Education Initial Certification Program
Avila University’s School of Education programs are accredited by the Missouri Department of Elementary and Secondary Education and the Council for Accreditation of Educator Preparation (CAEP).
The School of Education 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.
The Graduate Initial Certification programs are designed for the adult who has completed a baccalaureate degree and wishes to pursue teaching certification. The education courses required for teaching certificate are offered as evening, intensive study graduate courses; however, some of the K-12 special education courses are only offered as semester long, daytime courses.
Avila University teacher education programs approved by the State of Missouri are elementary (1-6); middle school (5-9) with concentrations in Language Arts, mathematics, science, and social studies; art education (K-12); instrumental music (K-12); physical education (K-12); special education: mild/moderate cross categorical (K-12); vocal music (K-12); and secondary education (9-12) with concentrations in biology, business, chemistry, English, marketing, social studies, and speech/theater. For more information see the School of Education graduate website.
Most teacher education candidates apply for Kansas teacher certification along with Missouri teacher certification.
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 graduate initial certification candidates who have been formally advanced to teacher candidacy status must meet the following criteria to remain enrolled in the program:
- Maintain an overall GPA of 2.75 or above;
- Maintain an education (ED) GPA of 3.0 or above; and
- Earn a grade of “C” or better for each course in the program.
If a student earns below a C in a course, the course may be repeated once. Only one course may be repeated during the entire 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
- Maintain 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: Certification Outcomes
Conceptual Framework for the School of Education
The School of Education has ten Conceptual Framework goals/outcomes which all initial certification candidates must achieve. These goals/outcomes are aligned with the Missouri Teacher Standards and Quality Indicators. These goals/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 goals/outcomes assessment information, is available in the School of Education office and on the School of Education website.
Goal 1: Professional Communication
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.
Goal 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.
Goal 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.
Goal 4: Content Expertise and Standards Based Curricular Alignment
Candidates will demonstrate content expertise and ability to align content and curriculum to appropriate standards.
Goal 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.
Goal 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.
Goal 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.
Goal 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.
Goal 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.
Goal 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 goals/outcomes and Missouri Teacher Standards and Quality Indicators are available in the School of Education office. Alignment matrices showing the relationship between course key assessments and Conceptual Framework goals/outcomes and Missouri Standards and Quality Indicators are also available in the School of Education office. Individual course syllabi show the ways University Wide Outcomes, Conceptual Framework goals/outcomes, Missouri Teacher Standards and Quality Indicators, and InTASC standards are addressed and evaluated in each course.
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