Teacher Education, BA

Cleveland Hearing & Speech 421
Phone: 216.368.0792; Fax: 216.368.5227
Denise Davis, Director of Teacher Education
denise.k.davis@case.edu

Degree: Bachelor of Arts (BA)
Major: Teacher Education

Program Overview

Case Western Reserve University offers several programs leading to an Ohio teaching license. Teacher Education programs are offered in:

A unique feature of the Bachelor of Science degree programs is that each is offered in cooperation with a University Circle Institution—the Cleveland Institute of Art (for Art Education) or the Cleveland Institute of Music (for Music Education).

Students wishing to pursue a teaching license for a Bachelor of Arts degree must fulfill all the requirements for their primary major and declare teacher education as a second major, following the appropriate course sequences that lead to licensure. The teacher licensure areas are: 1) Adolescent to Young Adult (grades 7-12) in Integrated Language Arts (English major), Integrated Social Studies (history major), Integrated Mathematics (mathematics major), Life Science (biology major), or Physical Science (chemistry or physics major); and 2) Multi-Age (grades preK-12) in French, Spanish, or Latin.

Teacher education programs at Case Western Reserve University lead to teaching licenses and are approved by the Ohio Department of Education and the Ohio Department of Higher Education.

The Teacher Education Unit at CWRU is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP). In addition, the National Association of Schools of Music (NASM) accredits the Music Education Program.

For further information on program and course requirements for Art Education, review the Department of Art History and Art; for Music Education, review the Department of Music.

Learning Outcomes

Students will be able to understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Students will be able to use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Students will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.
Students will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Students will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Students will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.
Students will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Students will be able to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Students will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Students will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Undergraduate Policies

For undergraduate policies and procedures, please review the Undergraduate Academics section of the General Bulletin.

Accelerated Master's Programs

Undergraduate students may participate in accelerated programs toward graduate or professional degrees. For more information and details of the policies and procedures related to accelerated studies, please visit the Undergraduate Academics section of the General Bulletin.

Adjunct Faculty

Denise K. Davis, Ed.D.
(Teachers College, Columbia University)
Director, Teacher Education; Director, Adolescent to Young Adult Programs

David Bellini, M.A.
(Cleveland State University)
Adjunct Faculty, Teacher Education

Nancy Benincasa, Ph.D.
(Kent State University)
Adjunct Faculty, Teacher Education

Angie Chapple, M.Ed.
(Cleveland State University)
Adjunct Faculty, Teacher Education

Steven Ciampaglia, Ed.D.
(Northern Illinois University)
Champney Family Professor of Art; Associate Professor, Department of Art History and Art; Director, Art Education/Art Studio Programs

Christopher Clark, Ph.D.
(The Hartt School of Music)
Lecturer, Music Education
Director of Choirs

Amy Davis, M.A.
(John Carroll University)
Adjunct Faculty, Teacher Education

Matthew Garrett, Ph.D.
(Florida State University)
Professor, Department of Music; Director, UCITE; Coordinator, Undergraduate Studies in Music Education

Benjamin Helton, Ph.D.
(University of Illinois)
Assistant Professor, Department of Music; Director, Spartan Marching Band
Director, Spartan Marching Band

Jacqueline Hersh, M.Ed.
(Simmons College)
Intervention & Data Specialist

Kathleen Horvath, Ph.D.
(The Ohio State University)
Professor, Department of Music; Director of Orchestras

David King, M.F.A.
(Kent State University)
Adjunct Faculty, Department of Art History and Art; Supervising Teacher, High Schools

Lisa L. Koops, Ph.D.
(Michigan State University)
Professor, Department of Music; Head of Music Education
Coordinator of Graduate Studies in Music Education

Nathan Kruse, Ph.D.
(Michigan State University)
Associate Professor, Department of Music; Associate Chair, Department of Music

Joseph Marencik, Ed.D.
(Northcentral University)
Adjunct Faculty, Teacher Education

Ryan Scherber, Ph.D.
(Florida State University)
Assistant Professor, Department of Music; Director of Bands

Program Requirements

This program is available only as a second major for a BA degree; as a secondary major for a student completing a BS degree; or as the sole major for a BA degree if a student is also completing a BS degree. All students must meet the general requirements for bachelor's degrees and the Unified General Education Requirements.

