Primary Education (P-5), B.A.

The Primary Education (P-5) major includes course work in professional and pedagogical studies and disciplinary content; and culminates in the professional year. Many of the University Core courses may  fulfill program licensure requirements. Professional and pedagogical studies provide a planned sequence of courses that develop knowledge about teaching, learning, assessment and the profession. A minimum of two-thirds of the credit hours in professional education studies must be earned at John Carroll University. The disciplinary content courses prepare pre-service teachers for their specific licensure area.

The requirements below describe the specific professional and pedagogical studies and curriculum and content for students earning a B.A. in Primary Education (P-5). The Primary Education program develops expertise in working with children from pre-kindergarten through grade five, ages 3-11.

A unique aspect of the Teacher Education program is the professional development of pre-service candidates at John Carroll University. All candidates participate in a full academic year clinical experience in one school for both Pre-Student Teaching and Student Teaching. Pre-Student Teaching offers the opportunity to reflect, question, and continue with weekly experiences in one school that culminates in Student Teaching.

To qualify for the four-year Resident Educator license, the candidate must successfully complete the Teacher Education program and pass the appropriate exams mandated by the State of Ohio. Fees for required programs and state assessments are paid by the student.

All teacher licensure candidates are required to maintain an active/valid pre-service teacher permit issued by the Ohio State Board of Education. To apply for a permit, an applicant must have a BCI/FBI background on file with the state that is less than 365 days old.

Note: Licensure programs are subject to change based on recommendations of external accrediting bodies, e.g., the ODHE, and AAQEP.

Program Learning Goals for Education

Contexts

1. Understands the central concepts, tools of inquiry, competing perspectives, and structure of the disciplines taught.

2. Recognizes the value of understanding the interests and cultural heritage of each student. 

3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

4. Creates a learning environment of respect and rapport.

Learner Development

1. Understands how children/youth develop and learn.

2. Provides learning opportunities that acknowledge and support the cognitive and social development of learners.

3. Understands how learners differ in their approaches to learning.

4. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.

Practice

1. Understands and uses a variety of instructional strategies; designs coherent instruction.

2. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.

3. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.

4. Understands and uses formative and summative assessment approaches and strategies.

Person

1. Reflects on professional practices.

2. Fosters relationships with colleagues, parents, and agencies in the larger community.

3. Grows and develops professionally.

Admission to Teacher Education

Interested students must apply to and be accepted into the Teacher Education Licensure Program prior to registration in upper-division education courses. An applicant must have taken, or be enrolled in, ED 1010, ED 2311 (for Primary Education), and ED 2110 at the time of application for admission. Students may not take any additional coursework beyond ED 1010, ED 2311 (for Primary Education), ED 2315 (for MC/AYA), and ED 2110 unless they are formally admitted to teacher education. Those students accepted into the AYA licensure program must also be subsequently accepted into a departmental major, e.g., history, English, mathematics. 

Teacher Education Licensure Program application is typically made during the semester in which ED 2110 is taken, usually in the sophomore year. Applications will be released to students via Student Learning & Licensure based on eligibility.

Applicants for the Teacher Education Licensure Program are evaluated by faculty and Teacher Education Licensure Program coordinators on the basis of the admission criteria. The department faculty approve all admissions to the Teacher Education Licensure Program.

Admission Criteria and Decision:

Accepted —Students may begin or continue taking Education courses toward program completion. This classification is given if all of the listed criteria are met. Once accepted into the Teacher Education program, the student is called a candidate.

Criteria

1. Academic Record

   • 2.7 overall GPA

   • A grade of C or above in all education and content courses

   • No more than two Cs in education and content courses

2. No or limited concerns regarding oral and written communication based on course performance (EN 1251, COM 1250, ED 1010, ED 2311, ED 2110) and interview process.

3. No or limited concerns regarding dispositions for teaching based on instructor observations in courses and field experiences.

4. Successful criminal background check (i.e., Bureau for Criminal Investigation [BCI] and FBI).

Accepted Conditionally —Students may continue taking courses toward teacher licensure. This decision applies if criterion 1, 2, or 3 is not met.

Criteria

1. Academic Record:

   • 2.3 – 2.7 overall GPA

   • 2.0 – 2.7 education GPA based on ED 1010, ED 2311, ED 2315 and possibly ED 2110

   • 2.0 – 2.7 content-area GPA

2. Some concerns regarding oral and written communication based on course performance (EN 1251, COM 1250, ED 1010, ED 2311, ED 2110) and interview process.

3. Some concerns regarding dispositions for teaching based on instructor observations in courses and field experiences. 

Note: Conditional acceptance may be given for up to two semesters, including the semester in which the student applies.  Depending on the student’s performance in meeting the conditional acceptance criteria, an extended timeframe for program completion or dismissal from the program may result.

