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Academics > College of Professional Studies > Department of Education

Department of Education

Concord University has a proud tradition of preparing outstanding teachers since it was founded as a Normal School in 1872. The preparation of teachers continues to play a significant role at Concord University, as approximately twenty-five percent of the students who graduate each year earn degrees in education. This history of commitment to teacher education, combined with a current mission statement that emphasizes high quality instruction creates a context of high expectations for the Teacher Education Program at Concord University. Today, Concord’s Teacher Education Program includes both undergraduate and graduate degree programs, as well as multiple endorsements.

The Department of Education prepares teachers in Early Childhood Special Education (grades PreK-K), Elementary Education (grades K-6), Special Education Multi-Categorical (excluding Autism) (grades K-Adult) and Secondary Education content specializations (grades 5-adult and PreK-Adult). Our education coursework includes multiple opportunities for candidates to participate in clinical field experiences by working with PreK-Adult teachers and their students. This typically begins early in the sophomore year and culminates in a semester-long student teaching experience. 

Mission

The mission of the Educator Preparation Program (EPP) is to prepare educators who are competent, intentional, reflective, culturally responsive, leading, and empathic 21st Century Professionals.  The EPP strives to provide all teacher candidates at the initial and advanced level with the knowledge, skills, and dispositions necessary to become effective teachers/leaders by offering the highest quality instruction and programs. The advanced program strives to further develop and enhance the knowledge base of the practicing professional.  As candidates progress through the graduate curriculum, the improvement, refinement, and practice of professional knowledge bases, skills, and dispositions are enhanced and refined.

The Department collaborates with representatives from public schools, professional groups, government, and other programs within the University 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.

Undergraduate Programs

Concord University’s Department of Education offers undergraduate students a wide range of content specializations and endorsements. Students are formally accepted as education majors once they have been admitted into the Teacher Education Program. Acceptance into Concord University and declaration of education as a major does not mean you have been accepted into the Teacher Education Program. 

The Bachelor of Science in Education requires the successful completion of a minimum of 120 semester hours from the following areas: the General Education Program, the Professional Education Component, and the Content Specialization Component. Candidates are also required to meet criterion scores on PRAXIS Core Academic Skills for Educators 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.

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.

Candidates who enter the Teacher Education Program, and graduate with a Bachelor of Science in Education, may seek certification in the following areas:

  • Elementary (Grades K-6) prepares candidates to teach in elementary schools. This program may be combined with additional specializations.
  • Content Specializations 5-Adult  prepare teacher candidates to teach at the secondary level. 
  • Content Specializations Pre K-Adult prepare teacher candidates to teach in early education through adult education.
  • Special Education Multi-Categorical (excluding Autism) K-6 & 5-Adult prepares teacher candidates to each special education at the elementary and/or secondary level.
  • Early Childhood Special Education (Pre K-K) elective courses prepare candidates to teach Pre-K age children. This program does not lead to initial licensure. Students who wish to add this to their licensure must successfully complete the Praxis Content Knowledge Exam upon graduation.
Graduate Programs

Welcome to Concord University’s Graduate Studies, dedicated to professional preparation and advancement. This website presents an overview of the graduate program(s), as well as detailed information about individual programs and how to apply to the University. You will find policies and procedures of the graduate program(s), admission requirements, and any additional information of importance to help guide you through your educational needs.

The mission of the Professional Education Unit for Teacher Education at Concord University is to prepare professional educators who are informed and thoughtful decision-makers capable of teaching a wide array of students and specializations in culturally diverse settings. The Professional Education Unit strives to provide all teacher candidates the knowledge and skills necessary to become effective teachers by offering the highest quality instruction and programs utilizing all available resources efficiently and effectively. The Graduate Program strives to further develop and enhance the knowledge base of the practicing professional. As individuals progress though the graduate curriculum, the improvement and refinement of professional knowledge bases, reflective analysis of practice, and judgment making capabilities are enhanced and refined.

The Professional Education Unit collaborates with representatives from public schools, professional groups, government, and other programs within the University to prepare educators and to cooperate in the development of educational policies. The Professional Education Unit 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.

In the summer of 2002 Concord was granted approval for the offering of graduate courses on a limited basis. Full approval of the graduate program was granted in August, 2003. The development of a graduate program was in alignment with the overall mission to serve southern West Virginia and to provide a quality program for the practicing professionals in the region. Currently, Concord University offers two Graduate Studies Programs focused on Education, Master of Art in Teaching and Master of education. For more information on these programs, please reference the link below.

