The Teacher Education Program at Georgetown College is rooted in the liberal studies tradition, the Vision Statement, and the Eight Guiding Principles of the College. The phrase developing scholars who are competent and caring educators, committed to a spirit of service and learning serves as the theme and philosophical basis that guides the “dynamics” of the teacher education program here. This philosophy embraces an ethic of caring coupled with excellence in curriculum design and professional practice. It provides both the conceptual framework for the undergraduate and graduate teacher education programs and a guide for program development and evaluation. These concepts are best expressed in the program model depicted above, which includes three primary domains: (1) Professional Skills and Competencies, (2) Professional Values and Dispositions, and (3) Reflective Practice.

A variety of classroom and on-campus experiences, extensive fieldwork, and continuous counseling and evaluation of students are integral components of the Teacher Education Program, and serve to meet the following objectives:

  • to send teachers into the workforce who possess the professional skills and competencies necessary for effecting high levels of achievement for all students;
  • to send teachers into the workforce who have the professional values and dispositions necessary for creating supportive and constructive learning communities;
  • to send teachers into the workforce who engage in continuous reflective practice in order to improve their own teaching, increase student learning, and to make positive changes in their school and communities.

Within this framework, bachelor’s degree level students are able to meet Kentucky’s New Teacher Standards for Preparation and Certification and graduate students enhance their ability to meet the Experienced Teacher Standards.

Teaching Certification Areas

The following teacher preparation programs are offered by Georgetown College and are approved by the Kentucky Education Professional Standards Board as a basis for the issuance of the corresponding teaching certification:

P-5 Major in Elementary School

5-9 Certification in Middle School

Students must select one major or two teaching areas from: English/Communication and Media Studies, Mathematics, Science, Social Studies

8-12 Certification in Secondary School

Biological Science, English, Mathematics, Chemistry, Physics, Social Studies

P-12 Certification for Elementary/Middle/Secondary School

Art, French, German, Music (vocal and instrumental), Spanish

Major in Elementary School (P-5)

The B.S. Degree in Elementary Education requires forty-four semester hours in education: EDU 131, 233, 307, 309, 313, 315, 317, 321, 323, 329, 345, 413, and 462-463. In addition, 14 hours of allied courses are required: MAT 103-104 (6 hours), KHS 230 (2 hours), ART 313 (2 hours), MUS 315 (2 hours), and THE 407 (2 hours). Total hours required: 58. An academic minor is also recommended. A student must complete all requirements for the Kentucky Provisional Certificate and successfully complete the appropriate PRAXIS Examinations in order to be certified and to earn a degree from Georgetown College.

Recommended Social Science Minor for Elementary Majors (P-5)

The social sciences minor (for elementary education students only) requires 21 semester hours with a concentration of nine hours in one of the departments identified below. At least one course must be taken from the departments of History, Geography, Political Science, and Economics plus an additional course chosen from either the Sociology or Psychology Departments. No more than one class may be counted both for General Education and for this minor.

History (no prerequisites)

  • 223 Intro to American History 1492-1877
  • 225 Intro to American History , 1877-present
  • 304 Kentucky History (Required Course)
  • 306 Colonial and Revolutionary America
  • 308 History of the Early Republic
  • 426 History of the American Indian

Geography

  • 111 World Physical Geography
  • 115 World Regional Geography
  • 317 Cultural Geography

Political Science

  • 100 American Government
  • 309 State Government
  • 319 Constitutional Rights
  • 335 Legislative Process
  • 409 Kentucky Government

Economics

  • 221 Macroeconomics
  • 223 Microeconomics
  • 317 Economic History of the U. S.