Ohio Teacher Education Programs

Students interested in a teaching career will pursue a primary major in the field of licensure (for which CWRU has received approval from the Ohio Department of Education and the Ohio Department of Higher Education) and choose teacher education as a second major. This second major requires 36 credit hours in professional education.

Adolescent to Young Adult teacher licensure (grades 7-12) is available in Integrated Language Arts (English major), Integrated Social Studies (history major), Integrated Mathematics (mathematics major), Life Science (biology major), or Physical Science (chemistry or physics major). Multi-Age licensure (grades PreK-12) is available in French, Spanish, or Latin. For information concerning specific subject area requirements, go to the departmental descriptions for Biology, Chemistry, English, History, Mathematics, Physics, Classics or Modern Languages and Literatures.

The education course requirements for the Adolescent to Young Adult or Multi-Age language programs are as follows:

Course List
Code	Title	Hours
Required Courses:
EDUC 255	Literacy Across the Content Areas	3
EDUC 301	Introduction to Education	3
EDUC 304	Educational Psychology	3
EDUC 325	Content Area Special Methods I	3
EDUC 326	Content Area Special Methods II	3
EDUC 336	The Diverse Learner: Best Practice for Effective Classrooms	3
EDUC 340	Advanced Curriculum and Methods	3
EDUC 386	Introduction to Instructional Technology	3
EDUC 390	Student Teaching & Professional Development Seminar	3
EDUC 394	Student Teaching Practicum	9
Total Hours		36

Ohio Teacher Licensure

Students must maintain a 3.0 GPA in all professional education courses, a 2.7 GPA in the specific content area, and a cumulative overall GPA of 2.7 to be recommended for Ohio teacher licensure.

EDUC (Education)

EDUC 200. Introduction to Supplemental Instruction (SI). 1 Unit.

This course is designed to develop and reinforce skills necessary for facilitating Supplemental Instruction through the use of pedagogical knowledge, Instructional strategies, understanding of learning theory, understanding the principles and techniques of differentiated Instruction, and understanding group dynamics. Prereq: Cumulative GPA of 3.25.

EDUC 255. Literacy Across the Content Areas. 3 Units.

Literacy development is examined through various perspectives. This three hour course emphasizes understanding reading and writing as it applies to the various content areas. The course includes instruction in using protocols for oral language development, strategies for word skill development and reading comprehension, strategies for addressing dyslexia, and use of assessment of reading skills. Students apply strategies through various field experiences.

EDUC 301. Introduction to Education. 3 Units.

This course provides an introduction to the historical, sociological, and philosophical role of education in a diverse society. Historic and contemporary practices and issues are introduced and explored within the context of educational ideologies. Emphases include examination of what success in education means and beginning the process of defining one's own identity as a teacher. Offered as EDUC 301 and EDUC 401.

EDUC 304. Educational Psychology. 3 Units.

Application of psychological principles as they relate to various educational learning theories. Principles and practices of measurement and evaluation. Learning developmental differences between child, adolescent, and young adult growth. Continuation of professional development. Application of research to instructional methodologies. Clinical/Field experiences required. Research project required for graduate students. Recommended preparation: PSCL 101. Offered as EDUC 304 and EDUC 404.

EDUC 325. Content Area Special Methods I. 3 Units.

This methods course, designed for licensure candidates in secondary or multi-age areas, specifically emphasizes the methods inherent in teaching the subject area of licensure. The first of two courses, EDUC 325 builds on the student's previous understanding of the methods involved in teaching their particular subject. The course will consist of weekly guided observations in a local high school classroom under the mentoring of a master teacher, various forms of exploring content and pedagogy, and monthly discussions in a special format called the "Reflective Triad" - composed of each CWRU student, his/her master teacher in the high school, and a CWRU faculty member in the content area. Additionally, the course involves introductory lesson design and teaching. Prereq: EDUC 301, EDUC 304.

EDUC 326. Content Area Special Methods II. 3 Units.

This methods course, designed for licensure candidates in secondary or multi-age areas, specifically emphasizes the methods inherent in teaching the subject area of licensure. This course is a continuation of the sequence and is the second of two courses. EDUC 326 continues students' work in the first seminar to understand, design and teach their content. The course consists of weekly guided observations in a local high school classroom under the mentoring of a master teacher, various forms of exploring content and pedagogy, and monthly discussions in a special format called the "Reflective Triad" - composed of each CWRU student, his/her master teacher in the high school, and a CWRU faculty member in the content area. Additionally, the course involves more sophisticated lesson design in the content area, content integration, an introduction to designing instruction to meet the needs of diverse learners, and teaching. Prereq: EDUC 301, EDUC 304, EDUC 325.

