The Division of Education and Human
Performance
The Division of Education and Human Performance
includes the Department of Teacher Education and The Department
of Human Performance. Degrees offered include the
Bachelor of Science in Education, the Bachelor of Science in
Athletic Training, Bachelor of Science in Interdisciplinary
Studies- Sports Management, and/or a minor in Health Promotion.
For specific programmatic and course
listing, see the following pages:
Courses Page
Education.........................................
74
Special
Education............................ 76
Early
Education............................... 77
School Library Media.....................
77
Health
Education............................ 79
Physical
Education.......................... 79
Safety
Education.............................. 81
Athletic
Training............................. 84
Degrees
The Bachelor of Science in
Education..........................................................
54
The Bachelor of Science in Athletic
Training.............................................. 82
Minor in Health
Promotion...........................................................................
86
THE DIVISION OF EDUCATION AND HUMAN PERFORMANCE offers
a variety of opportunities for students interested in
careers in teacher education, athletic training, sports
management, and related fields. Graduates of our program
have been recognized as outstanding teachers of the year,
earned scholarships and internships with affiliate professional
organizations, and have been admitted to prominent graduate
schools around the country. Twenty-six (26) faculty
members teach a variety of courses from early childhood to
secondary education, from foundations to clinical applications.
Accreditation of our programs include North Central Association
of Colleges and Schools Commission on Institutions of Higher
Education (NCA), National Council for Accreditation of Teacher
Education (NCATE), National Association for the Education of
Young Children (NAEYC), Council for Exceptional Children (CEC),
National Association for Sport and Physical Education (NASPE),
the American Association for Health Education (AAHE), The
Athletic Training Program has been awarded candidacy for
accreditation by the Commission on Accreditation of
Allied Health Education Programs (CAAHEP).
Department of Education
The mission of the Department of Education at Concord
College is to prepare beginning professional educators who are
informed and thoughtful decision-makers capable of teaching a
wide array of students and specializations in culturally
diverse settings. The Department strives to provide all
teacher education candidates with the knowledge and skills
necessary to become the best teachers they can be by offering
the highest quality instruction and programs utilizing all
available resources efficiently and effectively.
The Department collaborates with representatives from
public schools, professional groups, government, and other
programs within the College to prepare educators and to
cooperate in the development of educational policies. The
Department also strives for the improvement of education at the
local, state, regional, and national levels in that the
improvement of schooling results in a more literate and
enlightened citizenry. This, in turn, contributes to the
proliferation of democratic values and enhances our position in
the global economy.
The Bachelor of Science in Education
Preparing
candidates to enter the teaching profession is the
primary responsibility of the Department of Education.
Teacher candidates may earn a degree in a variety of
content areas and/or endorsements in order to teach in early
education, elementary, middle, or secondary classrooms.
The Bachelor of Science in Education degree will qualify
a teacher candidate for recommendation of initial licensure to
the West Virginia Department of Education. This is a
requirement, even if the candidate intends to teach in another
state. Through reciprocal licensure agreements,
graduates may qualify for licensure in other states.
Graduates may receive one-year probationary certification while
filing to become a citizen of the United States, or when filing
a declaration of intent to become a naturalized citizen.
As of January 1, 2002,
all applicants for initial licensure must be fingerprinted and
undergo a state and federal background check. Individuals
convicted of a felony may not be eligible for certification to
teach. Convicted felons should determine their
eligibility for certification with the West Virginia Department
of Education prior to entering the teacher education program.
Candidates graduating
with the Bachelor of Science in Education degree must
satisfactorily complete a minimum of 128 semester hours
including (1) the Program of General Studies (pages 21-24), (2)
the requirements for the content specialization(s) (pages
58-73), and (3) the Professional Education component (page 55).
Candidates also are required to meet criterion scores on
PRAXIS I: Pre-Professional Skills Tests (PPST) and PRAXIS
II: Subject Assessments (some specializations require
more than one subject assessment) and the Principles of
Learning and Teaching Test. Candidates must also meet
West Virginia certification requirements.
Candidates who enter
teacher education and graduate with a Bachelor of Science in
Education may seek certification in the following areas:
I. Elementary (Grades K-6) prepares
candidates to teach in elementary schools. This program
may be combined with additional specializations. See
pages 58-59 for specific course requirements.
II. Content Specializations (Grades 5-9,
5-12, 9-12) prepare teacher candidates to teach at the
secondary level. Specialization programs are available in
Art, Biology, Business, Chemistry, English Language Arts,
General Science, Health, Mathematics, Oral Communication,
Physical Education, or Social Studies. Specific course
requirements and identification of certification levels (5-9,
5-12, 9-12) are outlined on pages 60-73 and additionally within
the department or division offering the content specialization.
