Secondary Education Certification Recommendation, BS

Rochester College is authorized by the Michigan Department of Education (MDE) to recommend teacher candidates to the state for certification. Secondary education candidates may receive certification in one or more of the following content areas: English education, history education, integrated science education, learning disabilities, English as a Second Language (ESL), secondary math education, psychology education, reading education, speech education, and social studies education. Graduates with the learning disabilities major may work with students with learning disabilities in grades K-12.

Since the process of becoming a teacher includes both a baccalaureate degree and professional certification, students must declare their intent as early as possible in order to plan with an education adviser. The advising process is a critical aspect of teacher preparation; for example, some courses meet both general education and teacher education requirements at the same time. Education advisers work with each student to plan appropriate progress toward the completion of requirements of the teacher education program.

Endorsements in all content areas listed above are offered to post-baccalaureate students seeking additional teacher certification beyond their initial certification. Post-baccalaureate students must also meet all of the MDE’s Standards, Rules, and Guidelines for Elementary and Secondary Provisional Certification. Students must complete the college’s Christian Values requirement, a teachable major and/or minor, and all coursework and field experiences in the professional studies component.

Program Learning Outcomes (aligned to CAEP program outcomes - InTASC): 

After completing this program, students will be proficient in:

Standard 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Admission to the Teacher Education Program

All students seeking Michigan Provisional Teacher Certification must apply for and be admitted to the Teacher Education Program. The following must be documented at the time of application for admission:

• Completion of 30 hours with a minimum cumulative GPA of 3.00, with no grade below a “C” in the major, minor, and professional studies.
• Satisfactory completion of EDU 3213 Educational Psychology with a minimum grade of C.

Criteria for admission to the Teacher Education Program include the following:

• Completion of an Application for Admission to Teacher Education.
• Submission of a completed Criminal Record Disclosure.
• Passing status on the Michigan basic skills exam by scoring the following on the SAT: Evidence-based Reading and Writing 480, Mathematics 530, and submission of scores to the Teacher Education Office.
• Submission of two positive evaluations to be completed by faculty in two of the following areas: education, major, or minor.
• Completion of an interview with the Education Admission Committee.
• Successful field placement evaluations from EDU 3213 Educational Psychology.
• Acceptable or accomplished scores on Professional Behaviors Assessments.
• Compliance with all standards expected of the Rochester College campus community, as outlined in the Student Handbook and the College Catalog.

The application package is reviewed by the Admission Subcommittee.  All recommended candidates for admission to the Teacher Education Program are reviewed and approved by the Advisory Council at their meetings in December and May. Candidates are notified of admission status through a letter from the dean of the School of Education.

The application package deadline for the fall semester is November 1. The spring semester deadline is April 1.  Admission is valid for six years; however, changes mandated by the Michigan Department of Education may impose additional requirements during that time period.

Approval for Student Teaching

Student teaching is often considered the most exciting and demanding aspect of the Teacher Education Program. It is the final field experience; therefore, it is the doorway into the teaching profession. Prospective employers place a premium on the successful completion of student teaching.

The field placement sites for student teaching are established in the Educational Foundations and Assessment course.  With the approval of the mentor teacher and coordinator for student teaching, placement for Educational Foundations and Assessment will also be the student teaching placement.

The following requirements must be met prior to beginning the student teaching experience:

• Submission of an Application for Student Teaching.
• Submission of a completed Criminal Record Disclosure.
• Evidence of academic competency by a cumulative grade point average of 3.00 overall, in professional studies, and in the major and the minor, with no grade lower than a “C.”
• Demonstration of standards expected of the Rochester College campus community, as outlined in the Student Handbook and the College Catalog.
• Completion of all courses in professional studies (with the exception of EDU 4721/4821 Seminar), general education, the major, and the minor.
• Successful completion of all field experiences. The 60-hour field experience corresponding to Educational Foundations and Assessment weighs heavily.
• Taking applicable subject area test(s) of the Michigan Test for Teacher Certification (MTTC).

Applicants for student teaching are reviewed and approved by the Teacher Advisory Council.

Requirements for the BS with Secondary Education Certification Recommendation

General Education Core 32-36 hours

When a student is enrolled in degree program that requires over 120 credits and a general education requirement is waived, the overall number of credits toward graduation may be reduced. All Rochester College students must earn 120 credits in order to graduate. All adjustments must be made within the first semester of the program.

Content Area Major 32-57 hours

Professional Studies Core 32 hours

EDU 2262	Media and Technology	2
EDU 3213	Educational Psychology	3
EDU 3224	Classroom Teaching and Management	4
EDU 3243	Teaching Exceptional Students	3
EDU 3251	Professional Preparation Workshop	1
EDU 3263	Ethics and Culture in Education	3
EDU 3271	Ethics and Culture Field Experience	1
EDU 4683	Educational Foundations & Assessment - Secondary	3
EDU 4821	Student Teaching Seminar: Secondary	1
EDU 4828	Student Teaching: Secondary	8
RDG 4403	Literacy in Secondary Schools	3

Content Area Minor 21-27 hours

Total Credit Hours: 120-134