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    Southern Adventist University
   
 
  Jul 21, 2017
 
 
    
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Undergraduate Catalog 2011-2012 [ARCHIVED CATALOG]

School of Education and Psychology


Dean: John McCoy
Faculty: Krystal Bishop, Charles D. Burks, Robert Coombs, Cheryl Des Jarlais, Alfredo Fuentes, Ileana Freeman-Gutierrez, Michael Hills, Darlene Karst, Faith Laughlin, Marty Miller, Colleen Mitchell, Cathy Olson, Carleton Swafford, Douglas Tilstra, Ruth WilliamsMorris

Program Coordinators:

  • Liberal Arts, Krystal Bishop
  • Outdoor Emergency Service, Marty Miller
  • Outdoor Leadership, Doug Tilstra
  • Clinical Psychology, Colleen Mitchell
  • Industrial/Organizational Psychology, Ruth WilliamsMorris
  • Psychobiology, Ruth WilliamsMorris
  • Psychology, Ruth WilliamsMorris
  • Early Childhood, A.A. Cheryl Des Jarlais

Philosophy and Objectives

The School of Education and Psychology subscribes to the philosophy that human beings were created in the image of God, but as a result of willful disobedience sin has marred their God-given attributes and divine likeness. This philosophy recognizes that the object of education is also the object of redemption—to restore in people the image of their Maker and bring them back to the perfection in which they were created. Thus the work of redemption is also the work of education, involving the development of the whole person—physical, mental, spiritual, and social.

The teacher education, outdoor leadership, and psychology programs are founded upon the basic assumption that there is a body of critical knowledge and practice for the professions of teaching, outdoor leadership, and psychology.

Statement of Mission

The mission of the School of Education and Psychology at Southern Adventist University is to prepare effective Christian professionals who demonstrate a commitment to the pursuit of truth, wholeness, and a life of service in a diverse society.

Policies

Students required to perform field or practicum experiences will accept personal responsibility for their learning and professional behavior. Each student contracts to abide by policies of the School of Education and Psychology.

Students will be expected to provide their own transportation for individual field and practicum experiences.

Education students will be required to provide evidence of having passed a fingerprinted Tennessee Board of Investigation background check prior to entering classrooms. Students admitted to Student Teaching are encouraged to become familiar with policies outlined in the Student Teaching Handbook.

The School of Education and Psychology reserves the right to revise, add, and withdraw policies and/or courses as necessary to ensure a quality program.

Graduate Degrees

The School of Education and Psychology offers two Master of Science degrees:

  1. Master of Science in Education (three emphases)
    • Instructional Leadership
    • Literacy Education
    • Outdoor Education (hybrid)
  2. Master of Science in Counseling (two emphases)
    • Clinical Mental Health Counseling
    • School Counseling

Degree requirements are described in a separate Graduate Catalog, available by contacting the School of Education and Psychology.

Undergraduate Psychology Degrees

Undergraduate programs in psychology are pre-professional in that they are designed to introduce students to a wide knowledge base in the field and to prepare them for further training.

The Goal

The goal of the undergraduate psychology programs is to prepare students with the knowledge, skills, and dispositions to prepare them for further training and education in specialized fields of psychology. The learning outcomes emanating from this major goal are grouped into two major categories:

  • Knowledge, skills, and dispositions consistent with the science and application of psychology, and
  • Knowledge, skills, and dispositions consistent with both a Christian and a liberal arts education.

Conceptual Framework

These outcomes are realized by providing opportunities for psychology students to become effective in the following roles:

  1. A caring person
  2. An informed and passionate learner
  3. A scientific thinker, and
  4. A committed pre-professional.

These then lay the foundation for pre-professional excellence and constitute the core objectives of the undergraduate psychology programs.

Proficiencies

The conceptual framework incorporates the following proficiencies:

  1. As a caring person, the psychology pre-professional will evidence knowledge, skills and dispositions by
    • Demonstrating the ideals of compassion and justice, along with the belief that all individuals are created in the image of God and thus have unique, inherent value
    • Recognizing and respecting diversity, and demonstrating personal integrity
    • Considering in decision-making the influence and importance of environment contexts; familial, social, academic, religious, and cultural
    • Advocating and emulating the example of Christ-like service
  2. As an informed and passionate learner, the psychology pre-professional will evidence knowledge, skills, and dispositions by:
    • Demonstrating an awareness of nurturing environments and psychological services and programs
    • Demonstrating understanding of central concepts in the major subfields of psychology
    • Demonstrating understanding of how individuals develop within and across the lifespan
    • Demonstrating understanding of the foundations of psychopathology and mental health and wholeness
    • Using technology appropriately to enhance communication and individual learning
  3. As a scientific thinker, the psychology pre-professional will evidence knowledge, skills, and dispositions by:
    • Demonstrating intellectual curiosity, critical thinking, and strategic decision-making
    • Using theory, based on scientific research, to enhance practice
    • Using the scientific method to pose and answer real-world psychological questions
    • Becoming an informed and critical consumer of scientific research
  4. As a committed pre-professional, the psychology pre-professional will evidence knowledge, skills, and dispositions by:
    • Collaborating with peers and consulting with faculty and other professionals
    • Demonstrating understanding of the legal and ethical responsibilities in the field of psychology
    • Participating in opportunities to achieve excellence and broaden psychological horizons
    • Recognizing the value of health and a commitment to a lifestyle of wellness
    • Demonstrating appropriate communication skills 