Sociology

  • (SOC 111 is a prerequisite; therefore students are advised to take SOC 111 as a GenEd))
  • 215 Juvenile Delinquency
  • 313 Intergroup Relations
  • 335 Sociology of Appalachia

Psychology

  • (PSY 111 is a prerequisite; therefore students are advised to take PSY111 as a GenEd)
  • 328 Learning
  • 340 Child Development
  • 343 Personality
  • 419 School Psychology

Certification in Middle School (5-9)

The Middle Grades Education Program is a series of courses and experiences leading to certification. Students must complete a Georgetown College major and specific courses from one major or two areas of emphasis chosen from the following:

  • English/Communication: Take thirty semester hours in English and Communications including English 211, 213, 302, 316, 318, 320, Communication 200 and 308, and Theater 220.
  • Mathematics: Requires eighteen hours including Math 121, 122, 221, 301, 335, and 3 additional hours above 221.
  • Science: Twenty-four semester hours are required, nine of which must be in biology. In addition, students must take nine additional hours from either chemistry, physics, or earth science. The final six hours must be taken from the remaining two disciplines. All four areas must include a laboratory experience.
  • Social Studies: Twenty-seven semester hours are required including United States History (6 hours), World Civilization (6 hours), World

Geography (3 hours), Political Science (3 hours), Economics (3 hours), Sociology (3 hours), Psychology (3 hours).

In addition, students must earn 30 hours of professional education courses: EDU 131, 233, 307, 309, 326, 333 or 339 or 341 or 343, 345, 423, and 471-472.

To be recommended for certification as a teacher, a student must complete all requirements for the Kentucky Provisional Certificate and successfully complete PRAXIS Examinations in both areas of emphasis.

Certification in Secondary School (8-12)

The teacher education program enables a student to obtain a major in an academic area and to complete certification requirements. Since the course work for the teaching major with certification sometimes differs from the graduation major, students should confer with the department chair in the major to verify specific requirements. In addition to major and minor (if chosen) requirements, students earn 30-33 semester hours in education including: EDU 131, 233, 307, 309, 337, 333, or 339 or 341 or 343, 345, 423, and 467-468. To be recommended for certification as a teacher, a student must complete all requirements for the Kentucky Provisional Certificate and successfully complete appropriate PRAXIS Examinations.

Certification for Elementary/Middle/Secondary School (P-12)

The P-12 certification program allows a student to obtain a major in an academic area for teaching at all grade levels. Since the course work for the teaching major certification sometimes differs from the graduation major, students should confer with the department chair in the major to verify specific requirements. In addition to major and minor requirements Art, French, German, and Spanish students must earn 31 semester hours in education including EDU 131, 233, 307, 309, 313, 337, 345, 423, 473-474. Music education students take 24 semester hours in education including EDU 131, 233, 307, 337, 423, 473-474 and meet the requirements in multicultural education and technology through coursework in the music department. To be recommended for certification as a teacher, a student must complete all requirements for the Kentucky Provisional Certificate and successfully complete appropriate PRAXIS Examinations.

CRITERIA FOR ADMISSION INTO TEACHER EDUCATION

Students are provided with a current copy of the Teacher Education and Certification Handbook in EDU 131. This Handbook includes curriculum contracts for every certification program and additional information for admission to the Teacher Education Program and to Student Teaching. Students should consult the Handbook for information concerning specific program requirements.

Students must apply for admission to Teacher Education no earlier than the completion of five hours of Education classes including EDU 131, Current Issues In Education. PLEASE NOTE: You are responsible for making sure that all materials (including references) are turned in to the Education Department on a timely basis. Your application will not be considered by the Teacher Education Committee until you have a complete file.

