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Bachelor of Arts in Education

Bachelor of Arts in Education

 



Bachelor of Arts in Education 

The common attributes of each major include the following:

1. Students receive training that is particularly relevant to Guam and Micronesia.
2. Students are encouraged to be involved in practicum during each year of preparation to be culminated by the student teaching experience.
3. Students may be assigned independent study projects.
4. Students are provided a foundation for later graduate work.

Residency Requirement for Student Teaching/Internship:

Individuals who have earned a bachelor’s degree or higher in education (i.e. elementary or early childhood) from any regionally accredited college or university and have not completed the certification requirements as set forth by the Guam Commission for Educator Certification, must meet the following University requirements:
1. Enroll in the University as a non - degree seeking students (see page 32 in the UG catalog - ’13/’14)
2. Take a minimum of 12 approved* education credits from the University of Guam prior to Student Teaching/Internship
3. Take Praxis II PLT and Praxis II Content and pass with scores as set by the Guam Commission for Educator Certification.
4. Prepare an INTASC portfolio on LiveText.
5. Comply with the Field Experience requirements prior to placement
*Approved by program and dean

 

Academic Affairs Committee

The academic quality of program offerings within the School of Education is monitored by the Academic Affairs Committee (AAC). SOE programs/units are designed to meet the needs of public education and focus on teaching, practice, in-service, and research programs to prepare educators in both the pre-service and in-service areas at both the undergraduate and graduate levels. 

The Academic Affairs Committee works with the SOE Advisory Council composed of the educational leadership from the public and private schools, as well as related service agencies such as mental health and public health.

 

Program Descriptions and Requirements 

The courses of instruction offered by the School of Education are organized into undergraduate and graduate levels in a developmental sequence that promotes the acquisition of knowledge and competencies at increasingly complex levels and in important areas of specialization. 

There are two categories of student status at the undergraduate level: Pre-Education and Teacher Candidate. During the freshman and sophomore years, students who are interested in investigating and understanding teaching as a career can explore their interest as a Pre-Education major. Through interactions with School of Education advisors, students plan an initial course of study and participate in entry-level experiences with these goals in mind. The School of Education encourages interested students to explore the teaching profession through actual involvement in school classrooms beginning in the freshman year. These experiences help students to become familiar with pupils' attitudes, values and abilities. Additionally, they provide an increasingly important opportunity to acquaint interested students with pupils from diverse cultural environments and schools at a variety of levels. These early experiences assist interested students in making an informed decision about their further participation in the program as a Teacher Candidate. Admission to teacher candidacy typically comes at the beginning of the junior year. A formal application is required during the sophomore year. During the junior and senior years, students gain detailed experiences and training in their specific program area. 

The student teaching assignment (ED492 or PE492a and P E492b) in the senior year is the culminating experience of the teacher education program. The student is placed with a master teacher at the appropriate level where he/she is guided through an induction period of observation, a period of participation and observation and a final period of increasing responsibility for teaching full-time during his/her hours at school. Faculty members of the School of Education provide supervision and assistance to the student teacher. 

All students must take two Praxis II tests and pass with a score as set by the Guam Commission for Educator’s Certification (GCED): 
1. Praxis II Content Knowledge/Subject Assessment and 
2. Praxis II Principles of Learning and Teaching: K - 6, or Praxis II Principles of Learning and Teaching: 7 - 1 2. 

Scores must be presented prior to acceptance for student teaching or internship. 

Because of the importance of the student teaching experience, there are specific requirements for admission. Candidates for student teaching must contact the Office of t he Field Experience Coordinator in the semester preceding student teaching to be apprised of the various requirements and to submit materials and information required prior to acceptance into the student teaching 2015 - 2016 124 experience. Students are cautioned about t he need to concentrate their full resources during the student teaching semester on student teaching. Students are not allowed to carry an overload as student teaching is a full time job. Students are urged to review the contents of the Student Teaching Handbook available from the Office of the Field Experience Coordinator prior to enrollment.

 

School of Education Conceptual Framework 

The School of Education believes that an effective educator must possess the knowledge, skills and dispositions necessary to carry out the roles of facilitator, collaborator, motivator, manager, mentor, evaluator, and change agent. The development of knowledge, skills and disposition draws from the various activities in each program intended to assist candidates to become knowledgeable scholars, effective communicators and reflective decision-makers.