Admission

  1. Admission Requirements: In order to be admitted to an undergraduate program in psychology, a student must meet the following requirements:
    • Regular Admission to Southern Adventist University: The student must be admitted to the University under Regular Acceptance.
    • Application and Statement of Intent: The student must complete an application, including a Statement of Intent essay, explaining why he/she chose psychology as a major and serving as a self-assessment of how the student feels he/she meets the core objectives and expected proficiencies of the program’s conceptual framework: caring person, informed and passionate learner, scientific thinker, and committed pre-professional.
    • Minimum GPA: The student must meet the program-specific GPA requirement, as follows:
      • For admission to the B.A. program, the minimum GPA required is 2.25. In order to be considered for this program, students must have completed General Psychology with a grade of C- or better.
      • For admission to the B.S. in Industrial/Organizational Psychology, the minimum GPA required is 2.75. In order to be considered for this program, students must have completed PSYC 122  and PSYC 253  with grades of B or better.
      • For admission to the B.S. in Psychobiology, the minimum GPA required is 2.90. In order to be considered for this program, students must have completed General Psychology with a grade of B or better, and General Biology I and II OR Anatomy & Physiology I and II.
      • For admission to the B.S. in Psychology Clinical Concentration, the minimum GPA required is 2.75. In order to be considered for this program, students must have completed General Psychology with a grade of B or better.
  2. Admission Timeframe: Admission to the Psychology program must be accomplished following completion of twenty-four (24) academic credit hours and  prior to taking upper division (300- or 400-level) psychology courses.

Program Completion

During their last academic year in the undergraduate program, students are required to write a major position paper and take the Psychology Major Field Test.

  • The position paper is a self-assessment of how the student has met the core objectives and expected proficiencies of the program’s Conceptual Framework: caring person, informed and passionate learner, scientific thinker, and committed pre-professional. This paper is part of the capstone course, History and Systems of Psychology, and will be read by at least two faculty members.
  • The Major Field Test (MFT) in psychology is administered as part of the required experiences of the capstone course, History and Systems of Psychology. The results from the six areas assessed in the Major Field Test will be utilized as benchmarks in the Psychology Unit Plan and Assessment Review.

Undergraduate Outdoor Leadership Degree

Bachelor of Science Degree in Outdoor Leadership

The Outdoor Leadership degree program prepares students for a profession in or related to the outdoors. A student may choose from several areas of concentration. Each area allows the student to develop skills in wilderness experiences and obtain outdoor professional certification necessary for employment in the area of choice. Graduates from this program find opportunities in state and national parks, environmental interpretative centers, wilderness and adventure medicine, camps, outdoor schools, rescue and relief services, adventure business, therapeutic outdoor programs, and mission organizations.

The Goal

The goal of the Outdoor Leadership program is to train competent outdoor professionals who exemplify servant leadership and link humanity with its Creator through nature.

Conceptual Framework

This goal is realized by providing opportunities for outdoor leadership students to become effective in the following roles: (a) a motivational leader, (b) an aware facilitator, (c) an informed decision-maker, and (d) a committed professional. These then lay the foundation for professional excellence and constitute the core objectives of the outdoor leadership programs.

Proficiencies

The conceptual framework incorporates the following proficiencies:

  1. As a motivational leader, the outdoor leadership major will demonstrate knowledge, skills, and dispositions by:
    • Providing adventure with the purpose of bringing individuals into a closer relationship with nature and its Creator
    • Demonstrating respect for yourself, for others, and for the environment
    • Leading with authority, empathy, and integrity
    • Teaching as the Master taught, interpreting spiritual lessons through nature
  2. As an aware facilitator, the outdoor leadership major will demonstrate knowledge, skills, and dispositions by:
    • Demonstrating an awareness of and passion for nature
    • Utilizing the outdoor classroom to promote experiential learning
    • Using interpretation of nature to fill the deficit between people and their environments
    • Modeling effective interpersonal skills, particularly in areas of conflict resolution, intervention, and sensitivity to diverse populations
    • Sequencing, delivering, and debriefing a wide variety of learning experiences
  3. As an informed decision-maker, the outdoor leadership major will demonstrate knowledge, skills, and dispositions through:
    • Mastering both hard and soft (i.e., technical and relational) skills
    • Planning through goal-setting, sequencing, pacing, and reflecting
    • Fostering preparedness for physical safety and emotional security for group and individual needs
    • Taking decisive action in crises or life-threatening situations, improvising where needed
  4. As a committed professional, the outdoor leadership major will demonstrate knowledge, skills, and dispositions by:
    • Effectively communicating the rationale for outdoor leadership
    • Advocating biblical environmental stewardship
    • Demonstrating professional networking and documented field experience
    • Promoting experiential learning through the effective use of technology
    • Modeling effective leadership that facilitates growth through challenge