  1. October 1 is the deadline for submitting application materials and portfolio for consideration for admission during the fall semester; February 15 is the deadline for second semester consideration. Post-baccalaureate students must adhere to the same schedule as regular students. In addition, post-baccalaureate students must complete the Application for Admission into Student Teaching concurrently.
  2. Each student must have a 2.75 cumulative grade point average and have completed all previous education classes with a grade of “C” or above. Reminder: A 2.75 grade point average in education classes is also required for entrance into student teaching.
  3. Each student must provide three references from faculty/staff who will recommend admission to the teacher education program (one must be from a professor in your major).
  4. Each student must have a copy of the American College Test (ACT) score on file with Georgetown College.
  5. Each student who has not received a minimum of 21 on the ACT may be considered for admission to teacher education by achieving a passing score on the following PPST Tests: Reading, Writing, & Mathematics. Please consult the Education Department for additional information.
  6. Each student must demonstrate oral proficiency as evidenced by completion of COMM 115 or 200 with a grade of “C” or above and oral language skills in the interviewing process.
  7. Each student must demonstrate written proficiency as evidenced by earning a “C” or above in English 112 and by accurate and careful completion of appropriate education forms (applications, portfolio). The application must be well written and error-free in order to be approved by the Teacher Education Committee. Students may want to utilize the services of the College Writing Center.
  8. Each student must complete an official curriculum contract with his or her designated Education Advisor. This contract is completed during an appointment with the advisor. The contract must be in the student’s file in the education department before admission to the department will be considered. Acceptance into the Teacher Education Program is required for elementary education candidates prior to declaring a major.
  9. Each student must demonstrate satisfactory performance in an interview, which includes presentation of the items in the Interview Portfolio.
  10. Each student must be a person whose moral, social, and ethical behavior is acceptable in the school community as well as in the community at large. Each student must read and uphold the Kentucky School Personnel Code of Ethics and affirm a commitment to uphold the code during the interviewing process for entrance into the department (if not completed beforehand).

Special Note on Course Permissions: Many courses in the Education Department require prior acceptance into Teacher Education before you can enroll in them. This process is detailed above under Criteria for Admission into Teacher Education. For more information, contact your Education Advisor or the Education Department Office.

CRITERIA FOR ADMISSION INTO STUDENT TEACHING

Each student teacher candidate must submit an application for student teaching before registering for EDU 315 and 329 (elementary students) and EDU 337 (secondary students). These additional application materials must be submitted by Oct. 1 for spring student teaching and Feb. 15 for fall student teaching: curriculum contract, recommendation forms, information record for supervising teacher, and the major/minor check sheet (see Registrar). In addition, the student must meet the following criteria for acceptance into student teaching:

  1. Senior standing shall be prerequisite for admission into student teaching. In addition, each student must have been admitted to the Teacher Education Program and must have been in residence at Georgetown College for at least one semester prior to student teaching.
  2. Each student teacher candidate must be approved by the Teacher Education Committee. Acceptance into the Teacher Education Program does not mean automatic approval for student teaching.
  3. Each student teacher candidate must submit a copy of a current medical examination before the beginning of the semester in which the student plans to do student teaching.
  4. Each student must undergo a criminal background check prior to student teaching.
  5. Each student must have completed the required hours of clinical and field-based experiences prior to student teaching. Transfer students must provide documentation of field and clinical hours earned at other colleges.
  6. The student teacher candidate shall have achieved the following academic requirements:
    1. an overall academic standing of at least 2.75.
    2. an academic standing of 2.75 in the teaching major/specialty area or a 2.5 – 2.74 average and a passing score on the PRAXIS Specialty Area Test(s).
    3. approval by the major department—including three recommendations by major professors attesting to subject matter competency and possession of the dispositions desired in teachers.
    4. completions of all required prerequisite professional education courses with an academic standing of at least 2.75.
  7. Each student teacher candidate is required to submit a professional portfolio as part of the application process. Students are advised to consult the Department of Education staff regarding the required format for the portfolio.
  8. Student teacher candidates must become student members of the National and Kentucky Education Associations—in order to receive liability insurance coverage during the student teaching experience.
  9. Each student must be a person whose moral, social, and ethical behavior is acceptable in the school community as well as in the community at large. Each student must read and uphold the Kentucky School Personnel Code of Ethics and affirm a commitment to uphold the code during student teaching.

COURSES OF INSTRUCTION

131. Current Issues in Education. (2 hours) An introduction to American public education through an analysis of some of the most pressing issues in the field, their causes, and their implications. Laboratory experiences in the schools are required. This is normally the first course taken in the department. Fall and Spring

233. Student Development, Behavior, and Learning. (3 hours) Learning theory and how it affects the developmental aspects of students (K-12). A look at curriculum innovation and revision. Laboratory experience in the schools is required. Teacher Education students should have completed EDU 131. Fall and Spring

307. Educating Exceptional Children. (2 hours) Study of the major categories of exceptionality designed to meet the needs of preservice teachers who must implement appropriate service for students with special needs in a regular classroom. Laboratory experience in the school is required. Fall and Spring

