School of Education

Bryce Sullivan, Dean - College of Liberal Arts and Social Sciences

Department of Education

Mark Hogan (Department Chair), Sally Barton-Arwood, Alan Coverstone, Rachael Flynn-Hopper, Mona Ivey-Soto, Joy Kimmons, Lauren Lunsford, Kate McGowan, Jesse Register, Cynthia Watkins.

Department of Sport Science

Patrick Schneider (Department Chair), Sarah Adams, Nick Bacon, Tabetha Bewley, Ted Peetz, Adam Pfleegor, Stephen Shin, Marnie Vanden Noven

Faculty from other academic areas: Ryan Fox (Mathematics) and Danielle Garrett (Chemistry/Physics).

Belmont University’s Department of Education prepares candidates to be advocates for families, children, and for the profession. With its emphasis on advocacy, the program teaches candidates to recognize and honor the worth and dignity of every learner.  Belmont University’s Department of Education believes that exemplary educators are passionate about their students, the families, and the content that they teach. Therefore it is important to begin to learn about these areas early. Belmont teacher candidates can begin education courses on day 1 of their first semester at Belmont. Belmont University’s Department of Education believes that authentic engagement in the field of practice is an essential part of becoming an effective educator. With this commitment every education course at Belmont will either be embedded in a school setting or have a direct field experience related to the content covered. As a result the Belmont teacher candidate will have had exposure to public, private, and charter schools prior to their final clinical practice experience.

Mission

We embrace the Mission of Belmont University that “empowers men and women to transform the world” as educators and leaders of organizations who champion equity, opportunity, and dignity for all.

Vision

As a central part of a premier teaching university, the School provides the knowledge, skills, and experiences for a person to pursue a lifelong commitment to quality teaching and/or wellness. We envision graduates who enjoy what they are doing, are positive role models in all senses, and who continually reflect on their personal and professional roles and performance.

Purposes

Undergraduate and Post-baccalaureate Licensure
To provide knowledge, skills, and attitudes that assist graduates to maintain a healthy life style, seek employment in the wellness professions and/or license graduates to teach in Tennessee.

Graduate
To provide an innovative approach to meet the needs of today’s teachers and members of the wellness professions. To build on students’ academic knowledge and assist them to successfully apply knowledge into their professional context. To assist graduates to effectively blend theory, research and practice in their workplace.

Goals

Undergraduate and Post-baccalaureate Licensure

• Develop skills, understandings, and attitudes necessary for professional employment.
• Provide a conceptual framework for reflecting on their professional field.
• Promote Christian values and ethics as they relate to working with children and adults from various cultures and backgrounds.
• Emphasize applications of sound educational principles.
• Provide opportunities for extensive field-work.
• To provide a basis for lifelong development.

Graduate

• To develop graduates who are scholars, skillful communicators, and competent practitioners.
• To integrate theory and practice.
• To facilitate the development in students of these qualities necessary for effective professional performance: critical thinking, clear communication, strong academic understanding, leadership and high ethical standards.

Areas of licensure and certification *

*English as a Second Language (ESL, PK-12) may be added to any area of licensure and certification upon completion of the required coursework.

Accreditation

Belmont University is a member of the National Council for Accreditation of Teacher Education (NACTE)/(Council for the Accreditation of Educator Provider (CAEP), the American Association of Colleges for Teacher Education and the Association of Liberal Arts Colleges of Teacher Education. It has the approval of the State Board of Education of Tennessee as an authorized teacher education institution.

Options of Study

Undergraduate Major and Teacher Licensure
In this program of study candidates complete a full major and all education coursework required for licensure within their 4-years of undergraduate study.

The 4+1 Master of Arts in Teaching Internship
In this program of study candidates complete a full academic content major and the Education Minor during their 4-years of undergraduate study. They then return for a fifth year and complete licensure requirements through a 30-hour Master of Arts in Teaching (MAT) degree.