Thank you for your interest to pursue your advanced degree at Concord University.

Graduates

Graduates of our program have been recognized as outstanding teachers of the year, admitted to prominent graduate schools around the country, and have earned scholarships and internships with affiliate professional organizations. Graduates of Concord University’s Teacher Education Program are eligible for licensure in West Virginia, and in other states through reciprocal agreements. Concord University is accredited under the National Council for Accreditation of Teacher Education through the Council for the Accreditation of Education Preparation (CAEP) from 2014-2020. Additionally, all of the content specializations are recognized by the following specialized professional associations, and/or the West Virginia Board of Education: 

  • Association for Childhood Education International (ACEI)
  • Council for Exceptional Children (CEC)
  • National Association for the Education of Young Children (NAEYC)
  • Society of Health and Physical Education (SHAPE PE)
  • Society of Health and Physical Education  (SHAPE HEALTH)
  • International Reading Association (IRA)
  • Educational Leadership Constituent Council (ELCC)
  • National Council of Teachers of English (NCTE)
  • National Science Teachers Association (NSTA)
  • National Council for the Social Studies (NCSS)
  • National Council of Teachers of Mathematics (NCTM)
  • West Virginia Board of Education
Content Specializations & Components

Professional Education Component

All teacher education candidates must earn a 2.75 GPA in the Professional Education Component, and complete all Professional Education Component courses with a grade of C or better. Coursework in the Professional Education Component that is older than ten years may have to be repeated. 

  • EDUC 210 Diversity, Culture, and Education in a Pluralistic Society (3 hrs) (25 hour field experience) *
  • EDUC 301 Educational Technology (3 hrs) *
  • EDUC 305 Psychology of Teaching and Learning (3 hrs) (25 hour field experience)
  • EDUC 306 Classroom Management and Instructional Strategies (3 hrs) (25 hour field experience)
  • EDUC 460 Student Teaching (12 hrs)
  • EDSP 303 Introduction to Special Education (3 hrs)
  • EDSP 415 Co-Teaching, Consultation and Collaboration (3 hrs) (25 hour field experience)**

Methods Component

All teacher education candidates must earn a 2.75 GPA in the Methods Component, and complete all Methods Component courses with a grade of C or better. Coursework in the Methods Component that is older than ten years may have to be repeated. The Methods Block Component is part of the year-long Residency Model. Students who complete the Methods Block will then transition into student teaching within the same classroom.

  • Students in Pre K-Adult and 5-Adult content specializations must complete the Secondary Methods Block consisting of EDUC410EDUC416EDUC418 and EDSP409
  • Students in the Elementary Education content specialization must complete the Elementary Methods Block consisting of EDUC412EDUC413EDUC414 and EDUC416
  • Students in the Special Education content specialization must complete the Special Education Methods Block consisting of EDSP412EDSP413EDSP414 and EDSP415 
Clinical Experiences

Candidates are required to complete Clinical Experiences in PreK-Adult Partner Schools located in counties that are part of Concord University's service area, as well as required seminars offered at the University. Concord University's service area includes public schools in the following counties in WV and VA: Fayette, Greenbrier, McDowell, Mercer, Monroe, Raleigh, Wyoming, Tazewell, Bland & Giles. 

Early Field Experiences are required by multiple education courses throughout the Professional Education Component, Content Specialization Component, and Special Methods Component. These Early Field Experiences will culminate in a semester long Student Teaching Experience. Teacher Candidates are required to meet all special requirements set forth by each individual county's Board of Education if applicable.

​Candidates working toward the Bachelor of Science in Education degree are advised that all phases of teacher education require cooperative efforts between Concord University and the public schools or other agencies.The superintendent, or legal representatives of these agencies or schools, and the representative of the University 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 University.During student teaching, the reports of the supervising teacher(s) and the recommendation(s) of the University Supervisor are essential components in determining the eligibility for graduation and recommendation for licensure.