Reject —Student is not eligible for admission to Teacher Education. This decision applies if any of the following conditions is evidenced:

1. Criterion 4 (BCI & FBI check) is not met;

2. Criterion 1 (GPA) is not met, and either criterion 2 or 3 is not met;

3. Significant concern regarding dispositions for teaching based on instructors' observations in course work or field experiences.

Appeal Process

Due process is available to applicants who wish to appeal their classification. First, applicants should discuss the matter with their advisor. After this discussion, if applicants wish to pursue an appeal, they should do so in writing to the Teacher Education Program coordinators within thirty (30) days of notification of classification. If further action is required, an appeal may be made to the department chair.

Student Progress Checkpoints

The program has several checkpoints where student progress is assessed:

1. Admission to the University.

2. Application and acceptance into the Teacher Education Licensure program and approval by the faculty.

3. Application and acceptance into the Pre-Student Teaching semester, placement in an intensive field-based pre-student teaching experience with University supervision in preparation for student teaching and approval by the TE coordinators and department chair.

4. Application and admission to the professional semester for Student Teaching, and approval by the Council on Teacher Education.

5. Exit assessments to meet program requirements, i.e., edTPA.

Note: Other policies and procedures applying to teacher education candidates and the teacher education program may be found in the department's Teacher Education Handbook located on the department's website. Teacher education faculty and leadership also engage in ongoing evaluation of the candidate’s course work, clinical and field experiences, and evidence of appropriate dispositions for the teaching profession based on instructor observations in courses and field experiences.

Grade Policy

1. A grade of C or higher is required in all education courses. A grade of C- or lower requires repeating the course, and the applicant should schedule a meeting with the advisor or Teacher Education Program coordinators to discuss progress in the program.

2. A grade of C- or lower in a course in the teaching field will be reviewed by the Teacher Education coordinators and the department chair to determine an appropriate course of action.

3. A minimum GPA of 2.7 is required throughout the program for the overall GPA, education GPA, and content areas.

4. Primary Education (P-5) candidates must receive grades of C or higher in all curriculum-content course work for licensure.

Primary Education Major Requirements

Core Pedagogical Knowledge

Candidates will develop an in-depth understanding of schools, historical and current educational issues, tools and technologies for teaching, and a broader consideration of curriculum and instruction. In addition, candidates will gain an understanding of particular populations of students and how to teach them effectively.

Primary Education Pedagogical Content Knowledge

Candidates will hone their knowledge, skills, and dispositions specifically related to P-5 education in four curriculum blocks: Foundations, Curriculum and Instruction, Child Development and Assessment, and Clinical Practice. The four blocks will address the four program aims outlined earlier, and these strands will come together to inform and impact candidates' capstone clinical experience. 

Content Knowledge

First, candidates must have extensive knowledge and skills within and across disciplines. The intellectual curiosity and knowledge base gained from these disciplines will support the candidate in considering central topics and ideas to teach students. Because of the liberal arts education provided by JCU, candidates will be able to cultivate in-depth content knowledge while also fulfilling the requirements of the Integrative Core Curriculum. Guidance for meeting these requirements will be provided for candidates and academic advisors (see sample Four Year Plan). This includes "double dipping" (one course counting for the core and the major) so that candidates gain foundation knowledge in content areas for which they will have instructional responsibility. It also includes nine additional credit hours to expand on their knowledge of science, mathematics, and literature (a total of 31 credit hours are required for this section including both courses that count for core and the nine additional credits hours).

Note: HS 2051 and EN 2612 are linked courses that fulfill the Linked Pair requirement in the Integrative Core.

Primary Education Major with Intervention Specialist Concentration Requirements

This program will allow candidates the opportunity for a bachelor's degree with P-5 General Education and P-5 Special Education dual licensure. Candidates will be able to teach children with and without disabilities in a variety of inclusive settings. Candidates will be prepared to meet the needs of all learners in their classrooms as they will hone their knowledge, skills, and dispositions specifically related to P-5 education and P-5 Special Education by taking classes at both JCU and online through Xavier University.

Program Requirements

Core Pedagogical Knowledge

Candidates will develop an in-depth understanding of schools, historical and current educational issues, tools and technologies for teaching, and a broader consideration of curriculum and instruction. In addition, candidates will gain an understanding of particular populations of students and how to teach them effectively.

Primary Education Pedagogical Content Knowledge

Candidates will hone their knowledge, skills, and dispositions specifically related to P-5 education in four curriculum blocks: Foundations, Curriculum and Instruction, Child Development and Assessment, and Clinical Practice. The four blocks will address the four program aims outlined earlier, and these strands will come together to inform and impact candidates' capstone clinical experience. 