Admission

  1. Requirements: Choosing an Outdoor Leadership major does not automatically admit the student into an Outdoor Leadership program. A student must apply for admission and be accepted into the Outdoor Leadership program in order to advance beyond 20 semester hours of OUTL and EDOE credit (usually by the end of the third semester). The following criteria are required for each applicant:
    • Be admitted to Southern Adventist University under Regular Acceptance
    • Be in residence at Southern Adventist University
    • Possess an overall grade point average of 2.50 or above
    • Have completed a minimum of 6 hours of Outdoor Leadership credit from Southern Adventist University, with a minimum of 3.00 GPA in those classes
    • Submit an Outdoor Leadership portfolio, including the following items:
      • A two-page, double-spaced essay about the kind of outdoor leader you plan to become, including evidences of physical, mental, spiritual, moral, and socio-emotional fitness for the program
      • A completed leadership inventory, provided by the School of Education and Psychology
      • Two academic recommendations, one of which must be from the Outdoor Leadership adviser and one from an Outdoor Leadership instructor
      • A recommendation from Student Services
      • Basic First Aid/CPR certification or higher
      • An outdoor leadership log in which students are required to accumulate and document a minimum of 4 outdoor leadership trips prior to admission into the Outdoor Leadership program
      • A self-assessment, based on the proficiencies outlined in the Conceptual Framework of the Outdoor Leadership program
    • Provide evidence of a clear background check from the Tennessee Board of Investigation (TBI)
  2. Procedure: Applicants meeting the above criteria are considered for admission by the Outdoor Leadership Council. The student will be informed in writing as to the status of the application for admission following the action of the Council.

Progression in the Program

  1. Expectation: Outdoor Leadership candidates are expected to maintain consistent personal representation of the standards and objectives of Southern Adventist University and the Outdoor Leadership program.
  2. Retention: Retention in the Outdoor Leadership program is contingent on the successful completion of courses, adherence to applicable safety standards, and maintenance of the academic standards required for initial admission to the program.

Admission to Candidacy

  1. Requirements: In order to enroll for Outdoor Leadership Internship, the student must be admitted to candidacy. The following criteria are required for each applicant:
    • Complete an application for admission to candidacy.
    • Possess an overall grade point average of 2.50 or above.
    • Possess a grade point average of 3.00 or above within the major.
    • Obtain an adviser assessment and recommendation, based on the proficiencies identified in the Conceptual Framework of the Outdoor Leadership program.
    • Submit an Outdoor Leadership portfolio, including the following items:
      • The adventure leadership log
      • Benchmark evidences as required from courses taken
      • A self-assessment, based on the proficiencies outlined in the Conceptual Framework of the Outdoor Leadership program
      • A completed Program Survey
    • Provide evidence of membership in a professional organization.
    • Present a completed Internship/Field Experience plan, approved by the Outdoor Leadership adviser.
  2. Procedure: Applicants to candidacy meeting the above criteria are considered for admission by the Outdoor Leadership Council. The student will be informed in writing as to the status of the application for admission following the action of the Council.

Program Completion

  1. Requirements: In addition to general University graduation requirements, candidates must fulfill the following program requirements in order to attain program completion:
    • Possess an overall grade point average of 2.50 or above.
    • Possess a grade point average of 3.00 or above within the major. Note: Courses with grades lower than “C” (2.00) in the major must be repeated.
    • Complete successfully the Internship/Field Experience.
    • Submit an Outdoor Leadership portfolio, including the following items:
      • Documentation of Internship experiences
      • A satisfactory assessment completed by the Internship supervisor
      • A self-assessment, based on the proficiencies outlined in the Conceptual Framework of the Outdoor Leadership program
      • A completed End of Program Survey
  2. Procedure: Candidates who meet the above criteria are considered eligible for graduation by the Outdoor Leadership Council.

Undergraduate Degrees in Teacher Education

The School of Education and Psychology is approved by the Tennessee State Board of Education for the preparation of secondary and elementary teachers. It is accredited by the National Council for Accreditation of Teacher Education (NCATE) and by the Accrediting Association of Seventh-day Adventists Schools, Colleges and Universities, Inc.

The Goal

The goal of the professional education unit is to facilitate the comprehensive development of school professionals as servant leaders in their communities.

Conceptual Framework

This goal is reflected in the conceptual framework, a goal in which we seek to provide opportunities for each candidate to become effective as (a) a caring person, (b) an informed facilitator of learning, (c) a reflective decision maker, (d) a committed professional. These core objectives are reflected through specific proficiencies that lay the foundation of professional excellence.