309. Teaching in a Diverse Society. (2 hours) An introductory course in multicultural education that explores current issues and practices related to teaching in a pluralistic society. Field experience in the schools is required. Fall and Spring

313. Fundamentals of Teaching in the Elementary School. (3 hours) Development of a sound philosophy of effective and affective teaching in the elementary school; organization and purposes of the elementary school, philosophies of learning and teaching, and the teacher’s roles in creating a learning environment. Experience with video-taping for the purpose of self evaluation is provided. Student should be admitted to the Teacher Education Program prior to enrolling in this course. Field experience in the schools is required. Prerequisites: EDU 131 and 233. ACT of 21 or passing score on PPST also required. Fall and Spring

315. Teaching Mathematics in the Elementary School. (3 hours) Study of the methods and materials to effectively teach mathematics in K-5. Field experience in the schools is required. Students must have applied to the Student Teaching Program prior to enrolling in this course. This course is normally taken the semester prior to student teaching. Prerequisites: EDU 131, 233, and 313, MAT 103, 104. Fall and Spring

317. Teaching Language Skills in the Elementary Schools. (3 hours) Instructional philosophy, research, methods, and materials for teaching communication skills: reading, listening, speaking, writing, spelling, and grammar. Field experience in the schools is required. Students must be admitted to the Teacher Education Program prior to enrolling in this course. This course should be taken within the two semesters prior to student teaching. Prerequisites: EDU 131, 233 and 313. Fall and Spring

321. Teaching Science in the Elementary School. (3 hours) Study of the principles, methods, and materials basic to the teaching of science using inquiry in the elementary school. Successful completion of MAT 103-104 should be achieved before enrolling. Concurrent experience in the schools is required. ACT of 21 or passing score on PPST also required. Fall and Spring

323. Teaching Integrated Social Studies in the Elementary School. (2 hours) Study of the principles, methods, and materials basic to the teaching of social studies with the integration of the language arts in the elementary school. Laboratory experience in the schools is required. Prerequisites: EDU 131 and 233. ACT of 21 or passing score on PPST also required. Fall and Spring

326. The Teacher and the Middle School. (2 hours) Intended to give students a knowledge of middle school organization and why middle schools have been developed throughout the country. Also designed to provide a specific look at the middle school student. Laboratory experience in the middle schools is required. Prerequisites: EDU 131, 233. Fall

329. Teaching Reading and Literature in the Elementary Grades. (5 hours) Survey of traditional and contemporary children’s literature and its uses in the teaching of literacy; provides methods, strategies, and assessment procedures for teaching literacy to a diverse student population. Field experience in the schools is required. Students must have applied to the Student Teaching Program prior to enrolling in this course. This course should immediately precede the student teaching semester. Fall and Spring

333. Teaching English in the Middle and Secondary School. (3 hours) Study of curriculum, unit and lesson development and study of evaluation methods, including KERA portfolio evaluation, considering philosophical and practical issues relevant to composition and literature. Laboratory experience in the schools is required. Students must have been admitted to the Teacher Education Program prior to enrolling in this course. Prerequisites: EDU 131, 233, and admission into department. Spring, beginning in 07-08

337. Teaching in the Middle and Secondary School. (3 hours) Topics include principles of learning; classroom communication; group dynamics, and the instructional process. Students will spend one segment of the class in seminars with practicing middle and secondary educators in the identified teaching fields. Students should have applied to the Student Teaching Program prior to enrolling in this course. Laboratory experience in the schools is required. Fall, beginning in 07-08

339. Middle/Secondary Mathematics Methods. (3 hours) Designed to prepare students to teach mathematics in grades 6-12. The course emphasizes the pedagogical content knowledge recommended by the National Council of Teachers of Mathematics (NCTM). The course enables students to develop knowledge of an ability to use and evaluate instructional strategies and classroom organizational models, ways to represent mathematical concepts and procedures, instructional materials and resources, ways to promote discourse, and means of assessing student understanding. Includes field experience. Pre- or co-requisite: EDU 337; and to be taken concurrently with EDU 345. Fall, beginning in 07-08

