105 McKay Education Building
College of Education Website
C. Jay Hertzog
Assistant to the Dean
Counseling and Development
Elementary Education/Early Childhood Education
Secondary Education/Foundations of Education
Slippery Rock University of Pennsylvania has been preparing teachers since 1889, when it began as a state normal school and developed through the years as a state teachers college and state college. Now, as a unit within a multi-purpose university, the College of Education programs are the largest segment of the student population. The near ideal enrollment of the college, the student/professor ratio, and dedication of the faculty enable us to continually prepare teachers for Pennsylvania and the nation. The College consists of the departments of counseling and development, elementary and early childhood education, physical education, secondary education and foundations of education, special education, and sport management. In addition, school nurse and music education are majors that lead to teacher certification, but are offered through other colleges within the university. These major fields of study are described as programs according to each administering department. The guidelines included below apply to all department programs; additional, more specific guidelines are provided for each individual program.
The College of Education provides programs for the preparation of teachers for elementary and secondary schools. These programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE), the respective learned societies (specialty program areas) for each program, the Middle States Association, and the Pennsylvania Department of Education. Additional certification programs (music education and school nurse) are offered in cooperation with the College of Humanities, Fine and Performing Arts and the College of Health, Environment and Science. However, within the College of Education is the certification officer for the University whose responsibility it is to review an individual’s progress and recommend deserving candidates for teacher certification in Pennsylvania.
Admission to Teacher Education
Although freshmen and transfer students may declare a major in education, students are not considered education majors until they have been admitted to the teacher education program. The following are the requirements for admission to the teacher education program: completion of 48 semester hours of credit including six credits of college level mathematics and six credits of English composition/literature; successful completion of the Praxis I examination (PPST) (These criteria are established through the Pennsylvania Department of Education’s Chapter 354). In addition, perspective students must have evidence of 20 contact hours with children in a school with at least 15% diversity (see advisor for clarification), and a 2.8 QPA. For additional requirements related to the admission to teacher education programs, students should consult the “Application for Admission to Teacher Education” form available in the Dean’s Office, Room 105 McKay Education Building, or the College of Education homepage- http://academics.sru.edu/Education/COE/Welcome2COE.htm In addition, students must present evidence of a clear (no record) Act 34 (criminal record) and Act 151 (child abuse). Out-of-state students are also subject to background checks. These record checks are good for one year only. Detailed requirements and policies are described in the Teacher Education Policy Manual which is available in the Dean’s office or on the College of Education homepage www.sru.edu/depts/educatio/coll.htm.
Request for Accommodations: Student Teaching with Disabilities
The university follows guidelines, including the Americans with Disabilities Act, in accommodating students with disabilities. Inquiries related to special needs must be made early in the program to the Office of Social Equity, especially for those who may apply for student teaching. To be recommended for certification, a candidate must demonstrate the ability to perform essential functions required of all beginning teachers.
A teacher candidate, having met or exceeded personal and program requirements at prescribed levels of competence, has earned the right to participate in student teaching. While student teaching, the teacher candidate experiences the comprehensive assessment of performance mandated in an approved certification program. The practical application of instruction and learning can be simulated in university classrooms, but not duplicated. A true test of relating theory into practice awaits each teacher candidate, assisted by a cooperating teacher and a university supervisor.
Pre-registration for this capstone experience, one year in advance, reserves the right of assignment for the qualified candidate. Completed cards, signed by their advisor, are filed in McKay Education Building (MEB), room 105. Qualified applicants anticipate successful completion of all program courses with a grade of “C” or higher for certification prior to student teaching. Also, a tuberculin test, 30 days prior to contact with school students, is required. In addition, students must present current evidence of a clear (no record) Act 34 (criminal record) and Act 151 (child abuse). Out-of-state students are also subject to background checks.
Actual registration for student teaching takes place early in the semester preceding the experience. Beginning with mandatory attendance at the student teaching orientation meeting, students are acquainted with policies and procedures including automated registration.
The university student teaching supervisors service a large geographical area. However, the area serviced in any particular semester varies according to candidate placements and supervisor availability. In the student teaching semester, candidates are responsible for their own housing and transportation to assignments in school districts and should realize that this will be an added expense to the cost of a university education. A student teaching handbook is provided at the beginning of the student teaching semester in the opening seminar. Additional policies and procedures are described in the Teacher Education Policy Manual, available in MEB 105 and on the College of Education homepage http://academics.sru.edu/education/Documents/Tchr%20Ed%20Policy%20Manual%200506.pdf
Placement of Student Teachers
Students are permitted to make several suggestions for districts, in close proximity to permanent or temporary residences, in which they may be assigned to student teach. These suggestions are non-binding to the university, but helpful as one variable in the assignment of student teaching sites. Transportation to the student teaching site is an individual’s responsibility.
