- Dr. Katie Cripe, Program Coordinator
OVERVIEW
- In cooperation with various academic disciplines in the University, the Department of Teacher Education and Leadership Studies offers a four-year AYA Education Program (grades 7-12), Integrated Language Arts, approved by the Ohio Department of Education. The Integrated Language Arts license, Bachelor of Science in Education Degree requires a minimum of 127 semester hours of coursework including a semester of student teaching. Please refer to the four-year plan for additional information. This teaching license requires passage of the Ohio Assessments for Educators in order to be eligible to student teach.
EMPLOYMENT OPPORTUNITIES
- Graduates of the Adolescent/Young Adult Program will be qualified to teach in the 7-12 classroom. Additional opportunities may be available in the private sector to tutor students. It is recommended that students in this major consider adding the Teaching English to Speakers of Other Languages (TESOL) endorsement to increase marketability.
- Professional Dispositions:
- In addition to the above learning outcomes, teacher candidates are expected to display the following professional dispositions:
- Creating fairness in the classroom
- Providing an inclusive environment that is safe and conducive to learning
- Demonstrating the belief that all students can learn
- Fostering collaborative relationships to support student learning and well- being
- Exhibiting professional skills
FIELD EXPERIENCES AND STUDENT TEACHING
- Students complete over 120 hours of pre-clinical experiences, and additional field experiences, which are included in the following courses that offer opportunities to provide varying levels of classroom support (observing, one-on-one tutoring, small group teaching, co-teaching, whole class teaching).
- Field Experiences
- EDFN 1501 Introduction to Education
- EDFN 3708 Education and Society
- SPED 2630 Individuals with Exceptionalities in Society
- TERG 3711 Reading Application in Content Areas, Secondary Years
- SED 3706 Principles of Teaching Adolescents
Preclinical Field Experiences
The preclinical experience is conducted in local schools and provides an opportunity for teacher candidates to complete an in-depth field experience prior to student teaching. This field experience requires a substantial time commitment, as teacher candidates spend the entire day in schools during designated weeks. The Adolescent/Young Adult preclinical experience is scheduled during the fall semester. Applications for the preclinical experience must be submitted (1) one year in advance to BCOE Room 2101, by September 1 for the preclinical experience. Contact the Beeghly College of Education, academic advisors for minimum preclinical prerequisites.
- EDFN 3710 Educational Assessment
- SED 4800E English Methods for Adolescent and Young Adult Learners
Student Teaching
Students complete a 16 week student teaching experience. Students must pass the edTPA performance-based assessment with a minimum score of 37 during this experience.
- SED 4842 Supervised Student Teaching: High School
- SED 4842A Student Teaching Seminar for Secondary Education
ADVISEMENT
Advisement is provided by the academic advisors in the Beeghly College of Education. Majors in this program must complete general education requirements, subject area curriculum requirements, reading course requirements, and professional education requirements. Prior to student teaching, all adolescent/young adult majors must complete a preclinical experience.
REQUIRED ASSESSMENTS
The Ohio Assessments for Educators (OAE) assess the content area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator license or adding a new licence area. The assessments are aligned with Ohio's New Learning Standards. Teacher candidates must pass these exams prior to student teaching.
003 Assessment of Professional Knowledge Adolescence to Young Adult (7-12) (All AYA Teacher Candidates)
020 English Language Arts (for teacher candidates with ELA concentration)
ENDORSEMENTS
The following endorsements are available to individuals holding this teaching license and may increase marketability: K-12 TESOL Endorsement, K-12 Reading Endorsement.