Partner Schools
Concord University is involved in a collaborative with local public schools.The Partner Schools are designed to prepare future educators, to provide current educators with ongoing professional development, to encourage joint school-university faculty investigation of education-related issues, and to promote the learning of P-12 students. The Partner Schools, structured as a network that includes University and public school faculty, parents, and community partners, seek to improve teacher education and meet professional development needs and goals as identified by public school faculty.The partnership collaborative provides the bridges that connect Concord’s teacher education program to the daily instructional practices that occur in P-12 schools. The Partner Schools serve as clinical sites for teacher candidates to teach under the guidance of an expert mentor teacher.The clinical experiences allow faculty from Concord and the partnerships to collaborate extensively in providing quality experiences for all teacher candidates involved in the initiative.The public schools benefit from the expertise of the University faculty and the significant contributions the teacher candidates make to the school. The children in these schools benefit from the additional adult attention as well as from the enthusiasm and new learning strategies that teacher candidates often bring to the classroom as they prepare to become teachers.
Retention

The Department of Education 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
  • Individual letters to candidates upon application and acceptance to the program
  • Individual letters to candidates upon application and acceptance 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 including the Concord Child Development CenterStudent Support ServicesAutism Center and the Financial Aid Office.

Exit Criteria

Graduation criteria include the completion of a minimum of 120 hours, the required GPAs, 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, which includes a state and national background check.

As of January 1, 2002, all applicants for initial licensure must be fingerprinted and undergo state and federal background checks. 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.

Educational Psychology and Technology (EPaT)

EPaT is an integrated 6 credit hour offering that combines two education classes: The Psychology of Teaching and Learning (EDUC 305) 3 hours and Educational Technology (EDUC 301) 3 hours. EPaT requires the successful completion of a 25 hour Early Field Experience. Students are required to apply for acceptance into EPaT the semester prior to which they intent to take it. For more information regarding EPaT courses, please review the Academic Catalog.

LiveText

LiveText is an internet-based subscription service that allows students and instructors to “create, share, and collaborate on educational curriculum.” LiveText is used for assignment submission, artifact collection, standards integration, and student assessment in Concord University’s Teacher Education Program. Candidates in Concord University’s Teacher Education Program are required to maintain an electronic portfolio in LiveText for submission of standards-based assignments and to showcase their work. Concord University uses LiveText extensively in all field placements. 

Each candidate will need to purchase a LiveText membership, which includes the Field Experience Module, as part of course and clinical experience requirements. LiveText must be purchased prior to the completion of EDUC210. Students will be able to use the same LiveText account for up to 5 years, or up to one year following graduation, whichever comes first.

For more information on LiveText, please review the following:

Additional Forms & Resources
Facts

Title II Institutional Report Facts (Undergraduate & M.A.T.)

PRAXIS II Pass Rate from the 2016-2017 Title II Institutional Report   PRAXIS II Pass Rate from the 2015-2016 Title II Institutional Report
  • ​Number of CU program completers = 63
  • Number of CU program completers passing PRAXIS II tests = 63
  • CU Pass Rate on PRAXIS II licensure exams= 100%
  • ​Number of CU program completers = 73
  • Number of CU program completers passing PRAXIS II tests = 73
  • CU Pass Rate on PRAXIS II licensure exams= 100%
   
PRAXIS II Pass Rate from the 2014-2015 Title II Institutional Report PRAXIS II Pass Rate from the 2013-2014 Title II Institutional Report
  • ​Number of CU program completers = 65
  • Number of CU program completers passing PRAXIS II tests = 65
  • CU Pass Rate on PRAXIS II licensure exams=100%
  • ​Number of CU program completers = 86
  • Number of CU program completers passing PRAXIS II tests = 86
  • CU Pass Rate on PRAXIS II licensure exams=100%
   
PRAXIS II Pass Rate from the 2012-2013 Title II Institutional Report> PRAXIS II Pass Rate from the 2011-2012 Title II Institutional Report
  • Number of CU program completers = 93
  • Number of CU program completers passing PRAXIS II tests = 93
  • CU Pass Rate on PRAXIS II licensure exams=100%
  • Number of CU program completers = 100
  • Number of CU program completers passing PRAXIS II tests = 100
  • CU Pass Rate on PRAXIS II licensure exams=100%
   
PRAXIS II Pass Rate from the 2010-2011 Title II Institutional Report
  • Number of CU program completers = 100
  • Number of CU program completers passing PRAXIS II tests=100
  • CU Pass Rate on PRAXIS II licensure exams=100%

Additional Title II statistics regarding licensure or pass rates in West Virginia

