Secondary Education Minor

Education (ED)

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The School of Education is accredited by the Missouri Department of Elementary and Secondary Education and the Council for Accreditation of Educator Preparation (CAEP).

Mission Statement for the School of Education

The School of Education at Avila University is committed to educating innovative, adaptable, and involved professionals who will provide service to a diverse and ever-changing population. Through value-based learning and authentic experiences, our graduates will be qualified, ethical, and responsible contributors to the greater society.

Initial Teacher Education Programs at Avila University and Approved by the State of Missouri

Avila University teacher education programs approved by the State of Missouri are: elementary (1-6); special education: mild/moderate cross categorical (K-12); middle school (5-9) with concentrations in language arts, mathematics, science, and social studies; art education and physical education (K-12); and secondary education (9-12) with concentrations in biology, business, chemistry, English, social studies, and speech/theater. For more information see the School of Education website.

A. Criteria for Advancement to Teacher Candidacy

• Admission to Avila University
• Submission of ACT or SAT Scores
• ACT composite score of 20 or above. If ACT composite score is below a 20 or the student did not take the ACT, then the student must successfully pass all sections of the Missouri General Education Assessment (MoGEA) with a score of at least 220 for each section.
• University/College course work
  • 30 hours of college credits
  • 6 hours of professional education coursework at Avila University
• Grade Point Average Requirements
  • Overall - 2.75 or above for all college courses
  • Education courses - 3.0 or above with no grade below a “C”
  • Content Area - 3.0 or above with no grade below a “C”
• Grade of C or above in the following courses:
  • Composition I or Composition II
  • Communication
  • College Algebra or Calculus
• Positive recommendations from ED 185 Practicum
• Positive Professional Dispositions  recommendations

For more detailed information on the criteria for Teacher Candidacy, please see the School of Education Teacher Candidate Handbook .

The School of Education reserves the right to refuse admission into the teacher education program to any person who has been convicted of a felony or has otherwise committed an offense inappropriate for a teacher.

B. Criteria for Completion of the Bachelor of Science degree in Elementary Education, Special Education, Middle School Education, Chemistry Education, and Physical Education; the Bachelor of Arts degree in Art Education and Business Education; and the Secondary Education Minor.

• Completion of all CORE, major related, and degree requirements
• Completion of at least 120 credit hours
• Grade Point Average Requirements
  • Overall - 2.75 or above for all college courses
  • Education courses - 3.0 or above with no grade below a “C”
  • Content Area - 3.0 or above with no grade below a “C”
• Positive Professional Dispositions  recommendations
• Successful completion of ED 494 Final Clinical Experience Seminar and ED 495 Final Clinical Experience

For more detailed information about the School of Education’s programs and policies, please see the School of Education Teacher Candidate Handbook . 

C. Exam Requirements

All Education majors and minors must complete the linked exam requirements .

Program Requirements (46-48 hours)

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Candidates who are preparing to teach at the secondary level (grades 9-12) must complete Avila University’s general degree requirements, the major requirements (see appropriate major for these requirements), education requirements, and state certification requirements in order to receive initial teacher certification. State certification requirements are usually met in the major, but in some cases additional courses may be required. See your Education academic advisor for the state certification requirements. 

• ED 185 - Practicum (3)
• ED 229 - Developmental & Educational Psychology (3)
• ED 235 - Psychology of the Exceptional Child (3)
• ED 245 - Tests & Measurements (3)
• ED 287 - Multicultural Foundations of Education (3)
• ED 315 - General Methods & Differentiated Learning (3)
• ED 320 - Technology in Education (3)
• ED 375 - Reading Strategies & Interventions in the Content Areas (3)
• ED 376 - Reading Strategies & Interventions in the Content Areas II (3)
• ED 377 - Adolescent Literature (3)

• (for secondary English teacher certification only)

• ED 419 - Managing the Learning Environment (3)
• ED 455 - Special Methods of Teaching Content Subjects (3)
• ED 494 - Final Clinical Experience Seminar (2)
• ED 495 - Final Clinical Experience (10)
• ED 499 - Education Capstone (1)