| COURSE | TITLE | S.H. |
|---|---|---|
| FIRST YEAR REQUIREMENT -STUDENT SUCCESS | ||
| YSU 1500 | Success Seminar | 1-2 |
| or SS 1500 | Strong Start Success Seminar | |
| or HONR 1500 | Intro to Honors | |
| General Education Requirements | ||
| ENGL 1550 | Writing 1 | 3-4 |
| or ENGL 1549 | Writing 1 with Support | |
| ENGL 1551 | Writing 2 | 3 |
| CMST 1545 | Communication Foundations | 3 |
| Mathematics Requirement | 3 | |
Select one of the following two Math courses or any higher Math course. Math 2652 is preferred math course if you are required to take the Math Praxis Core. | ||
| Quantitative Reasoning | ||
or MATH 2652 | Mathematics for Early Childhood Teachers 2 | |
Some courses are categorized in more than one knowledge domain. Courses can only be used once within the General Education model. Courses listed for Knowledge Domains below are required in this program. | ||
| Arts and Humanities (6 s.h.) | 6 | |
These 6 s.h. may be met in the major if appropriate courses in the major are selected. | ||
| Natural Sciences (2 courses, 1 with lab) (6-7 s.h.) | 7 | |
| PSYC 1560 | General Psychology | 3 |
| Social Science elective (or 3 s.h. requirement may be met by courses in major) | 3 | |
| Social and Personal Awareness (6 s.h.) | 6 | |
| Major Requirements | ||
| ENGL 2631 | Mythology in Literature (AH) | 3 |
| TCED 1500 | Introduction to Becoming a Teacher First Year Experience Course BCOE | 3 |
| ENGL 2651 | Introduction to Language | 3 |
| ENGL 3700 | Literary Study | 3 |
| ENGL 3705 | Young Adult Literature | 3 |
| ENGL 3710 | British Literature 1 | 3 |
| ENGL 3711 | British Literature 2 | 3 |
| ENGL 3712 | American Literature 1 | 3 |
| ENGL 3713 | American Literature 2 | 3 |
| ENGL 3741 | Advanced Writing for Teachers 1,2 | 3 |
| ENGL 4881 | Shakespeare and His World | 3 |
| JOUR 4821 | Advising Student Media | 3 |
| Select one of the following American Literature courses: | 3 | |
| American Literature in Historical Perspective | ||
| American Genres | ||
| Themes in American Literature | ||
| American Literary Conversations | ||
| The Black Experience in American Literature | ||
| Select one of the following World/Multicultural Literature courses: | 3 | |
| World Literature (AH/SPA) | ||
| Women in Literature (AH/SPA) | ||
| American Literature and Diversity (AH/SPA) | ||
| African Literature | ||
| Images of Women | ||
| Selected Topics in World Literature | ||
| Selected Topics in Multicultural Studies | ||
| Select one of the following Language/Linguistics courses: | 3 | |
| Language and Culture | ||
| Development of the English Language | ||
| Sociolinguistics | ||
| Language Acquisition | ||
| Advanced Linguistics | ||
| English Grammar | ||
| Select one of the following Media Literacy courses: | 3 | |
| Media Literacy and Culture | ||
| History of Motion Pictures (AH) | ||
| Introduction to Film Study (AH) | ||
| Professional and Technical Writing | ||
| Select one of the following Upper Division British Literature courses: | 3 | |
| Major Figures in British Literature | ||
| British Genres, Circles, and Movements | ||
| The Medieval World | ||
| The English Renaissance | ||
| Restoration and Eighteenth Century British Literature | ||
| The Romantic Period | ||
| Nineteenth Century British Literature Studies | ||
| Early Twentieth Century British Studies | ||
| British Literature from World War II to the Present | ||
| Select one of the following Advanced English Studies courses: | 3 | |
| Introduction to Literary Theory | ||
| Senior Seminar | ||
| Select two of the following Oral Communication courses: | 6 | |
| Communication in Groups and Organizations | ||
| Interpersonal Communication | ||
| Oral Interpretation | ||
| Professional Education Curriculum | ||
| PSYC 3709 | Psychology of Education | 3 |
| EDFN 1501 | Introduction to Education | 3 |
| SPED 2630 | Individuals with Exceptionalities in Society 1 | 3 |
| TERG 3711 | Reading Application in Content Areas, Secondary Years 1,2 | 3 |
| EDFN 3708 | Education and Society | 3 |
| SED 3706 | Principles of Teaching Adolescents 2 | 3 |
| Preclinical Curriculum | ||
| SED 4800E | English Methods for Adolescent and Young Adult Learners 2 | 3 |
| EDFN 3710 | Educational Assessment | 3 |
| Student Teaching Curriculum | ||
| SED 4842 | Supervised Student Teaching: High School 2 | 10 |
| SED 4842A | Student Teaching Seminar for Secondary Education 2 | 2 |
| Total Semester Hours | 134-136 | |
| 1 | Prerequisites for Preclinical Curriculum |
| 2 | Upper Division course |
BCOE Notes:
Advisement:
- It is highly recommended that all teacher candidates meet with an academic advisor every semester.
- Freshmen, athletes, and students on warning and probation are required to meet with an advisor before registration.
