Education (ED)
The School of Education is accredited by the Missouri Department of Elementary and Secondary Education and the Council for Accreditation of Educator Preparation (CAEP). For more information see the School of Education website.
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.
A. Criteria for Advancement to Teacher Candidacy
Teacher Candidates must apply for formal advancement to Teacher Candidacy prior to their last thirty (30) hours in his/her program. Candidacy is based on the following criteria:
- Successfully passed ED 185 Practicum with a grade of C or better and received positive recommendations from the TEXT mentor and course instructor.
- Grade of C or better in the following courses:
- Composition I or Composition II
- Communication
- College Level Math Course
- 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” (middle school, secondary, and K-12 certifications only)
- 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).
- Evidence of good character, positive attitude, and dedication to the ethics of the teaching profession, based on professional disposition evaluations from Avila faculty, site supervisors, and TEXT mentors.
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 a Bachelor of Science degree, a Bachelor of Arts degree in Education or a 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” (middle school, secondary, and K-12 certifications only)
- Positive Professional Dispositions recommendations
- Successful completion of ED 494 Final Clinical Experience Seminar, ED 495 Final Clinical Experience, and ED 499 Education Capstone.
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
To become a certified teacher, all education majors and minors must pass the appropriate assessments designated by the state of Missouri.
Outcomes
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.
Return to: