apply learning theory to the philosophy and standards of social studies education for all elementary students.

EDUC 460. Foundations of Language and Literacy. 3 Hours.

PR: EDUC 200 and EDUC 311. This course focuses on foundations of language and literacy development. Students construct philosophies, approaches, and strategies to promote development of literacy in the young child. Focus will include the larger contexts of literacy including home and community.

EDUC 461. Promoting Literacy Connections. 3 Hours.

PR: EDUC 460. This course emphasizes the development of literacy in the elementary setting. Students will develop and refine philosophies, approaches, and strategies to promote the development of literacy in the primary grades. Focus will include the larger contexts of literacy including content literacy, thematic instruction, and the teacher's leadership role.

EDUC 498. Honors. 1-3 Hours.

PR: Students in honors program and consent by the honors director. Independent reading, study or research.