 

Student Learning Outcomes

Students successfully completing their degree program, and become certified educators, should be well educated individuals who possess:

  1. General education knowledge and subject - matter content knowledge provided by liberal education,
  2. Content and professional knowledge provided by the foundations core, and
  3. Pedagogical content knowledge provided by curriculum studies and field experience, that can be integrated to create learning opportunities to meet the needs of all students. Equipped with a strong knowledge-base, educators will be able to provide learning environments that:
    1. respect diversity, collaboration and shared responsibility, and
    2. promote high levels of achievement and quality for all their students. Students Learning Outcomes specific to each degree program and specialization can be viewed at www.uogsoencate.net

The academic quality of program offerings within the School of Education is monitored by the Academic Affairs Committee (AAC). SOE programs/units are designed to meet the needs of public education and focus on teaching, practice, in-service, and research programs to prepare educators in both the pre-service and in-service areas at both the undergraduate and graduate levels.

The Academic Affairs Committee works with the SOE Advisory Council composed of the educational leadership from the public and private schools, as well as related service agencies such as mental health and public health.

Program Descriptions and Requirements 

The courses of instruction offered by the School of Education are organized into undergraduate and graduate levels in a developmental sequence that promotes the acquisition of knowledge and competencies at increasingly complex levels and in important areas of specialization.

There are two categories of student status at the undergraduate level: Pre-Education and Teacher Candidate. During the freshman and sophomore years, students who are interested in investigating and understanding teaching as a career can explore their interest as a Pre-Education major. Through interactions with School of Education advisors, students plan an initial course of study and participate in entry-level experiences with these goals in mind. The School of Education encourages interested students to explore the teaching profession through actual involvement in school classrooms beginning in the freshman year. These experiences help students to become familiar with pupils' attitudes, values and abilities. Additionally, they provide an increasingly important opportunity to acquaint interested students with pupils from diverse cultural environments and schools at a variety of levels. These early experiences assist interested students in making an informed decision about their further participation in the program as a Teacher Candidate. Admission to teacher candidacy typically comes at the beginning of the junior year. A formal application is required during the sophomore year. During the junior and senior years, students gain detailed experiences and training in their specific program area.

The student teaching assignment (ED492 or PE492a and P E492b) in the senior year is the culminating experience of the teacher education program. The student is placed with a master teacher at the appropriate level where he/she is guided through an induction period of observation, a period of participation and observation and a final period of increasing responsibility for teaching full-time during his/her hours at school. Faculty members of the School of Education provide supervision and assistance to the student teacher.

All students must take two Praxis II tests and pass with a score as set by the Guam Commission for Educator’s Certification (GCED):
1. Praxis II Content Knowledge/Subject Assessment and
2. Praxis II Principles of Learning and Teaching: K - 6, or Praxis II Principles of Learning and Teaching: 7 - 1 2.

Scores must be presented prior to acceptance for student teaching or internship.

Because of the importance of the student teaching experience, there are specific requirements for admission. Candidates for student teaching must contact the Office of the Field Experience Coordinator in the semester preceding student teaching to be apprised of the various requirements and to submit materials and information required prior to acceptance into the student teaching 2015-2016 124 experience. Students are cautioned about the need to concentrate their full resources during the student teaching semester on student teaching. Students are not allowed to carry an overload as student teaching is a full time job. Students are urged to review the contents of the Student Teaching Handbook available from the Office of the Field Experience Coordinator prior to enrollment.

School of Education Conceptual Framework 

The School of Education believes that an effective educator must possess the knowledge, skills and dispositions necessary to carry out the roles of facilitator, collaborator, motivator, manager, mentor, evaluator, and change agent. The development of knowledge, skills and disposition draws from the various activities in each program intended to assist candidates to become knowledgeable scholars, effective communicators and reflective decision-makers.

 

Student Learning Outcomes

Students successfully completing their degree program, and become certified educators, should be well educated individuals who possess:

  1. General education knowledge and subject-matter content knowledge provided by liberal education,
  2. Content and professional knowledge provided by the foundations core, and 
  3. Pedagogical content knowledge provided by curriculum studies and field experience, that can be integrated to create learning opportunities to meet the needs of all students. Equipped with a strong knowledge - base, educators will be able to provide learning environments that:
    1. respect diversity, collaboration and shared responsibility, and
    2. promote high levels of achievement and quality for all their students. Students Learning Outcomes specific to each degree program and specialization can be viewed at www.uogsoencate.net

Students successfully completing their degree program, and become certified educators, should be well educated individuals who possess:

  1. General education knowledge and subject-matter content knowledge provided by liberal education,
  2. Content and professional knowledge provided by the foundations core, and
  3. Pedagogical content knowledge provided by curriculu m studies and field experience, that can be integrated to create learning opportunities to meet the needs of all students. Equipped with a strong knowledge-base, educators will be able to provide learning environments that:
    1. respect diversity, collaboration and shared responsibility, and
    2. promote high levels of achievement and quality for all their students. Students Learning Outcomes specific to each degree program and specialization can be viewed at www.uogsoencate.net

 

 

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