Minor in Education
In this program of study students complete 18-hours of education courses that lead to an in-depth understanding of education. Students in the minor, if not going into the 4+1 program, seek careers in social work, counseling, law, ministry, and nonprofit organizations

Licensure

In completing the requirements for a major in education and licensure, the regulations which are in effect at the time the student is admitted to the Teacher Education Program shall be considered binding unless directed otherwise by the licensure office of the Tennessee State Department of Education. Passing scores on the Praxis Core Academic Skills for Educators: Combined Test (Reading, Writing, and Mathematics) or an ACT score of 22 or higher or SAT score of 1030, and the appropriate tests, as prescribed by the State Department of Education, (the appropriate Praxis II Content Area assessments, Principles of Learning and Teaching, and for Early Childhood and Elementary the Teaching Reading: Elementary Education assessment), are required for Tennessee licensure. Students are required to have successfully completed appropriate tests of the Praxis II prior to commencing student teaching. Completion of the specified courses in the Teacher Education Program does not guarantee a recommendation for licensure and/or a teaching position.

A professional semester of enhanced student teaching is required for all students seeking a major in education and licensure at the undergraduate level. During this semester the student may enroll only in the courses approved for the student teaching semester.

Teacher candidates are required to successfully pass through four Gateways in completing the requirements for licensure. Gateway 1 is Admission to the University. Gateways 2-4 are as follows:

Gateway 2

Acceptance into Teacher Education Program

Gateway 2 occurs at the completion of the Professional Core courses. Requirements of passing Gateway 2 include a minimum EDU GPA of 3.0, minimum score of 1.5 on Gateway 2 interview, passing score on the Praxis II Content tests, background check, liability insurance, and exhibit appropriate professional dispositions. The department makes a recommendation to the Teacher Education Council (TEC) for formal acceptance into the program.

Satisfactory progress through the program: Failure to satisfy any requirement at a second opportunity is deemed as an appropriate circumstance to exclude the candidate from the program. Candidates have a right of appeal (in writing) to the Chair of the Department of Education.

Gateway 3

Retention in Reflection Professional Practice

Gateway 3 occurs prior to student teaching or 2nd semester of internship (or end of phase 1 methods for MASE). Requirements of passing Gateway 3 include a minimum EDU GPA of 3.0, minimum score of 2.0 on Gateway 3 interview, passing score on the Praxis PLT test, background check, liability insurance, and exhibit appropriate professional dispositions. The department makes a recommendation to the Teacher Education Council (TEC) for formal acceptance into Gateway 4.

Gateway 4

Completion of Reflection Professional Practice

Gateway 4 occurs at the completion of the program. The requirements for passing Gateway 4 include a minimum EDU GPA of 3.0, exhibit appropriate professional dispositions, and a satisfactory teaching evaluation. The department makes a recommendation to the Teacher Education Council (TEC) for formal approval of completion of program.

The regulations which are in effect at the time the student is admitted to the Teacher Education Program (Gateway 2) shall be considered binding unless directed otherwise by the licensure office of the Tennessee State Department of Education. Candidates must complete all technical requirements relevant to licensure area and appropriate Praxis tests, as prescribed by the TN Department of Education. Completion of the specified courses in the Teacher Education Program does not guarantee a recommendation for licensure and/or a teaching position.

Satisfactory progress through the program: Failure to satisfy any requirement at a second opportunity is deemed as an appropriate circumstance to exclude the candidate from the program. Candidates have a right of appeal (in writing) to the Chair of the Department of Education.

Placement of Interns / Student Teachers

The placement of student teachers is determined by the Belmont Department of Education. Every candidate is placed in two different placements based on grade level, student demographics, and location for their enhanced student teaching experience. In this way, the department ensures that the licensure candidates participate in experiences with culturally diverse and exceptional populations. This program is in conformity with the regulations for licensure of teachers in the state of Tennessee and meets the requirement of the teacher’s license.

In addition to fulfilling the General Education core requirements and the Professional Education requirements, candidates must have an academic major in addition to education, referred to as the partnering major in order to become teachers. Candidates will not be placed in schools where family members attend / work.