GPA Facts

Average GPA's of Candidates Admitted to the Teacher Education Programs (4.0 scale)   Average GPA's of Education Graduates (4.0 scale)
  • 2016-2017 = 3.31
  • 2015-2016 = 3.18
  • 2014-2015 = 3.19
  • 2013-2014 = 3.26
  • 2012-2013 = 3.27
  • 2011-2012 = 3.26
  • 2010-2011 = 3.26
  • 2009-2010 = 3.28
  • 2008-2009 = 3.27
  • 2007-2008 = 3.24
  • 2016-2017 = 3.43
  • 2015-2016 = 3.91
  • 2014-2015 = 3.40
  • 2013-2014 = 3.35
  • 2012-2013 = 3.27
  • 2011-2012 = 3.39
  • 2010-2011 = 3.37
  • 2009-2010 = 3.38
  • 2008-2009 = 3.31
  • 2007-2009 = 3.30

Teaching and Learning Facts

  • 100% of Concord University's teacher education candidates complete multiple early field experiences.
  • 91.7% of Concord University's Department of Education faculty have doctorate or terminal degrees in education.
  • Additional Institutional Research for Concord University 
CAEP

CAEP 8 Annual Report Measures

CAEP (Council for the Accreditation of Educator Preparation) has eight annual reporting measures which are used to provide information to the public on both program outcome and program impact. Following is the list of CAEP measures with links to data tables that provide supporting evidence for each measure for the 2016-17 academic year.

Impact Measures (CAEP Standard 4)

Measure 1: Impact on P-12 learning and development (Component 4.1)
The provider documents, using multiple measures, that program completers contribute to an expected level of student-learning growth.
Supporting Evidence: Under development

Measure 2: Indicators of teaching effectiveness (Component 4.2)
The provider demonstrates that completers effectively apply the professional knowledge, skills and dispositions that the preparation experiences were designed to achieve.
Supporting Evidence: Under development

Measure 3: Satisfaction of Employers and Employment Milestones (Component 4.3, A.4.1)
The provider demonstrates that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with P-12 students.
Supporting Evidence:

Measure 4: Satisfaction of Completers (Component 4.4, A.4.2)
The provider demonstrates that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.
Supporting Evidence:

Outcome Measures

Measure 5: Graduation Rates (Initial and Advanced)
Supporting EvidenceCompleter Information 2016-17

Measure 6: Ability of Completers to Meet Licensing Requirements
Supporting EvidencePraxis II Pass Rate 2016-17

Measure 7: Ability of Completers to Be Hired
Supporting EvidenceEmployment Information 2016-17

Measure 8: Student Loan Default Rates and Other Consumer Information
Supporting Evidence:

Our Staff

Barnes, Cheryl
Cheryl Barnes
Professor of Education
304-384-6306
Bean, Michael, Jr
Michael, Jr Bean
Interim Assistant Provost/Assistant Professor of Education
304-384-5209
Burton, Nancy
Nancy Burton
Professor of Education
304-384-5273
Campbell, Andrea
Andrea Campbell
Associate Professor of Education
304-384-5362
acampbell@concord.edu
Conner, Alison
Alison Conner
Administrative Associate
304-384-5252
Druggish, Richard
Richard Druggish
Department Chair / Professor of Education / Director of Teacher Education / Coordinator of Field Experiences
304-384-5107
Hawks, Kathy
Kathy Hawks
Professor of Education
304-384-5399
Mullins, Terry
Terry Mullins
Professor-Education
304-384-5381
Nichols, Kimberly
Kimberly Nichols
Administrative Associate
304-384-6038
Reynolds, Anita
Anita Reynolds
Professor of Education
304-384-5292
Smith, Lethea
Lethea Smith
Assistant Professor of Education
304-384-5300
Druggish, Kelly
Kelly Druggish
Adjunct - Education / Teacher Supervisor
304-384-6038
Tucker, Kathryn
Kathryn Tucker
Assistant Professor-Special Education
304-384-5293
White, Robin
Robin White
Program Associate
304-384-6223
Williams, William
William Williams
Professor of Education
304-384-6222

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Programs of Study

Undergraduate

CONTENT SPECIALIZATION REQUIREMENTS, PROGRESSION SHEETS, & 4-YEAR PLANS SUNSET CONTENT SPECIALIZATION - STUDENTS CAN NO LONGER DECLARE THE FOLLOWING CONCENTRATIONS

Graduate

Course Description

Admission to Teacher Education Program