Proficiencies

The conceptual framework incorporates the following proficiencies:

  1. As a caring person, the candidate/school professional will demonstrate knowledge, skills, and dispositions by:
    • Demonstrating an ideal of fairness and belief that all students can learn
    • Recognizing and respecting diversity, individual worth, and integrity
    • Considering the influence of community, school, and family context
    • Emulating the example of Christ-like service
  2. As an informed facilitator of learning, the candidate/school professional will demonstrate knowledge, skills, and dispositions by:
    • Providing nurturing environments, services, and programs
    • Demonstrating understanding of central concepts
    • Demonstrating understanding of how individuals develop
    • Meeting the needs of a diverse student population
    • Using technology to enhance communication and student learning
  3. As a reflective decision-maker, the candidate/school professional will demonstrate knowledge, skills, and dispositions through:
    • Demonstrating intellectual curiosity, critical thinking, and strategic decision-making
    • Using theory, based on scientific research, to enhance pedagogical and professional practice
    • Using formal and informal assessments to make informed professional decisions
    • Reflecting on professional practice
  4. As a committed professional, the candidate/school professional will demonstrate knowledge, skills, and dispositions by:
    • Collaborating with peers and consulting with professionals
    • Demonstrating professional, legal, and ethical responsibilities
    • Participating in opportunities to achieve professional excellence
    • Recognizing the value of health and a commitment to a lifestyle of wellness
    • Demonstrating appropriate communication skills

Southern Adventist University has approved teacher certification programs at four levels:

K-8 SDA Elementary Education
    B.A. in Liberal Arts Education Leading to Licensure (K-6 TN)
K-12  Secondary Education
    B.F.A. in Art Education
    B.Mus. in Music Education
    B.S. in Physical Education/Health
7-12   B.A. in Biology Education
    B.A. in Chemistry Education
    B.A. in English Education
    B.A. in History Education/Government
    B.A. or B.S. in Mathematics Education
    B.A. in Physics Education
    B.A. in Religious Education
    B.A. in French Education
    B.A. in Spanish Education
    ESL (add-on only)*
9-12   Minor in Psychology (Leading to Teaching Licensure 9-12, in combination with a history major)


Education Field Experiences

  1. Settings: All candidates are required to engage in field experiences in a variety of school settings. The Field Experience Coordinators will place candidates in settings that include students with exceptionalities and from diverse ethnic/racial, linguistic, gender, and socioeconomic groups. All candidates must complete the diversity form for each field experience.
  2. School-Based Activities: Candidates in field experiences are to observe, interview, assist, tutor, conduct small group instruction, micro-teach, and participate in other specified activities.
  3. School-Related Activities: Candidates in field experiences are to participate in school-related activities, such as community events, family interactions, and school board meetings prior to student teaching.
  4. Hamilton County Approval Form: Candidates from any course incorporating field experiences at public school sites in Hamilton County must bring a completed HCDE Student Field Experience Approval Form to be able to observe or participate in the field experience.
  5. Sex Offender Statement and TBI Check: All candidates participating in a field experience that requires interaction with students need to complete a TBI background check and sign a form affirming that they are not registered sex offenders. These requirements must be noted in corresponding course syllabi.
  6. Transportation to field experience sites: Transportation of candidates to field experiences, requiring candidates to participate in cohort-based field activities at specific sites and times, is provided by the School of Education and Psychology. A lab fee for courses involving cohort-based field experiences is assessed to cover these transportation costs.
  7. Candidate Feedback on Field Experiences: Candidates are to complete the Candidate Feedback on Field Experiences Form for each course requiring field experience and submit it to corresponding course instructor.
  8. Field Experience Collaboration Survey: Cooperating teachers for field experiences are to complete the Field Experience Collaboration Survey. Completed surveys will be returned to the Field Experience Coordinator.

Admission Procedures

Admission to Southern Adventist University does not automatically admit the student into teacher education. There are three stages that students must go through to successfully complete the Teacher Education Program prior to student teaching. 

A. Initial Admission to the Teacher Education Program

Each student accepted at Southern Adventist University who indicated that teaching is his/her professional objective is assigned an educational program adviser by the Records and Advisement Office. The advisers assist in planning a student’s academic program each year and guide their advisees through the stages of the Teacher Education Program. Advisers and advisees should work closely to follow the professional sequence of courses.

Students assume responsibility for making necessary applications, meeting the requirements, and other relevant deadlines.

At the time of a student’s Initial Admission to the Teacher Education Program (TEP), the current and subsequent catalogs will determine the requirements for completion of the program and graduation. Deviations to this policy will be valid only if mandated by the North American Division and/or the State of Tennessee Department of Education. Note: Courses with grades lower than “C-“ in the major studies and those required for S.D.A. teaching licensure, or “C” (2.00) in the professional education must be repeated. At admission to student teaching, candidates must have a minimum 2.75 grade point average in the major studies and a minimum 2.75 grade point average in professional education.

The student must apply for Initial Admission to the Teacher Education Program (usually by the end of the third semester) after completing all requirements as outlined below. Initial admission is required before the student can enroll in most upper division education courses. The following criteria are required for each applicant.