- At the completion of 30 SH any teacher candidate who: 1)was required to and has not passed PRAXIS Core Exam(s), or 2) holds a GPA of 2.25 or below will be referred to Central Advising for advising and career services. If at a later date the teacher candidate passes all required parts of the Praxis Core Exam and attains a GPA of 2.25 or higher that student may return to BCOE for advising.
Important Notes:
- Neither admission to the University nor declaration of a major related to a teaching field guarantees admission to the BCOE’s Teacher Education Programs or candidacy for a teaching license.
- Formal Admission to Teacher Education (Upper-Division) is required before teacher candidates are allowed to enroll in certain junior and senior level courses in BCOE.
- Undetermined education majors must declare a major before applying for admission to a Teacher Education Program.
- Admission to a Teacher Education Program is obtained upon satisfactory completion of the following requirements:
_____ Minimum completion of 50 SH
_____ Minimum 2.75 overall GPA
- Meet one of the following criteria:
_____ Overall GPA 3.4 or better, OR
_____ ACT scores of Reading-21, English-18, Math-22, AND/OR
_____ SAT scores of Reading-450, Writing-430, Math-520, AND/OR
_____ Praxis CORE scores, Reading-156, Writing-162, Math-150
(Attach a copy of your CORE scores to the application)
- “B” average or better (A-C, B-B) for:
_____ ENGL 1550_____ ENGL 1551
If failure to meet “B” average above must also complete:
_____ ENGL 2601 grade of “B” or better.If you receive a “C” or below you will need to retake the course.
- “B” average or better (B-B-B, A-B-C) across the following:
_____ EDFN 1501_____ CMST 1545
_____ SPED 2630 _____ ENGL 3700
If student does not have a “B” average, student will be required to retake one or more of these courses until the “B” average is achieved.
- A grade of “C” or better is required in all required major courses. Courses taken as “CR/NC” will not count towards the major
- Professional education and block courses may only be repeated one time.
- Minimum requirements for teaching licenses are determined by the Ohio Department of Education; if those requirements change, they become effective immediately at Youngstown State University. (YSU Undergraduate Catalog).
Upper-Division Application Process
- Upper division application and forms must be printed from the BCOE website.
- After completing a minimum of 50 SH, submit the following:
- Upper Division application
- Good Moral Character Statement
- copy of BCI & FBI clearances
- schedule an upper division interview with the BCOE Office of Student Services, room 2101, no later than:
- Upper Division Application Deadline
- September 1—to register for Upper Division Courses for Spring
- February 1—to register for Upper Division courses for Summer & Fall
- Each completed application is reviewed and approved by the Upper Division Admission and Retention Committee. If all requirements are met, the teacher candidate may register for Upper Division courses for the following semester. Upper Division courses are the courses designated with the “+” symbol. Applications submitted after the deadline will not be processed until the end of the respective semester.
Program Notes:
- If Math concentration is chosen, Math GER is not required. If Science concentration is chosen, Natural Science GER is fulfilled through subject area curriculum. If Language Arts concentration is chosen, Arts & Humanities GER is fulfilled through subject area curriculum. If Social Studies concentration is chosen, Social Sciences GER is fulfilled through subject area curriculum.
- Candidates will not be permitted to take the following professional education courses more than twice: EDFN 1501, EDFN 3708, PSYC 3709, SPED 2630, TERG 2601, 3701, 3702, 3703, 2610, 3711, TEMC 4802, SED 4800, ECIS 2629, ECIS 3700, all preclinical experience courses, student teaching, and student teaching seminar.
- If the program is concerned regarding teacher candidate performance in the preclinical experience, as determined by CPAST criteria, the program coordinator may require the teacher candidate to complete an additional preclinical experience prior to the student teaching experience.
Preclinical Application with Request for Graduation Evaluation
- Preclinical application is completed on TaskStream. Directions are available on the BCOE website.
- Preclinical application and graduation evaluation request must be submitted one year prior to the intended preclinical semester no later than:
- September 1—for Fall preclinical
- February 1—for Spring preclinical
- Preclinical candidates are screened for eligibility based on GPA and course completion.
Student Teaching:
- Prerequisites:
- BCOE Upper Division and Senior status,
- Overall 2.75 GPA
- Minimum of 2.67 GPA in subject area curriculum and professional education courses with no grade less than a “C” (each computed individually),
- Passage of OAE test(s) and ACTFL tests for foreign language.
