The Ferrum College Teacher Education Program prepares caring and competent pre professionals as decision makers for the diverse contexts of 21st century classrooms, schools and communities. Building upon a solid liberal arts foundation, the program assists candidates to develop the knowledge, skills and dispositions necessary to become effective and caring teachers in an ever-changing society.
The mission of the Ferrum College Teacher Education Program is to develop caring, life long reflective learners who are committed to teaching using current research about: (1) critical thinking; (2) differentiation; (3) diversity; (4) pedagogy and best practices; (5) standards based curriculum and (6) varied assessments.
The Ferrum Teacher Education Program prepares students to become leaders as teachers in today’s classrooms. The program challenges students to think about curriculum issues, classroom management approaches, and alternatives to traditional assessments. Students are asked to create a stance and reflect on current educational policy. Students make data-driven decisions about their instructional approaches, consider ways to effectively involve all learners, and develop a philosophical stance about education. The development of a personal philosophy is consistently examined and refined within each class in the Teacher Education Program.
The Ferrum College Teacher Education Program graduates students who believe all students can learn. Our students become skilled in methods to differentiate instruction for each student in today’s diverse classrooms by developing strategies that are research based. Graduates are expected to work collaboratively with colleagues, school administrators and parents in order to best serve their community. The Ferrum College Teacher Education Program produces educational leaders.
- EDU 202 Issues in Education through Technology (Pass VCLA)
- EDU 203 Issues in Education – Past, Present & Future(Pass Praxis I Math)
- SPD 220 Survey of Exceptional and Special Education
- EDU 310 Developmental and Diagnostic Reading (Pass RVE)
- EDU 311 The Language Arts (Pass RVE)
- EDU 312 Content Area Reading
- EDU 320 Differentiated Instruction in Mathematics for the Elementary/Middle School
- EDU 330 The Middle School
- EDU 350 Elementary Social Studies (Prerequisites: EDU 202, HIS 201, HIS 202 and pass VCLA)
- EDU 352 Classroom Management and Differentiated Instructional Strategies (Pass Praxis II Content Area)
- EDU 353 Elementary/Middle School Curriculum, Instruction and Assessment Strategies (Pass Praxis II Content Area)
- EDU 355 Secondary and Middle School Curriculum, Instruction and Assessment Strategies (Pass Praxis II Content Area)
- EDU 357 Secondary and Middle School Classroom Management and Differentiated Instructional Strategies (Pass Praxis II Content Area)
- EDU 358 All Level (PreK-12) Curriculum, Instruction and Assessment (Pass Praxis II Content Area)
- EDU 360 All Level (PreK-12) Classroom Management and Differentiated Instructional Strategies (PreK-12)
- EDU 402 The Student Teaching Field Experience
- EDU 403 The Student Teaching Synthesis Experience
Each education course prior to student teaching requires a 20-40 hour internship, during which students explore career opportunities and establish mentors. In each education course students work in classrooms under the guidance of cooperating teachers. The internship experiences begin in the sophomore year with the first teacher education course. These early experiences give students ample time to prepare themselves for a career in teaching. Internships are a hallmark of the Teacher Education Program.
Students Interested in Teacher Education Select from Three Options
Elementary Education (PK-6 Licensure)
Secondary Education (6-12 Licensure)
Minor in Teacher Education
Students must be officially accepted into the Teacher Education program in order to pursue a teacher education minor. In order to enter the Teacher Education program you must be scheduled for an interview. Interviews for entrance into the Teacher Education Program are done once every semester. Application to the Teacher Education program is normally done during the sophomore or junior year.
Prerequisites for application for entrance into the Teacher Education program are:
~have a minimum of 40 semester credit hours
~completed EDU 202 and EDU 203 (or currently enrolled in EDU 203)
~pass the Virginia Communication and Language Assessment (VCLA)
~pass Core Academics Skills for Educators: Math only (5732)
~have an overall GPA of 2.5
~have a 3.0 GPA in EDU courses
~have a Major GPA of 2.8
~have minimum grades of “C” or above in:
MTH 105 (Liberal Arts-Elementary)
ENG 101 & ENG 102
PSY 211 (All EDU students)
PSY 291 (Elementary & All Level)
BIO 105 or BIO 111 (Liberal Arts-Elementary)
BIO 111 (All Level, HHP)
Lab Science (Secondary)
The Praxis Core Academic Skills for Educators Math is a requirement of the Ferrum College Teacher Education program as it is required for all Virginia institutions that have programs licensed by the Commonwealth of Virginia.
It is required that you pass both the VCLA and Praxis Core Academic Skills for Educators (Math 5732 only) prior to entry into the Teacher Education program. Passing scores on these minimal competency tests will allow a smooth transition into the Teacher Education program.
Once you have the prerequisites, then you may:
~ fill out an application for entrance
~ supply all the necessary documents (there is a checklist)
~be scheduled for an interview for program entry
Your acceptance into the program depends upon a recommendation from the interview team.
Acceptance into the program, successful completion of Teacher Education courses and testing requirements
will lead to the ability to apply for licensure in your selected content area.
There are over 50 clubs and organizations available to students at Ferrum College. The following club is specifically related to Teacher Education:
- The Kappa Delta Pi (KDP), International Honor Society in Education. The name represents knowledge, duty, and power in Greek. “Kappa Delta Pi supports and enhances the professional growth and teaching practices of its member educators throughout the phases and levels of their teaching careers. This support is essential to inaugurating and retaining the best and brightest professionals in the field of education.” Kappa Delta Pi
Dr. Christianson and Dr. Bradley
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