  1. Be in residence at the University.
  2. Show evidence of professional dispositions at a developing level or higher.
  3. Possess an overall grade point average of 2.75 or above.
  4. Successfully complete EDUC 129 - Introduction to and Foundations of Elementary Education  or EDUC 138 - Introduction to and Foundations of Secondary Education  and ENGL 101  and ENGL 102  with a grade of C (2.00) or higher.
  5. Possess an enhanced ACT/SAT composite or average score of 22 OR have passed all three sections of the PRAXIS I (Pre-Professional Skills Test) which is the entrance competency test required by the State of Tennessee. The ACT composite or average score of 22 or above will EXEMPT the PPST.
  6. Submit a formal application.
  7. Obtain recommendations from the Vice President of Student Services and the student’s academic adviser.
  8. Submit an initial admission professional portfolio in electronic format (LiveText). Minimum score is “developing” or higher.
  9. Complete successfully an initial interview with Teacher Education Faculty.
  10. Provide evidence of having passed a fingerprinted Tennessee Board of Investigation background check.
  11. Complete sex offender declaration specifying candidate is not a registered sex offender.
  12. Provide evidence of membership in a professional organization related to teaching.

Applications meeting the above criteria are approved by the Teacher Education Council. The candidate will be informed in writing as to the status of the application for admission following the action of the Teacher Education Council.

Transfer Students

  • Students transferring from another institution and desiring immediate admission to the TEP must provide two recommendations from professors at the institution from which they are transferring.
  • Transfer students must present a Professional Development Portfolio that adheres to the TEP guidelines. Transfer students unable to meet the initial admission criteria for portfolios may be accepted to the TEP. As an admission requirement, students will develop the portfolio to meet Intro to Ed requirements and have an additional semester to bring the portfolio to Initial Admission requirements. The portfolio must be resubmitted to the corresponding program coordinator.

Advisement

The major goal of the advisement process is to orient the teacher candidate with the total teacher education program, with major emphasis on its three components, namely, general education, professional education, and major studies. This is accomplished by the academic adviser as he/she interacts with his/her advisees during advisement sessions.

Secondary majors have an adviser in their major; furthermore, they are expected to seek on-going advisement related to the Teacher Education Program from the Secondary Coordinator and/or the Certification Officer in the School of Education and Psychology.

Appeal Procedures

Criteria and standards for admission to teach education are explicit, but allow for second chance attempts. Courses may be repeated to raise GPA or candidates may follow the Grievance Procedures  found under Academic Policies in the Southern Adventist University Catalog. Candidates seeking admission to the Teacher Education Program who have failed to obtain satisfactory ACT scores (minimum composite or average of 22) on a test administration in college and who have failed one (1) attempt to pass the Praxis I (PPST) tests may submit an appeal to the chair of the Teacher Education Council. Submission of an appeal does not guarantee admission to the TEP. Applicants must demonstrate a commitment to teaching and show evidence of strength in other initial admission criteria. As part of the appeals process, applicants must:

  • Provide evidence of utilizing the services provided by Learning Success Services (or equivalent, e.g., Sylvan Learning Center) for Praxis I test preparation.
  • Submit a letter of commitment to teaching.
  • Submit two letters of recommendation from previous or current professors.
  • Submit one letter of recommendation from a K-12 cooperating teacher/administrator or a professional who has observed interactions with children and youth.
  • Receive a passing score on the applicable Praxis II content area exam.
  • Interview successfully for initial admission.

A letter of response will be provided to each applicant stating the decision of the Teacher Education Council.

If the minimum GPA is not met, an appeal should not be submitted. Candidates admitted by appeal are strongly encouraged to prepare for the Praxis II tests by attending the Praxis review sessions offered each semester.

B. Candidacy and Retention in Teacher Education

After the applicant has been admitted to the Teacher Education Program, his/her progress may be reviewed by the Teacher Education Council. The teacher candidate will be given an opportunity to interact with the Teacher Education Council in a non-threatening atmosphere. During the interview the candidate can strengthen his/her commitment to teaching or express his/her concerns and questions about the teaching profession.

Retention in the Teacher Education Program is contingent on successful completion of courses attempted and maintenance of the knowledge, skills, and dispositions required for initial admission to the program. Teacher candidates are expected to maintain consistent personal representation of the standards and objectives of Southern Adventist University and the Teacher Education Program. 

C. Admission to Student Teaching

The teacher candidate must file a formal application with the faculty of the School of Education and Psychology for admission to student teaching. Application forms may be obtained from the School of Education and Psychology office in Herin Hall. A late application may delay the student teaching experience. Student teaching is regarded as the culminating experience of the Teacher Education Program.

NOTE: Prior to the professional semester, the candidate must take and pass the PRAXIS II licensure exams—both the appropriate section of the Principles of Learning and Teaching, and the particular specialty test(s) for the licensure area(s). Each candidate must arrange for a Designated Institution Report to be sent by the testing service to Southern Adventist University as evidence of passing scores. All students planning to student teach in the fall semester must complete all required Praxis II exams by the preceding July test date. All students planning to student teach in the winter semester must complete all required Praxis II exams by the preceding November test date.