III. Content Specializations (Grade Level
Not Specified) prepare teacher candidates to teach in early
education through adult education. Programs are available
in Art, Health, Music, Physical Education, or School Library
Media.
Specific course requirements are
outlined on pages 60-73 and within the division or department
offering the specialization.
IV. Special Education Endorsements in
Specific Learning Disabilities K-12, Mental Impairments K-12,
Behavior Disorders K-12 or Multi-categorical K-12 must be
combined with Elementary K-6. Specific course
requirements are listed on pages 58-60.
V. Early Childhood Special Education (Pre
K-K) prepares teacher candidates to teach children from birth
through kindergarten, and children with disabling conditions
from birth through age eight. Specific course
requirements are listed on page 73.
The Professional Education Component
Candidates must earn a 2.50 GPA in the
Professional Education component and complete the following
courses with a grade of C or better.
EDUC 210—Foundations of Education (2)
EDUC 251—Human Growth and
Development (3)
*EDUC 301—Educational Technology (2)
EDUC 305—Psychology of Teaching and
Learning (3)
**EDUC 306—Instructional Processes
and Strategies (3)
**EDUC 310—Assessment and Evaluation
(2)
EDUC 456—Supervised Directed Teaching
(12)
*Not required for Business Education and
Music Education majors. Business Education and Music
Education majors must complete a computer competency test
through their respective divisions. Verification of
successful completion of this competency test must be on file
in the Division of Education and Human Performance.
**Not required of students in the Early
Childhood Special Education program.
The Special Methods Component
Students in Non-Specified Grade Level, 5-9, 5-12, or
9-12 content specializations must complete the special methods
of teaching course(s) with a grade of C or better. These
courses are offered through the academic divisions/departments
which offer the content specialization.
Admission to Teacher Education
Candidates for the Bachelor of Science in Education
degree must be officially admitted to the Teacher Education
Program prior to taking EDUC 306, Instructional Processes and
Strategies. Applications should be obtained from and
returned to the Division Office for processing. All
candidates will be notified by letter concerning their
admission status.
Before being admitted to the Teacher
Education Program, candidates must satisfy the following
requirements:
1. Successful completion of a minimum of 50
hours, which must include:
A. English—6 hours
ENGL 101 & 102,
Composition and Rhetoric I & II Students must earn a
grade of C or better in each course.
B. Communication Arts—3 hours
CART 101, Fundamentals of
SpeechGrade of C or better is required.
C. Mathematics—3 hours
(excluding Math 108)
(Note: Candidates in the
Elementary K-6 Program must complete MATH 101 with a grade of C
or better.)
D. Natural Science—4
hours
One laboratory science course
(Note: Candidates in the Elementary K-6 Program should select
BIOL 101, BIOL 102, PHSC 103 or PHSC 104.)
E. Social Science—6 hours
(Note: Candidates in the
Elementary K-6 Program should select SOC 101, GEOG 100 or HIST
101.)
F. EDUC 210—2 hours
Foundations of Education (with a grade of C or better),
including successful completion of the 20 hour
school-based field experience. G.
EDUC 251—3 hours Human Growth and Development (with
a grade of C or better).
2. Attainment of an overall grade point
average of 2.50 or better in all work completed (including
transfer credit).
3. Successful completion of the PRAXIS I
Pre-Professional Skills Tests (PPST) in Mathematics, Writing,
and Reading (written verification from the testing service must
be received by the Office of the Director of Teacher
Education), and a required demonstration of speaking,
listening, and computer skills.
4. Attendance at a Teacher Education
Information Seminar.
5. Submission of a Professional Portfolio
with acceptance by a Teacher Education Admission Committee.
Requirements for the portfolio are available in the
Division Office. Portfolios will be due in the Division
Office the last working day of September during the fall
semester, and the last working day of February during the
spring semester.
6. Candidates with portfolios not approved
by the Teacher Education Admission Committee will be given
recommendations for improving their portfolios or will be
counseled concerning their admission to the teacher education
program.
CAUTION: Candidates not meeting
application deadlines or admission criteria will be
denied admission to the Teacher Education Program and must
reapply.
Retention
The Division of Education and Human Performance
provides a variety of measures to facilitate candidates’
successful performance including the following:
•Assignment of an appropriate
advisor; •Special summer advising; •Report of
mid-term grades; •Attendance at a Teacher Education
Information Seminar; "Learning Plus," a computerized
tutorial program, for PRAXIS I testing preparation;
•Letters to individual candidates upon application
to the program;
•Individual interviews are conducted
as needed when deficiencies are identified; •Letters to
individual candidates upon application to student teaching;
•Student teaching placement meetings provide for
discussion and questions; •Exit interviews with student
teachers identify program strengths and recommendations for
program improvement.