- Instructions for completing the Student Teaching Application and Forms are available on BCOE website. The application and forms must be completed and printed from the BCOE website and submitted to the BCOE Office of Student Services no later than:
- September 1—to Student Teach the following Spring Semester
- February 1—to Student Teach the following Fall Semester
Graduation Process:
- Apply for graduation during the first three weeks of the semester you plan to graduate. Graduation evaluation must be completed in advance of application for graduation.
Completing a Bachelor of Science in Education without Licensure:
- Teacher candidates who choose to graduate without licensure must apply for approval in the BCOE Office of Student Services.
- Once approved, teacher candidates graduating without licensure must take TCED 4830 (3 SH) capstone in place of student teaching.
| Year 1 | ||
|---|---|---|
| Fall | S.H. | |
| YSU 1500 | Success Seminar | 1 |
| ENGL 1550 or ENGL 1549 | Writing 1 or Writing 1 with Support | 3-4 |
| PSYC 1560 | General Psychology | 3 |
| ENGL 2631 | Mythology in Literature | 3 |
| TCED 1500 | Introduction to Becoming a Teacher First Year Experience Course BCOE | 3 |
| EDFN 1501 | Introduction to Education | 3 |
| Semester Hours | 16-17 | |
| Spring | ||
| ENGL 1551 | Writing 2 | 3 |
| MATH 2623 | Quantitative Reasoning | 3 |
| SPED 2630 | Individuals with Exceptionalities in Society | 3 |
| Natural Science/Lab GER | 4 | |
| ENGL World Multiculture Literature Elective | 3 | |
| Semester Hours | 16 | |
| Year 2 | ||
| Fall | ||
| ENGL 2651 | Introduction to Language (satisfies an SPA elective requirement) | 3 |
| CMST 1545 | Communication Foundations | 3 |
| ENGL 3705 | Young Adult Literature | 3 |
| ENGL 3700 | Literary Study | 3 |
| Media Literacy Elective | 3 | |
| Semester Hours | 15 | |
| Spring | ||
| ENGL 3710 | British Literature 1 | 3 |
| ENGL 3712 | American Literature 1 | 3 |
| PSYC 3709 | Psychology of Education | 3 |
| Social and Personal Awareness GER | 3 | |
| Oral Communications Elective | 3 | |
| Semester Hours | 15 | |
| Year 3 | ||
| Fall | ||
| ENGL 3711 | British Literature 2 | 3 |
| ENGL 3713 | American Literature 2 | 3 |
| Social and Personal Awareness GER | 3 | |
| Upper Division British Literature Elective | 3 | |
| Language /Linguistics Elective | 3 | |
| Oral Communication Elective | 3 | |
| Semester Hours | 18 | |
| Spring | ||
| SED 3706 | Principles of Teaching Adolescents | 3 |
| EDFN 3708 | Education and Society | 3 |
| ENGL 3741 | Advanced Writing for Teachers | 3 |
| JOUR 4821 | Advising Student Media | 3 |
| TERG 3711 | Reading Application in Content Areas, Secondary Years | 3 |
| Natural Science GER | 3 | |
| Semester Hours | 18 | |
| Year 4 | ||
| Fall | ||
| SED 4800E | English Methods for Adolescent and Young Adult Learners 3 | 3 |
| EDFN 3710 | Educational Assessment | 3 |
| ENGL 4881 | Shakespeare and His World | 3 |
| American Literature Elective | 3 | |
| Advanced English Studies Elective | 3 | |
| Semester Hours | 15 | |
| Spring | ||
| SED 4842 | Supervised Student Teaching: High School | 10 |
| SED 4842A | Student Teaching Seminar for Secondary Education | 2 |
| Semester Hours | 12 | |
| Total Semester Hours | 125-126 | |
Learning Outcomes
The following learning outcomes are based on The Ohio Standards for the Teaching Profession. These standards were developed for use as a guide for teachers as they continually reflect upon and improve their effectiveness as educators throughout all of the stages of their careers. These standards serve as an important tool for teachers as they consider their growth and development in the profession. These standards in developing and content of our teacher education programs. They are interrelated and connect in teachers’ practice.
- Teachers understand student learning and development and respect the diversity of the students they teach.
- Teachers know and understand the content area for which they have instructional responsibility.
- Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
- Teachers plan and deliver effective instruction that advances the learning of each individual student.
- Teachers create learning environments that promote high levels of learning and achievement for all students.
- Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
- Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.