The following criteria are required for each applicant: 

  1. Completion of all professional education courses
  2. Cumulative minimum GPA of 2.75
  3. Major Studies minimum GPA of 2.75
  4. Professional Education minimum GPA of 2.75
  5. EDUC courses with grades lower than “C” (2.00) must be repeated
  6. Courses in the major with grades lower than “C-” must be repeated
  7. Courses in the cognate with grades lower than “C-“ must be repeated
  8. Minimum grade of C- required for courses specifically required for S.D.A. teaching licensure
  9. Evidence of acceptable professional dispositions
  10. Adherence to standards and objectives of Southern Adventist University and the Teacher Education Program
  11. Submission of the following documents at least one semester in advance:
    • Application
    • Recommendation forms (adviser and recent education professor)
    • Self-assessment instrument
  12. Completion and passing of all applicable PRAXIS II examinations
  13. Completion of a successful student teaching interview
  14. Submission of completed Professional Development Portfolio in electronic format (LiveText). Must be at the acceptable level or higher
  15. Evidence of having passed a fingerprinted Tennessee Board of investigation background check
  16. Evidence of CPR Certification current through the student teaching semester
  17. Evidence of First Aid Certification current through the student teaching semester

Applicants meeting the above criteria are approved by the Teacher Education Council upon recommendation from the Teacher Education Advisory. The candidate will be informed in writing as to the status of the application for admission following the action of the Teacher Education Council.

Candidates who do not meet all the criteria required to do Student Teaching may appeal to the Teacher Education Council.

In the event that the Teacher Education Council recommends a conditional acceptance, student teachers will be notified of the condition(s). The Southern supervisor and student teacher will collaborate in the development of an action plan. Student teachers accepted conditionally will receive additional coaching from the supervisor. Failure to complete the action plan satisfactorily will result in termination of the student teaching placement. The Teacher Education Council will then determine eligibility for continuing student teaching.

Student Teaching Experience

  1. Student Teaching Handbook: Candidates admitted to Student Teaching are required to become familiar with policies outlined in the Student Teaching Handbook.
  2. Pre-Session Practicum: Candidates are encouraged to include a pre-session practicum, arranged on an individual basis. Evidence is to be included in the Student Teaching Portfolio, with the practicum counting as the 16th week of the student teaching experience. Note: Cooperating teachers will be informed of the duration of each placement.
  3. Placements – Location: SDA student teaching placements must be completed within the Southern Union Conference region. Public school placements must be completed within a radius of 30 miles of the Southern Adventist University campus. Exceptions to this policy must be applied for and approved by the TEC.
  4. Placements – Diversity: All candidates will complete the diversity form for each placement.
  5. Schedule: Student teachers will follow the schedule of the school where student teaching is done. They are to arrive at the school 30 minutes prior to the beginning of school and remain a minimum of 30 minutes after school.
  6. Absence: Student teachers may be excused to complete the Graduate Record Exam, or other national or professional exam. Up to two days will be excused for illness, death in the family, or job interviews. Any additional absences must be made up after the scheduled student teaching date. The student teacher is responsible for notifying the Southern Adventist University supervisor, the cooperating teacher, and other designated school personnel if he/she is going to be absent. The student teacher is responsible for giving the cooperating teacher appropriate plans for the day(s) absent, just as a teacher would prepare plans for a substitute teacher. A copy of the plans must be included in the portfolio. All absences must be documented using the Student Teacher Absence Form. A student teacher who foresees an absence should complete the first portion of the Student Teacher Absence Form and give it to the cooperating teacher and supervisor who will approve or disapprove.
  7. Teaching Responsibilities: During each practicum experience, student teachers will gradually assume the full time responsibilities of the cooperating teacher. A Schedule of Activities is provided in the Student Teaching Handbook. A minimum of three to five weeks of full time teaching is required for each practicum; however, the student teacher is under the direct supervision of the cooperating teacher during this time.
  8. Impact on Student Learning: For each placement, student teachers must document the impact on student learning in the portfolio. This will typically occur through data analysis and reflection on pre- and post-assessments.
  9. Classroom Responsibilities: During each placement, student teachers must present and teach detailed plans until the supervisor approves the writing of condensed lesson plans. In addition, a detailed plan must be provided for each visit from a supervisor. For three of these lessons, the Planning Information Record will be used to provide the structure for a coaching lesson. Student teachers should assume that there will be repeated informational observations with accompanying feedback. It is through this process that instructional abilities are improved.
  10. Extracurricular Activities: Student teachers are expected to be involved in extracurricular activities (e.g., clubs, athletic events, musical programs, and academic events) at the school where student teaching is being done. Participation in extracurricular activities should correspond with the standards of Southern Adventist University and of the Seventh-day Adventist Church.
  11. Transportation of Students: At no time should a student teacher transport elementary and/or secondary students in his/her vehicle.
  12. Seminar: Student teachers are required to attend and actively participate in EDUC 464 - Teaching Seminar . Although these seminars are held after school hours and may be off campus, attendance is still required.
  13. Course Enrollment: Because of time commitments during the student teaching experience, it is expected that any candidate entering student teaching will not be enrolled in additional classes without approval of the Teacher Education Council.
  14. Employment: Student teachers needing to work must submit a petition for approval by the Teacher Education Council. If permission has not been granted, the student teaching practicum may be terminated. If employment interferes with the effective performance, the student teacher will be required to reduce work hours or terminate employment. In no case may student teachers work more than 15 hours per week.
  15. Remuneration: Student teachers may not receive any type of remuneration for student teaching responsibilities.
  16. Substitute Teachers: In the event of the cooperating teacher’s absence, it is the host school’s responsibility to arrange for a substitute teacher who will remain with the class throughout the school day.
  17. Mileage Reimbursement: Student teachers commuting more than 20 miles to placements will be reimbursed for a portion of their travel expenses. No reimbursements will be made for student teaching outside the Southern Union.
  18. If a candidate finds it necessary to withdraw from student teaching, the student must notify the cooperating teacher, school administrators, and the supervising faculty.
  19. Student teachers must receive a minimum grade of B- to exit student teaching. This grade is determined by scores on three formal evaluations in each placement: (a) Summative Evaluation, (b) Portfolio Evaluation, and (c) Dispositions Assessment. Scoring guides are used for each of these assessments. The final evaluation will reflect the collaborative effort of both the SAU supervisor(s) and the cooperating teachers.
    Midpoint Evaluation occurs at the end of the first placement. Any unacceptable or developing score on any component of the three assessments requires that the student teacher develop an Action Plan for Remediation in collaboration with SAU supervisor. This plan must be developed and approved prior to the beginning of the second placement. The plan will be shared with the faculty supervisor for the second placement. It will be the responsibility of that supervisor to monitor progress. Progress on meeting the expectations outlined in the plan will be evaluated at the time of the formative evaluation in the second placement. Unacceptable progress will result in arrangements being made for a third placement.
    Exit Evaluation occurs at the end of the second placement (or third, if required). The student teacher must score at the Proficient level on each component of the three assessments. Scores below that level must be addressed in an action plan which may include an additional placement.
     

