Apr 20, 2024  
2016-2017 Undergraduate Catalog 
    
2016-2017 Undergraduate Catalog [ARCHIVED CATALOG]

Middle School Education: Mathematics Concentration, B.S.


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Education (ED)


The School of Education is accredited by the Missouri Department of Elementary and Secondary Education.

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 (K-12); secondary education (9-12) with concentrations in biology, business, English, social studies, and speech/theater. For more information see the School of Education website.

Most teacher education candidates apply for Kansas teacher certification along with Missouri teacher certification.

A. Criteria for Admission to the School of Education

  • Admission to Avila University
  • Submission of ACT or SAT Scores
  • Successfully passing all sections of the Missouri General Education Assessment (MoGEA)
  • University/College course work
    • 45-60 hours overall
    • 12 hours of professional education coursework at Avila University (elementary & special education majors)
    • 6 hours of professional education coursework at Avila University (middle school & business education majors, secondary education minors and transfer students)
  • Grade Point Average Requirements
    • Overall - 2.75 or above for all college courses
    • Education courses - 3.0 or above
    • Content Area - 3.0 or above
  • Grade of C or above in the following courses:
    • Composition I
    • Composition II
    • Communication
    • College Algebra or Calculus
  • Positive recommendations from ED 185 Practicum
  • Positive Liberal Arts recommendation
  • Positive Professional Dispositions  recommendations
  • Non-native English speakers must submit official TOEFL or IELTS scores. Scores cannot be more than 2 years old. Required scores are:
    • 580 or higher on the written TOEFL exam or
    • 237 or higher on the computer-based TOEFL exam or
    • 92 or higher on the internet based TOEFL exam or
    • 7.5 or higher overall score with no individual band score below 6.0 on the IELTS exam

For more detailed information on the criteria for admission to the School of Education, please see the School of Education Teacher Candidate Handbook , pages 13-17.

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 offenses inappropriate for a teacher.

B. Criteria for Completion of the Bachelor of Science degree in Elementary Education, Special Education, Middle School Education, the Bachelor of Arts degree in 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
    • Content Area - 3.0 or above
  • Positive Professional Dispositions  recommendations
  • Successful completion of ED 494 Final Clinical Experience Seminar and ED 495 Final Clinical Experience
  • Successful passing of the Missouri Content Assessment (MoCA)
  • Successful completion of the Missouri Pre-Service Teacher Assessment (MoPTA)

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

Major Requirements


Candidates preparing to teach at the middle school level (grades 5-9) must complete Avila University’s general degree requirements, education courses, content area courses, and major related courses in order to receive initial teacher certification. Avila University offers four different content concentrations: Language Arts, Mathematics, Science, and Social Studies. The middle school major candidate must complete a minimum of one twenty-four hour concentration. (No minor offered.)

For the middle school major, the following education courses are required:

Middle School Concentration Areas


The courses required for the Mathematics concentration area are listed below.

Technology Requirement


The School of Education’s computer competency requirement will be met by ED 184 - Introduction to Educational Technology (1)  and ED 314 - Methods and Educational Technology (1) .

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 goals/outcomes identified in the Conceptual Framework. 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 web-site.

Goal 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.

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 the courses address and evaluate University Wide Outcomes, Conceptual Framework goals/outcomes, Missouri Teacher Standards and Quality Indicators, and InTASC standards.

Assessment


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

  1. Performance on the MoGEA examination
  2. Admission to the School of Education process
  3. Performance on course assignments and key assessments as indicated on course syllabi
  4. Admission to Final Clinical Experience process
  5. Final Clinical Experience course assessments
  6. Performance on the MoPTA, and
  7. Performance on MoCA

Note


The Missouri Department of Elementary and Secondary Education is completing a re-design of teacher education programs. As a result, requirements are subject to change.

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