Sandra Frederick, Chair
Mark Hainsworth, Director of Neff Center
Charity Hensley
Janie Hull, visiting professor
Susan Kilby, Adjunct
Toni Lawson, Adjunct
Doug Arnold, Adjunct
Elaine Daniels, Adjunct
Connie Phillips, Adjunct
Lisa McCoy, Adjunct
Dennis Carter, Adjunct
Students seeking licensure to teach in elementary or middle school complete a B.A. degree in Interdisciplinary English, Interdisciplinary Mathematics, or Interdisciplinary History and Social Sciences. Students seeking licensure to teach at the secondary level should select the appropriate bachelor’s degree track in the major they wish to pursue. Requirements in Professional Studies constitute the contextual and support area for teacher preparation students. For details about each program, consult the faculty advisors in the Neff Center for Teacher Education.
Teacher preparation programs at Emory & Henry are based on the conviction that a broad liberal arts background, a strong program of study in an academic discipline, and a rigorous but minimal set of professional experiences constitute the proper undergraduate education for a teacher.
The Department of Education is a component of the William N. Neff Center for Teacher Education. The center and the department work with academic departments of the college to provide programs leading to licensure at the elementary, middle school and secondary school levels.
Students interested in teaching licensure must:
Admissions Requirements: A GPA of 2.5 overall and 2.75 in the major, successful program interview, passing scores on the Praxis I Math subtest or Virginia Department Of Education approved alternatives, Virginia Communication and Literacy Assessment, Reading for Virginia Educators (required for PK-3, PK- 6 and Special Education - General Curriculum K-12 only) and the appropriate Praxis II subject area assessment are required for admission into Emory & Henry Teacher Preparation Programs.
Required Assessments: Students interested in teacher preparation must take the Praxis I Math subtest and the Virginia Communication and Literacy Assessment (VCLA) during the same semester in which they take EDUC 114. Reading for Virginia Educators must be taken at the end of the semester in which students take EDUC 410/549E. The Praxis II subject area test should be taken after all course requirements in the student’s major are completed.
Students are responsible for all testing fees.
For detailed information on admission and retention procedures and course requirements, consult the Neff Center for Teacher Education. Emory & Henry’s teacher preparation programs are accredited by the Teacher Education Accreditation Council nationally and by the Commonwealth of Virginia, meet standards of the National Association of State Directors of Teacher Education and Certification, and qualify for interstate acceptance under the terms of the Interstate Licensure Contracts.
The college provides approved programs in these areas:
(1) elementary (PK-3, PK-6), elementary and middle school (PK-6, 6-8), all centered around a major in Interdisciplinary English, Interdisciplinary Mathematics, or Interdisciplinary History and Social Sciences; (2) secondary licensure in the following subjects for grades indicated:
Art PK-12
Biology 6-12
Business Education 6-12
Chemistry 6-12
Earth Science 6-12
English, English and Journalism, English and Theatre, English and Speech 6-12 French PK-12
Geography 6-12
History and Social Sciences 6-12
Mathematics 6-12
Music - Choral/Vocal PK-12
Music - Instrumental PK-12
Physical Education PK-12
Physics 6-12
Spanish PK-12
Courses are also available for add-on endorsements in other areas, including driver education and English as a Second Language. Students interested in teaching but not enrolled in an approved program should consult the Director of the Neff Center for Teacher Education.
The requirements of all Emory & Henry College Virginia-approved teacher education programs meet or exceed the Virginia licensure requirements which were in effect at the time the programs were approved. From time to time, the Virginia Board of Education and/or the Virginia General Assembly make substantive changes in these requirements and set deadlines for their implementation. Students enrolled in Emory & Henry College teacher preparation programs will be required to meet the current standards for licensure, even if these requirements are not reflected in the college catalog under which the student entered.
Licensure options share many common objectives and course requirements. Academic work is centered around a major in Interdisciplinary English, Interdisciplinary Mathematics, or Interdisciplinary History and Social Sciences. To complete all requirements in four years, a student should choose core courses carefully, selecting those that meet both core requirements and teacher preparation requirements. It is also important to pay particular attention to sequential courses and courses that are taught only in fall semesters or only in spring semesters.
All students interested in teacher preparation should register with the Neff Center for Teacher Education during the first year or sophomore year in addition to the relevant academic department.
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114.
Study of growth and development from birth through adolescence, contributing to an understanding of the physical, social, intellectual, emotional, and psychological development of children and youth, and the ability to use this understanding in guiding teaching and learning experiences. Focus on implications for education, early childhood through adolescence. Students engage in 6 hours of community service and observation at a designated elementary school preschool program. Prerequisite: Students enrolled in the course must have taken EDUC 114, be enrolled in EDUC 114 the same semester or instructor approval. 3 credit hours.
junior status.
Understanding, skill development, and application of creating, selecting, and implementing valid and reliable assessments including needs of diverse learners. Why we assess students, how to appropriately assess, creating authentic assessments, types of assessments, how to analyze assessment data, and using assessment information to drive instructional decision marking.
Education 115, junior status, and one course in laboratory science (biology, chemistry, or physics) and one course in mathematics.
Laboratory teaching for those seeking secondary teaching endorsements in biology, chemistry, physics, or earth science. Understanding and application of the knowledge, skills, and processes for teaching laboratory science, including the ability to: implement classroom, field, and laboratory safety rules and procedures; conduct research projects and experiments including applications of the design processes and technology; conduct systematic field investigations using school grounds, the community, and regional resources, and organize key biology, chemistry, physics, or earth science content (whichever is applicable to the students's major), skills, and practices into meaningful units of instruction that actively engage students in learning. Two semester hours.
305.
permission of instructor and Education Department.
C- or higher in 310.
.
Education 115, junior status, one course in the social sciences, and one course in English.
.
junior or senior status or permission of instructor.
senior status or permission of department.
permission of Neff Center Director.
permission of Neff Center Director.
permission of Neff Center Director.
permission of instructor.
permission of instructor and Education Department.
permission of instructor and Education Department.
Growth and development from birth through adolescence, contributing to an understanding of the physical, social, intellectual, emotional, and psychological development of children and youth, and the ability to use this understanding in guiding teaching and learning experiences. Focus on implications for education, early childhood through adolescence. Students engage in 6 hours of community service and observation at a designated elementary school preschool program. Prerequisite: Students enrolled in the course must have taken EDUC 114, be enrolled in EDUC 114 the same semester, or instructor approval.
permission of instructor.
310 and senior status.
Education 305 or 505.
graduate status and permission of instructor.
permission of the Director of the M.
Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, OHI, and students with mental retardation. Application in the classroom setting.
370 or 570.
Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions.
370 or 570.
Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, selfdirection, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors and labels of ADD/ADHD or emotional disturbance.
305 or 505, and 370 or 570.
Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, autism, OHI, and students with mental retardation. Application in the classroom setting. A research paper and/or action research project and presentation to the class are required for graduate credit.
370 or 570.
Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions. A research paper and/or action research project and presentation to the class are required for graduate credit.
370 or 570.
Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, selfdirection, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors including but not limited to students labeled ADD/ADHD or emotional disturbance.
305 or 505, and 370 or 570.