Assessment of Education Majors

Final assessment of senior education majors takes place during their full semester of student teaching. It involves continuous monitoring of the student’s classroom performance using both verbal and written feedback. Senior assessment consists of two phases.

Phase One, Formative Evaluation. Using anecdotal records, the cooperating teacher conducts informal conferences as well as a weekly formal conference. Southern Adventist University supervisors also record observations and conduct conferences during Phase One. In addition, two formal coaching sessions are conducted by the cooperating teacher and one by the supervisor prior to Phase Two. The University supervisor, the cooperating teacher, and the student teacher collaborate to complete the formative evaluation at midpoint of each placement.

Phase Two, Summative Evaluation. The cooperating teacher and the University supervisor collaborate to complete the Student Teaching Summative Evaluation. Performance assessments used are the Student Teaching Summative Evaluation, the Disposition Instrument, and the Student Teaching Portfolio. The student teacher is also evaluated by his/her students when they complete the Pupil Evaluation of the Student Teacher. A self-evaluation is completed by the student through a video-taped lesson. An analysis of these assessments should be included in the Reflective Self-assessment.

The faculty of the School of Education and Psychology will monitor a candidate’s academic progress, dispositions, and social and professional skills during the student teaching placements. If a student teacher fails to demonstrate commitment to the development of knowledge, skills, and dispositions for teaching, he/she may be asked to withdraw from student teaching. The Teacher Education Council will design a plan for remediation which must be satisfactorily completed in order to be reinstated.

The final letter grade for the student teacher’s performance is determined by the supervising faculty of both placements. Failure to complete student teaching with a satisfactory grade of B- or above results in students being reassigned for an additional placement.

Teacher education faculty will conduct a capstone interview with all student teaching candidates.

Graduate follow-up is carried out through the Program Effectiveness Assessment completed by the first-year teachers. Feedback for the Teacher Education Program is solicited from administrators of school systems using the Program Effectiveness Assessment.

Praxis II Pass Rate

The completers of the Teacher Education Program at Southern have achieved a 100% pass rate in the Praxis II licensure exams.

Teacher Licensure

Licensure and certification are synonymous terms for the process of granting legal authorization to teach in the public or private elementary or secondary schools of a state or of the Seventh-day Adventist Church based on meeting predetermined qualifications. Certification has been established to give professional status to qualified teachers and to assure school boards and parents that the teacher is well prepared.

Who can obtain certification?