A variety of support services are
available through the CASE/Concord Child Care Center, Student
Support Services and the Financial Aid Office.
Admission to Student Teaching
Student teaching (supervised directed teaching) is a
semester of professional experiences in a public school
setting(s). The teacher candidate must file an
application for admission to student teaching by the end
of the fourth week of the semester preceding the semester
in which the student teaching is planned. Applications
should be obtained from, and returned to, the Office of
the Coordinator of Clinical Experiences.
Candidates will be notified by letter of their eligibility.
Additionally, all candidates must attend a mandatory
placement meeting.
Due to licensure and accreditation
regulations, admission requirements may be revised.
Therefore, candidates should check current requirements
with the Coordinator of Clinical Experiences.
The following criteria must be met in order
to be eligible for admission to student teaching:
1. The teacher candidate must be admitted
into the Teacher Education Program.
2 All coursework must be completed.
3. The professional education
component must be completed with a grade of C or
better and an overall grade point average of 2.50.
4. EDUC 318, Content Area Reading, must be
completed by secondary majors (with the exception of music
majors).
5. All required school-based field
experiences must be successfully completed.
6. The student teaching application must be
signed by the teacher candidate’s advisor.
7. The following minimum grade point
averages must be attained:
A. An overall 2.50 in all coursework
taken.
B. An overall 2.00 in General
Studies.
C. An overall 2.50 in professional
education, with no grade less than a C.
D. The required grade point average
for the teacher candidate’s content
specialization
8. Evidence of a current negative
tuberculin test (PPD) that extends throughout the student
teaching semester must be presented to the Office of the
Coordinator of Clinical Experiences. The PPD or an X-ray
are the only acceptable tests and are valid for two years.
9. Passing scores on PRAXIS II: Subject
Assessments (some specializations require more than one subject
assessment) and Principles of Learning and Teaching Test (PLT)
must be attained. Written verification from the testing
service must be received by the Office of the Coordinator of
Clinical Experiences prior to the deadline for eligibility to
student teach. The eligibility deadline is the last day
of the semester prior to the semester of student teaching.
Candidates should plan their academic programs
so that all coursework will be completed as regular college
courses, inasmuch as correspondence, individual study,
etc., are not viable means for completion.
Student teaching is a full time professional
experience. Teacher candidates should not enroll in extra
coursework or engage in extra-curricular activities which
interfere with student teaching. Exceptions to this must
be approved by the Director of Teacher Education.
Candidates working for the Bachelor of Science in
Education degree are advised that all phases of teacher
education require cooperative effort between Concord College
and the public schools or other agencies. The
superintendent, or legal representatives of these agencies or
schools, and the representative of the College shall have the
authority, after consultation, to reject placement or terminate
the participation of any candidate who fails to meet the
professional standards of the cooperating school, agency, or
the College. During student teaching, the reports of the
supervising teacher(s) and the recommendation(s) of the College
Coordinator are essential components in determining the
eligibility for graduation and recommendation for licensure.
CAUTION: Candidates not meeting
application deadlines, admission criteria, and/or not attending
the mandatory placement meeting will be denied student
teaching. Candidates may reapply the following semester.
Exit Criteria
Graduation criteria
include the completion of a minimum of 128 hours, the required
GPA in content specialization, completion of student teaching,
an overall 2.50 GPA, the submission of a professional
portfolio, successful completion of all state-required tests,
and the completion of all coursework to meet program
certification requirements. Graduation with a Bachelor of
Science degree in Education will not be granted unless a
teacher candidate also satisfies all West Virginia teacher
certification requirements.
Content Specializations
I. Elementary (K-6)
Teacher candidates seeking this
certification may choose
A. Elementary K-6 only,or
B. Elementary K-6 and one or more of
the following:
B. 1. Early Education Pre-K–K, p.
59),or
B. 2. Special Education K-12:
(1) Specific Learning Disabilities K-
12 (p. 59),or
(2) Mental Impairments K-12 (
p. 59),or
(3) Behavior Disorders K-12,
(p. 60),or
(4) Multi-categorical K-12, (p. 60).