341. Middle/Secondary Science Methods. (3 hours) Designed for those planning to teach middle or high school science, this course focuses on appropriate teaching models that reflect the nature, method and content of science, the characteristics of students, and that create positive environments that foster inquiry and promote learning. Covers pedagogical knowledge related to teaching science including: designing curriculum, planning lessons, determining and adapting appropriate teaching methods, promoting inquiry, fostering dialogue, meeting state and national science standards, using technology to promote learning, and assessing students’ learning. Includes observations and teaching experiences in area schools. Pre- or co-requisite: EDU 337; and to be taken concurrently with EDU 345. Spring, beginning in 07-08

343. Middle/Secondary Social Studies Methods. (3 hours) The course emphasizes pedagogical content knowledge recommended by the National Council for the Social Studies (NCSS) and the Kentucky Core Content for Assessment. The course assures (1) that beginning social studies teachers possess the knowledge, capabilities, and dispositions associated with the central concepts, tools of inquiry, and structures of the disciplines that make up the social studies, and (2) that they are able to create learning experiences that make these aspects of subject matter meaningful for learners. Field component required. Pre- or co-requisite: EDU 337; and to be taken concurrently with EDU 345. Spring, beginning in 07-08

345. Classroom Applications of Technology. (2 hours) Applications of important concepts and considerations in using computers, telecommunications, laser disc technology, the World Wide Web, and other new and traditional audio and visual methods to present information and stimulate learning in the classroom. Laboratory experience in the schools is required. This course should be taken concurrently with a methods course. Fall and Spring

413. Elementary Classroom Management. (2 hours) The course will assist students in developing a personalized classroom management program that will be an integral part of their overall teaching approach. Topics include developmental aspects of student behavior, theories relating to elementary classroom management, and practical approaches to successful classroom leadership based on each student’s orientation toward teaching control/student autonomy. Activities will include simulations, role playing, and case study analysis based on actual school situations. This course is taken the same semester as student teaching. Fall and Spring

423. Secondary Classroom Management. (2 hours) The course will assist students in developing a personalized classroom management program that will be an integral part of their overall teaching approach. Topics include developmental aspects of student behavior, theories relating to secondary classroom management, and practical approaches to successful classroom leadership based on each student’s orientation toward teaching control/student autonomy. Activities will include simulations, role playing, and case study analysis based on actual school situations. This course is taken the same semester as student teaching. Fall and Spring

440. Independent Study. (1, 2, or 3 hours) Guided study in education based upon student interest and need. Fall and Spring

450. Seminar. (1, 2, or 3 hours) Selected studies in Education.

461. Internship in Education.

462-463. Supervised Student Teaching in the Elementary Grades. (6 hours each) An extended period of continuous full-time professional activities with a given group of learners with increasing responsible experiences in all aspects of the teacher’s work. It is focused on the analytical approach to the development of teaching skills and takes place in the public or private school setting under supervision of school and college personnel. The initial Elementary Certificate requires twelve semester hours credit. Prerequisites: Admission to student teaching; see Handbook on Teacher Education and Certification. Special fee applies, please see Financial Planning and Expenses. Fall and Spring

467-468. Supervised Student Teaching in the Secondary School. (6 hours each) An extended period of continuous full-time professional activities with a given group of learners with increasing responsible experiences in all aspects of the teacher’s work. It is focused on the analytical approach to the development of teaching skills and takes place in the public or private school setting under supervision of school and college personnel. The initial secondary certification requires twelve semester hours credit. Prerequisites: Admission to student teaching; see Handbook on Teacher Education and Certification. Special fee applies, please see Financial Planning and Expenses. Fall and Spring

471-472. Supervised Student Teaching in the Middle Grades. (6 hours each) Prerequisite: Admission to student teaching; see Handbook on Teacher Education and Certification. Special fee applies, please see Financial Planning and Expenses. Fall and Spring

473-474. Supervised Student Teaching: 12 Grades. (6 hours each) Prerequisite: Admission to student teaching; Handbook on Teacher Education and Certification. Special fee applies, please see Financial Planning and Expenses. Fall and Spring