A baccalaureate degree is a requirement for Pennsylvania certification and requires successful completion of a minimum of 120 credits, including the liberal studies requirements. However, in some instances, a degree may be awarded without recommendation for certification. A recommendation for the Instructional I (Provisional) certificate requires satisfactory completion of an approved program which includes a 16 week student teaching experience, while satisfying general graduation requirements, the required 3.0 QPA for certification and a passing score on the PRAXIS II examination. Seniors meeting all requirements will be provided with graduation application materials at the beginning of the semester in which they should graduate. Applications are received by the Office of Dean of Education during the first three weeks of the semester. Students failing to complete program requirements must reapply.
Although some states have not formally agreed to reciprocity, the Pennsylvania certificate has been honored by most states.
Praxis Test Results
The following information is presented in accordance with the Title II Higher Education Act of 1998 and is a result of the most recent Praxis results (2004/2005). While the state of Pennsylvania mandates that candidates who are recommended for certification must have passing scores on the Praxis series; SRU, unlike some other teacher preparation institutions, does not withhold candidate graduation until Praxis tests are passed. However, all candidates must present evidence of having taken the Praxis II test for the area in which they will student teach. Those who do not pass the Praxis II prior to student teaching must show evidence that they are enrolled in a Praxis remediation program prior to the start of student teaching.
Area: Pass Rate SRU State
Pass Rate Pass Rate
Elementary Content Knowledge 100% 95%
PPST Reading 100% 100%
PPST Writing 100% 99%
PPST Mathematics 100% 99%
Academic Content Areas
Elem Ed Curr. Instruc. Assessment. 94% 93%
Early Childhood Educ. * *
English Lang. Lit. Comp. Cont Knowledge * *
Social Studies Content Knowledge * *
Music Content Knowledge 100% 96%
Gen. Science Content Knowledge * *
Fundamental Subjects 100% 99%
Education of Exceptional Students 100% 100%
Other Content Areas
Health and Physical Education 100% 100%
* Fewer than 10 students took this test during the academic year, therefore, there is no report of their pass rate.
Individuals who have earned a baccalaureate degree from an accredited institution may qualify for initial certification or an endorsement to an existing teaching certificate by completing prescribed requirements in one or more of the approved undergraduate programs.
An application for a post-baccalaureate (post-bac) program must be submitted to the university’s Undergraduate Admissions Office where the candidates’ previous work is reviewed. Following this review, the candidate will be notified of his/her admission status. Work that is dated, especially in pedagogy, may not be accepted and the candidate may be required to retake such courses. Candidates accepted for admission as post-bac students will be informed of program requirements to be completed to obtain certification in the desired area. Admission to post-bac study requires a minimum undergraduate QPA (Quality Point Average) for admission. The current minimum QPA is listed among the requirements on the “Application to Teacher Certification” form available in 105 McKay Education Building or on the College of Education homepage: http://academics.sru.edu/Education/COE/Welcome2COE.htm. Those who do not have the minimum QPA may apply for “conditional” admission provided they meet the requirement as set forth in the Teacher Education Policy Manual: http://academics.sru.edu/education/Documents/Tchr%20Ed%20Policy%20Manual%200506.pdf. In addition to the QPA requirement, post-baccalaureate students must submit proof of clear (no record) Acts 34 (criminal record) and 151 (child abuse) for admission and maintain clear records throughout the program. Out-of-state students are also subject to background checks. These record checks are good for one year only. A field experience is required so the candidate’s teaching ability may be observed and evaluated in the area for which initial certification or added endorsement is sought. In addition, post-baccalaureate students must post passing scores on the Praxis I exam during their first twelve credits of study and take the Praxis II prior to student teaching (if required). Those who do not pass the Praxis II in their content area must show evidence that they are enrolled in a Praxis remediation program prior to student teaching.
Benefits of post-baccalaureate work include: earning an initial or additional certification, obtaining an additional degree, making a certificate permanent, or personal enrichment. At the start of the post-baccalaureate education, candidates must state their intention for their program. Those candidates pursuing an additional degree must earn a minimum of 30 credits beyond their initial baccalaureate degree. To add an additional major or minor to an existing baccalaureate degree requires earning an additional degree.
Admission to all programs is determined on a space available basis and some programs may not be open to admission. Candidates are encouraged to speak to the chair of the department in which the certificate they intend to pursue is housed to ascertain departmental admissions procedures.