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2020-2021 Graduate Catalog [ARCHIVED CATALOG]
Education: Elementary Education Concentration, MA
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The Master of Arts degree in Education with a concentration in Elementary Education is designed for the adult who has completed a baccalaureate degree and wishes to pursue teaching certification. The program of study prepares aspiring teachers with the skills necessary to become effective teachers.
The education courses required for a teaching certificate are offered in an intensive study format at a graduate level. Students will earn their initial teacher certification and a master’s degree at the completion of the program. Most teacher education candidates apply for Kansas teacher certification along with Missouri teacher certification.
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Education: Teacher Certification Policies
Criteria for Formal Advancement to Teacher Candidacy
- University/College course work
- 6 hours of professional education coursework, including ED 585 Practicum
- Grade Point Average Requirements
- Overall - 2.75 or above for all college courses
- Education courses - 3.0 or above
- Positive recommendations from ED 585 Practicum
- Positive Professional Dispositions recommendations
- Closely related degree or a passing score on the designated Missouri Content Assessment (MoCA)
The School of Education reserves the right to refuse admission to the teacher education program to any person who has been convicted of a felony or has otherwise committed an offense inappropriate for a teacher.
Teacher Certification Academic Policy
All candidates who have been formally advanced to teacher candidacy status in an Avila University’s Master of Arts in Education: Elementary, Middle School, Secondary or Special Education program must maintain the following grade point averages:
- Overall – 2.75 or above
- Education – 3.0 or above
To maintain enrollment, the student must:
- Maintain a 3.0 grade point average in all coursework while in the program.
- A grade of “C” or better is required in each course in the program.
- Only one course may be repeated one time during the program.
Students who are unable to maintain these academic standards will be dismissed from the program.
Criteria for Initial Teacher Certification
- Completion of all required 500 level coursework for the appropriate program within a seven (7) year period
- Completion of a minimum of 30 credit hours of education coursework at Avila prior to Final Clinical Experience / Internship
- Grade Point Average Requirements
- Overall - 2.75 or above for all college courses
- Education courses - 3.0 or above
- Positive Professional Dispositions recommendations
- Successful completion of ED 594 Final Clinical Experience Seminar and ED 595 Final Clinical Experience, or ED 596 Internship
For more detailed information about the School of Education programs and policies, please see the Education Teacher Candidate Handbook.
Education: Teacher Preparation Core Requirements (30 credit hours)
Additional courses may be necessary if a candidate does not meet the professional prerequisites.
Additional Requirements for Elementary Education Certification (27 credit hours)
Application for Teacher Certification
After completion of all 500-level courses above, students may apply for initial teacher certification in their chosen area. Students should follow up with their academic advisor for additional information on the certification process.
Education: Teacher Preparation Master’s Courses (18 credit hours)
Outcomes
All teacher preparation candidates will…
- demonstrate strong competencies in the communicative arts including exemplary use of the oral, written, nonverbal, technological communication, and group processing skills with professors, students, colleagues, administrators, parents, and others in the educational arena.
- 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.
- 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.
- demonstrate content expertise and ability to align content and curriculum to appropriate standards.
- 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.
- 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.
- use theoretical knowledge and research about learning and human behavior to create motivating learning experiences, manage the classroom, and respond appropriately to classroom events.
- fully grasp the realities of classrooms by applying principles, theories, and methods in diverse field-based and clinical experiences.
- demonstrate a commitment to lead and serve in an ethical manner through interactions at the university and in school-based communities.
- establish a foundation for continued professional growth and development.
- establish a foundation for continued professional growth and development.
Master of Arts in Education Outcomes
Master of Arts candidates will demonstrate communication skills, including the ability to:
- demonstrate effective teaching skills through integration of theory, professional practice, and applied research;
- communicate in specific, concrete, general, and abstract terms as appropriate;
- express written ideas in a clear, well-organized manner;
- express oneself orally using correct verbal skills including grammar, intonation, and fluency; and
- communicate within a culturally diverse milieu.
Master of Arts candidates will demonstrate cognitive skills, including the ability to:
- be a reflective teacher by analyzing individual teaching behaviors and integrating practical and theoretical concepts in an educational settings;
- utilize creative and critical thinking skills to become an effective teacher;
- evaluate and critique quantitative and qualitative research;
- plan and conduct classroom investigations and implement a plan of change when appropriate.
Master of Arts candidates will demonstrate professional dispositions, including the ability to:
- demonstrate commitment to lifelong learning;
- assume leadership responsibilities with colleagues and in their profession;
- cultivate the ongoing exploration and acceptance of differing educational perspectives;
- accept individual differences.
Master of Arts candidates will demonstrate knowledge in each of the following areas:
- depth and breadth of educational literature;
- theoretical concepts describing human learning and motivations and their application to lesson design, instruction, evaluation, and assessment;
- curriculum development, both the philosophical basis and current research in design and implementation of curricular plans.
Alignment matrices showing the relationship between Conceptual Framework outcomes and Missouri Teacher Standards are available in the School of Education office. Alignment matrices showing the relationship between course signature assessments, key assessments and the Missouri Standards are also available in the School of Education office. Individual course syllabi indicate how the University Wide Outcomes and the Missouri Teacher Standards are evaluated in each course.
Assessment
Conceptual Framework outcomes and Missouri Teacher Standards are assessed through:
- Advancement to Teacher Candidacy process;
- Performance on course class assignments, and signature assessments as indicated on course syllabi;
- Admission to Final Clinical Experience process;
- Final Clinical Experience course assessments;
- Performance on Missouri’s Content examination; and
- Performance evaluations in field-based and clinical courses
Outcomes for the Master of Arts degree in Education are assessed through:
- key assessments
- signature assessments
- research action projects
Alignment matrices showing the assessment of outcomes in each graduate concentration are located in the School of Education office. Concentrations require capstone courses in which the outcomes are assessed in clinical settings.
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