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• Strongly recommended courses:

• ED 213 - Test Prep for Educators (3)
• ED 381 - Health & Safety Issues in a School Setting (1)

Outcomes

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Conceptual Framework for the School of Education

In addition to the general degree requirements stated earlier in this university catalog, education majors and minors must meet the following ten program outcomes identified in the Conceptual Framework. These outcomes are aligned with the Missouri Teacher Standards and Quality Indicators. These outcomes are designed to produce excellent teachers who meet the university and School of Education missions. A full text copy of the School of Education Conceptual Framework, including outcomes assessment information, is available in the School of Education office and on the School of Education website.

Outcome 1: Professional Communication

Candidates will demonstrate strong competencies in the communicative arts including exemplary use of oral, written, nonverbal, technological communication, and group processing skills with professors, students, colleagues, administrators, parents, and others in the educational arena.

Outcome 2: Critical Reflection and Decision Making

Candidates will exhibit critical reflection on practice and display exemplary decision making skills including higher level thinking, evaluative thinking, and problem solving in both university classrooms and in K-12 schools.

Outcome 3: Professional Dispositions

Candidates will demonstrate appropriate professional dispositions toward self, students, colleagues, administrators, and parents. Candidates’ professional dispositions will foster positive human relationships and demonstrate respect for the profession and the responsibilities it entails.

Outcome 4: Content Expertise and Standards Based Curricular Alignment

Candidates will demonstrate content expertise and the ability to align content and curriculum to appropriate standards.

Outcome 5: Instructional and Assessment Methods

Candidates will demonstrate appropriate use of varied research-based teaching strategies and technologies to deliver effective lessons. Candidates will design and demonstrate appropriate use of varied assessments for promoting and measuring the learning of all students.

Outcome 6: Diversity Knowledge and Commitment

Candidates will understand and recognize differences in students who represent various categories of diversity. Candidates will demonstrate ability and commitment to promoting the intellectual and personal growth of all students.

Outcome 7: Human Behavior, Motivation, and Classroom Management

Candidates will use theoretical knowledge and research about learning and human behavior to create motivating learning experiences, manage the classroom, and respond appropriately to classroom events.

Outcome 8: Field Experiences and Clinical Practice

Candidates will fully grasp the realities of classrooms by applying principles, theories, and methods in diverse field-based and clinical experiences.

Outcome 9: Leadership and Service

Candidates will demonstrate a commitment to lead and serve in an ethical manner through interactions at the university and in school-based communities.

Outcome 10: Foundation for Continued Professional Development

Candidates will establish a foundation for continued professional growth and development.

 

Alignment matrices showing the relationship between Conceptual Framework Outcomes and Missouri Teacher Standards and Quality Indicators are available in the School of Education office. Alignment matrices showing the relationship between course signature assessments and Conceptual Framework outcomes and Missouri Standards and Quality Indicators are also available in the School of Education office. Individual course syllabi show the ways the courses address and evaluate University Wide Outcomes, and the Missouri Teacher Standards and Quality Indicators.

Assessment

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Conceptual Framework outcomes and Missouri Teacher Standards and Quality Indicators are assessed through:

1. Performance on the MoGEA examination
2. Advancement to Teacher Candidacy process
3. Performance on course assignments and signature assessments as indicated on course syllabi
4. Admission to Final Clinical Experience process
5. Final Clinical Experience course assessments
6. Performance on MoCA, and
7. Performance evaluations in field-based and clinical courses

Minor Note

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• At least 18 semester hours in a subject area are required for a minor.
• A minimum of 9 hours in the minor must be earned at Avila University.

  • At least six of these hours must be numbered 300 or above. (Note: If the minor is in Biology or Chemistry, only four (4) of the 9 semester hours in the minor at Avila must be in courses numbered 300 or above.)

• A minimum of 9 hours must be unique between a major and a minor. 
• A grade of “C” or better must be earned for all graded courses required for the minor.