C. Elementary K-6 and any other 5-9, 5-12,
9-12, or Grade LevelNon-Specified contentspecialization.
 |
A 2.50 Grade Point Average Required
Credit Hours
ART 102 Art Education I
......................................................................................................2
ART 301 Art Education II
.....................................................................................................2
*BIOL 101-102..General Biology I and II
............................................................................4-4
E ED 304 Early Education Curriculum,
Methods, and Materials ......................................3
EDUC 307 Elementary Language Arts
...............................................................................3
EDUC 311 Elementary Science Methods
...........................................................................2
EDUC 312 Elementary Social Studies Methods
...............................................................2
EDUC 319 The Teaching of Reading
...................................................................................3
EDUC 320 Constructive Assessment of
Literate Behaviors
.............................................3
ENGL 329 Children’s Literature
.........................................................................................3
*GEOG 200 Principles of Physical Geography
..................................................................3
*GEOG 101 World Cultural Geography
.............................................................................3
H ED 208 School Health
......................................................................................................2
*HIST 101-102..History of Civilization
..............................................................................3-3
HIST 203-204 History of the United States
.......................................................................3-3
HIST 307 West Virginia History, Geography
and Government ........................................3
+MATH 101 General Mathematics
.....................................................................................3
+MATH 110 Mathematics for Elementary School
Teachers ........................................... .3
+MATH 305 Mathematics for the Public
Schools
............................................................ 3
MUS 204 Music Skills and Materials for
Classroom Teachers ........................................3
P ED 401 Physical Education for Elementary
Teachers ...................................................3
*PHSC 103-104 Introduction to Physical
Science I and II
.............................................4-4
S ED 216 Principles of Safety Education
..........................................................................2
*SOC 101 People and Their Social
Environment
............................................................3
82 hours
*Satisfies General Studies
Requirements
+Requires grade of "C" or better
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A 2.50 Grade Point Average Required
Credit Hours
E ED 265 Child Development
..............................................................................................3
E ED 304 Early Education Curriculum,
Methods, and Materials .....................................3
E ED 305 Early Education Curriculum,
Methods, and Materials Practicum ...................3
EDUC 308 Reading in the Early Years
................................................................................3
SPED 328 Program Management
..........................................................................................3
SPED 402 Early Identification and Inclusion
......................................................................3
18 hours
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A 2.50 Grade Point Average Required
Credit Hours
SPED 310 (core)..Introduction to Special Education
............................................................3
SPED 311 .Characteristics of the Learning
Disabled
...........................................................3
SPED 383 (core)..Assessment of Exceptional Children
........................................................3
SPED 385 (core)..Curriculum and Planning for Exceptional
Children ...............................3
SPED 407 .Methods for Teaching the Learning
Disabled ...................................................3
SPED 408 (core)..Classroom Organization and Management
.............................................3
18 hours
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A 2.50 Grade Point Average Required
Credit Hours
SPED 310 (core)...Introduction to Special Education
...........................................................3
SPED 382 .Characteristics of Mental
Impairment
...............................................................3
SPED 383 (core).Assessment of Exceptional Children
.........................................................3
SPED 385 (core).Curriculum and Planning for Exceptional Children
................................3
SPED 408 (core).Classroom Organization and Management
..............................................3
SPED 495 Methods for Teaching the Mentally
Impaired ....................................................3
18 hours
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A 2.50 Grade Point Average Required
Credit Hours
SPED 310 (core).......Introduction to Special Education
........................................................3
SPED 330 .....Characteristics of the
Behavior Disordered
.....................................................3
SPED 383 (core)......Assessment of Exceptional Children
......................................................3
SPED 385 (core)......Curriculum and Planning for Exceptional
Children............................ 3
SPED 408 (core)......Classroom Organization and Management
..........................................3
SPED 410 .....Methods for Teaching the
Behavior Disordered
.............................................3
18 hours
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A 2.50 Grade Point Average Required
Teacher candidates may complete the Special
Education core (12 hours) and Special Methods in Learning
Disorders, Mental Impairments, and Behavior Disorders (18
hours) for the Multi-Categorical K-12 endorsement for a
total of 30 hours.
II. Content Specializations (Grades
5-9, 5-12, 9-12)
To prepare to teach in a middle school,
candidates should have a minimum of two disciplines at
the 5-9 level or combine a 5-9 field with another content
specialization. A high school teacher must have at least
one content specialization at the 9-12 level (the only
exceptions to this rule are Art 5-12 and Oral Communications
9-12, which require a second specialization).
All 5-9, 5-12, 9-12 teacher candidates must
complete EDUC 318 Content Area Reading and special methods
courses within their content specializations.
III. Content Specializations (Grade
Level Not Specified)
These programs allow teacher candidates to
teach in specific subject areas. Teacher candidates must
complete EDUC 318 Content Area Reading and special methods
courses within their content specializations. (Music
majors are not required to take EDUC 318.)
To increase employability, students may
want to consider various combinations of teaching fields. The
following pages list specific requirements to teach at various
grade levels in the disciplines of Art, Biology, Business,
Chemistry, English Language Arts, General Science, Health ,
Mathematics, Music , Oral Communications, Physical Education,
School Library Media, and Social Studies.
EDUC 318, Content Area Reading, 2
credit hours, is a requirement for Secondary Education Content
Specializations with the exception of Music Education majors.