Intervention Specialist

Candidates will hone their knowledge, skills, and dispositions specifically related to P-5 Special Education. Candidates will learn the strategies and knowledge needed to instruct young children with various disabilities in a range of inclusive settings. All classes will be conducted online through Xavier University. Four of the five courses will include required field hours. Candidates must receive a B- or higher in each of these five courses.

Content Knowledge

First, candidates must have extensive knowledge and skills within and across disciplines. The intellectual curiosity and knowledge base gained from these disciplines will support the candidate in considering central topics and ideas to teach students. Because of the liberal arts education provided by JCU, candidates will be able to cultivate in-depth content knowledge while also fulfilling the requirements of the Integrative Core Curriculum. Guidance for meeting these requirements will be provided for candidates and academic advisors (see sample Four Year Plan). This includes "double dipping" (one course counting for the core and the major) so that candidates gain foundation knowledge in content areas for which they will have instructional responsibility. It also includes nine additional credit hours to expand on their knowledge of science, mathematics, and literature (a total of 31 credit hours are required for this section including both courses that count for core and the nine additional credits hours).

Note: HS 2051 and EN 2612 are linked courses that fulfill the Linked Pair requirement in the Integrative Core.

Professional Year of Clinical Practice

The professional year is a unique aspect of the professional development of pre-service candidates at John Carroll University. All candidates participate in a full academic year of clinical experience in one school for both pre-student teaching and student teaching. Pre-student teaching offers the opportunity to reflect, question, and continue with weekly classroom experiences that culminates in student teaching. As a requirement of the pre-student teaching and student teaching experiences, candidates meet on a regular basis in conference with the cooperating teacher and University supervisor to discuss teaching practice, receive feedback on areas for improvement, and continue to develop as a future educator. Successful completion of pre-student teaching is a prerequisite to student teaching.

Pre-Student Teaching

The candidate applies two semesters before the projected student teaching semester. The pre-student teacher is assigned a cooperating teacher in one or more of his/her intended licensure and content areas. In addition, a University supervisor is assigned to each pre-student teacher.

Candidates for pre-student teaching are evaluated by the TE program coordinator and the chair on the basis of the following criteria:

1. Course work

   • Minimum GPAs

     • 2.7 overall

     • A grade of C or above in all education and content courses

     • No more than two Cs in education and content courses

   • All course requirements have been completed or will be completed prior to student teaching.

2. Application to pre-student teaching, faculty interview, and resume.

3. No or limited concerns regarding dispositions for teaching based on instructor observations in courses and field experiences.

Decisions: Accept; Accept Conditionally

1. Accepted – candidate may proceed with pre-student teaching

2. Accepted Conditionally – Candidate meets with TE Coordinators to develop an intervention plan.

   All requirements in the intervention plan must be successfully met in order to proceed with student teaching.

   The candidate may continue taking courses toward teacher licensure. The decision applies when one or more of the listed criteria are evidenced.

   • Academic Record:

     • 2.5 – 2.7 overall GPA

     • 2.5 – 2.7 education GPA

     • 2.5 – 2.7 content-area GPA

   • Some concerns regarding oral and written communication based on course performance and interview process.

   • Some concerns regarding dispositions for teaching based on instructor observations in courses and field experiences.

Student Teaching

During the pre-student teaching semester, each candidate applies for student teaching. In planning programs, candidates and advisors should be aware that student teaching is more demanding than course work. Therefore, candidates should schedule no more than the required 12 hours of education credit during the professional semester, including student teaching.

Approval is granted by the Council on Teacher Education and requires that the candidate has:

1. The following minimum GPAs:

   • 2.7 overall

   • A grade of C or above in all education and content courses

   • No more than two Cs in education and content courses

2. Successfully completed all clinical and field requirements for each course.

3. Completed all course requirements, education and discipline content area(s). Requests for one additional course beyond 12 hours during student teaching must be submitted in writing to the Council on Teacher Education as part of the application for student teaching.

4. Obtained a recommendation to continue into student teaching by the cooperating teacher and University supervisor through completion of the PST Final Evaluation Form.

5. Demonstrated teaching practices that provide evidence of the department’s dispositions for the teaching profession.

Note: Admission to student teaching does not guarantee successful completion of the student teaching experience.

Upon successful completion of all program requirements, including the edTPA in ED 4071-4073, the student may apply for the bachelor’s degree.

Upon successful completion of all program requirements and appropriate state licensure exams, the student may apply to the Ohio Department of Education for the Resident Educator License. Students who successfully pass the edTPA do not have to take the Professional Knowledge exam for the Ohio Assessment for Educators (ODE, 2020).  Students still need to take and pass the OAE for their content area(s)to be licensed. Students doing the Intervention Specialist concentration will take OAE 058 Primary Special Education.

Other policies and procedures applying to teacher education candidates and the teacher education program may be found in the department's Teacher Education Handbook located on the department's website.