Every candidate who successfully completes the requirements for teaching in the elementary or secondary school and graduates from Southern Adventist University will receive recommendation for certification based upon the following criteria:

  1. Successful completion of student teaching assignments
  2. Satisfactory completion of all credential requirements
  3. Passing scores on the following PRAXIS II Examinations:
    • Principles of Learning and Teaching
    • Appropriate specialty area(s)

Licensure is not automatic. The eligible candidate must make the necessary application to the Southern Union Conference, and to any other appropriate union conference for denominational certification; and to the State of Tennessee and to any other specific state department of education where the candidate expects to teach. Information regarding certification is available from the Southern Adventist University certification officer. Since teacher certification regulations are always in the process of change, graduating teacher education candidates are urged to make their applications for certification as soon as possible.

What certificates may be obtained?

  1. Initial Certificate (Tennessee)
    A license is issued on the basis of a minimum of a Bachelor’s Degree with a major in at least one subject teaching field and the completion of an approved teacher education program. Passing scores on the following PRAXIS II Examinations: (1) Principles of Learning and Teaching, and (2) appropriate specialty area(s) must be obtained.
  2. Basic Certificate (SDA denominational)
    This three-year denominational certificate is issued on the basis of completing the following courses in addition to the required professional education and other EDUC courses. A minimum grade of “C-” is required in these:

Requirements for Certification

Candidates for state certification must complete the appropriate teacher preparation curriculum. This consists of three components: general education, professional education, and major studies as specified in the Southern Adventist University Catalog.

  1. General Education:
    This component represents that portion of the total teacher education program designed to foster the development of those competencies that are basic to all life’s responsibilities and provide intellectual foundation in the liberal arts. Students pursuing a teacher education curriculum must work closely with their advisers for guidance in the selection of general education courses that are appropriate to their individual needs. Relevant courses are listed in this Catalog under the five main areas of the General Education  requirements.
  2. Professional Education:
    Elementary: The elementary program with the degree requirements is listed here .
    Secondary: The following courses are required for secondary teaching certification. Students must include one literature class and one mathematics course in their program each at the 100 level or above. The mathematics requirement may be waived by students with an ACT score in math of 22 or above. In order to be eligible for certification, candidates must have a minimum grade point average of 2.75 in the major, professional education, and cumulative areas.
  3. Major Studies:
    Major studies requirements: Preparation for teaching in the elementary school requires a B.A. in Liberal Arts Education leading to licensure K-8 SDA (K-6 TN) or its equivalent.

    The following departments/schools offer majors that can be combined with professional education courses resulting in licensure to teach:
  Art Modern Languages (French and Spanish)
  Biology Music
  Chemistry Physical Education
  English Physics
  History/Government Religion
  Mathematics  
   
  Students are to complete the degree requirements as specified by their chosen majors plus the professional education courses as listed above.
  1. Additional Endorsements:
    For certification, a major is not always required for additional endorsements. A minor may be acceptable in some disciplines as a second field endorsement area. Candidates should contact the Certification Officer in the School of Education and Psychology for information on specific requirements in the area(s) of endorsement sought.
  2. Additional Endorsements:
    Individuals meeting requirements for secondary licensure/certification who wish to be licensed for elementary or individuals meeting the requirements for elementary education licensure/certification who wish to be licensed/endorsed in one or more secondary areas must meet with the Certification Officer to work out an individualized course of study that meets State of Tennessee and/or Seventh-day Adventist guidelines for teaching licensure/certification.

    English as a Second Language (add-on licensure)*
    Many applicants have completed one or more of these courses (or similar content) as part of an undergraduate curriculum. Through evaluation of transcripts, it can be determined if any previous coursework may be applied toward the requirements for the ESL endorsement. Add-on licensure is available to candidates who have already received a teaching license in another area.
  Required Courses
    Select one three (3) hour English course: 3 hours

Select two reading courses: 4-5 hours

Select one three (3) hour English course: 3 hours

 

TOTAL HOURS: 16-17

*Pending State of TN approval

  1. Miscellaneous Information Relative to Teacher Training:
    • A minimum grade of “C” (2.00) is required in each teacher education cognate.
    • Because of time commitments during the student teaching experience, it is expected that any candidate entering student teaching will not be enrolled in additional classes without approval of the Teacher Education Council.
    • Correspondence credit will be accepted to the extent of twenty-five percent of the credit required for the certificate provided that no more than four semester hours in education are applied on the professional education requirement. If personal circumstances demand a correspondence course, a petition must be filed with the School of Education and Psychology and its approval obtained before registering for the course. The course must be completed and the grade filed in the Records and Advisement Office before student teaching is begun.

Catalog Applicability

At the time of an individual’s Initial Admission to the Teacher Education Program, the current and subsequent catalogs will determine the requirements for completion of the program and graduation. Candidates, however, must meet any and all such additional requirements mandated by the NAD, NCATE, or the State of Tennessee Department of Education, even though such changes may not be listed in the Teacher Education programs in the particular catalog under which the candidate entered. Candidates should stay in contact with the School of Education and Psychology to be aware of any changes that may affect them. 

Programs

Major

Minor