Education Initial Certification Program
The School of Education is accredited by the Missouri Department of Elementary and Secondary 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 valuebased learning and authentic experiences, our graduates will be qualified, ethical, and responsible contributors to the greater society.
This program is designed for the adult who has completed a baccalaureate degree and wishes to pursue teaching certification. The education courses required for the 9-12 (high school) teaching certificate are offered in an intensive study format at a graduate level. Courses for elementary, special education, middle school education and K-12 education are also offered at a graduate level; however, some may not be offered in an evening, intensive study format. Additional undergraduate courses will be required to complete the state requirements for certification in elementary and special education.
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/theatre. For more information see the School of Education graduate website.
Most teacher education candidates apply for Kansas teacher certification along with Missouri teacher certification.
Admission Requirements for the Graduate Initial Certification Program (500 Level)
The applicant seeking admission to the program can view requirements on the Admissions page of this catalog.
Additional Criteria for Admission to the School of Education
- University/College course work
- 6 hours of professional education coursework, including ED 584 Introduction to Educational Technology and ED 585 Practicum
- 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 level Math
- Positive recommendations from ED 585 Practicum
- Positive Professional Dispositions recommendations
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 to the teacher education program to any person who has been convicted of a felony or has otherwise committed offenses inappropriate for a teacher.
Graduate Initial Certification Academic Policy
All candidates who have been officially admitted to the Avila University Graduate Initial Certification program must maintain a cumulative grade point average of 2.75. Candidates must also maintain a grade point average of 3.0 in their content area. All candidates (at all levels) must maintain a grade point average of 3.0 in education coursework. A candidate who receives an earned grade of “F” or who does not maintain the required cumulative grade point averages will be dismissed from the program. A grade of “C” or better is required in each course in the graduate certification program. Only one course may be repeated one time during the program. To be granted an initial teacher certificate, all coursework must be completed within seven (7) years from the time admitted to the graduate program.
Criteria for Completion of Graduate Certification Program
- Completion of all required coursework for the appropriate program within a seven (7) year period
- Completion of a minimum of 18 hours of education coursework at Avila prior to Final Clinical Experience / Internship (middle school and secondary candidates only)
- Completion of a minimum of 30 hours of education coursework at Avila prior to Final Clinical Experience / Internship (elementary and special education candidates only)
- 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 594 Final Clinical Experience Seminar and ED 595 Final Clinical Experience, ED 596 Internship or ED 598 Advanced Internship
- 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 programs and policies, please see the Education Teacher Candidate Handbook .
State Teaching Certification Requirements – Speech/Theatre
In addition to the above coursework, the following courses are required to receive an initial teaching certificate in Speech/Theatre:
~Speech (must include 3 hours of debate) (12 hours)
~Theatre (12 hours)
~Electives (from speech, theatre and/or mass communications) (6 hours)
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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