EDUC 336. The Diverse Learner: Best Practice for Effective Classrooms. 3 Units.

Building on the theories of human development and learning encompassed in EDUC 304, this course guides students to develop a deeper understanding of theories and research in human development, of issues related to adolescents, and how they are applied in today's classrooms. Mental health issues, exceptions in learning and inclusion theory will be focal points for the course. Offered as EDUC 336 and EDUC 436. Prereq: EDUC 304.

EDUC 338. Seminar and Practicum in Adolescents. 3 Units.

Supervised field placement and attendance in early childhood, child and adolescent settings including preschools, schools, hospitals, and neighborhood centers. This course is an elective. Recommended preparation: PSCL 101. Offered as EDUC 338, PSCL 338 and SOCI 338.

EDUC 340. Advanced Curriculum and Methods. 3 Units.

This curriculum and methods course is offered for students enrolled in the high school or Multi-Age Languages teacher licensure program. It involves in-depth study of pedagogy within an integrated and interdisciplinary model. Demonstrated understanding of constructivist theory, the application of developmental and learning theories, and state and national standards in curriculum content, curriculum design, instruction and assessment are central to the course. Counts as a SAGES Departmental Seminar course. Prereq: EDUC 301, EDUC 304, EDUC 325, EDUC 326.

EDUC 386. Introduction to Instructional Technology. 2 - 3 Units.

This course is designed to address the basic technology skills, which are required of all teachers. The course uses both concept and project based learning activities. Each of the projects is centered on a set of activities designed to allow students to demonstrate a particular subset of competencies. The course will not always provide step-by-step directions for completing projects; instead it will promote the use of existing information and help resources to allow students to develop the ability to learn new technology independently. Each of the projects will also contain the opportunity for the student to reflect on how technology impacts their teaching. Course projects are designed to assess both a basic comfort level with learning and using technology tools and the student's ability to apply technology to improve teaching and learning. The nature of the course is a mix of technology and should engage teachers in thinking about ways to improve their teaching. There is an option for non-education majors to enroll for two credits. Offered as EDUC 386 and EDUC 486.

EDUC 390. Student Teaching & Professional Development Seminar. 3 Units.

This course is taken in conjunction with student teaching and provides a forum for processing what students experience throughout the semester. Additionally, the course guides the professional development of each student. The course helps students integrate state and national standards in their teaching. The Teacher Performance Assessment (TPA) is addressed in this course and becomes part of the student teaching portfolio. Individual advisement is a critical component and involves resume writing, interview skills, job placement information and preparation for state mandated licensure exams. Prereq: EDUC 301, EDUC 304, EDUC 325, EDUC 326, EDUC 340. Coreq: EDUC 394 - Student Teaching Practicum - is taken in conjunction with the Student Teaching Seminar.

EDUC 390C. Student Teaching Capstone & Professional Development Seminar. 3 Units.

This course is taken in conjunction with student teaching and emphasizes the integration of theory and practice. The course provides a forum for processing what students experience throughout the semester as students engage in full-time work in the classroom. The course also includes components that fulfill the SAGES Senior Capstone requirement. The course guides the professional development of each student as he or she compiles the portfolio, completes the Capstone, and prepares for state licensure exams. Counts as a SAGES Senior Capstone course. Prereq: EDUC 255, EDUC 386, EDUC 340. Coreq: EDUC 394.

EDUC 394. Student Teaching Practicum. 3 - 9 Units.

This practicum represents a student teaching experience involving curriculum design and implementation. Each student teacher plans and teaches a comprehensive unit, moving from guided practice to assuming full teacher responsibility within the school culture. Video analysis, pre- and post-teaching lesson analyses, problem-solving, and reflective dialogue are key emphases of the practicum. The Teacher Performance Assessment is a component of the student teaching for education majors.

EDUC 395. Independent Study in Education. 1 - 3 Units.

Independent Study in Education is offered for students with special interests and/or commitments that are not fully addressed in other education courses and who wish to work independently.

EDUC 401. Introduction to Education. 3 Units.

EDUC 404. Educational Psychology. 3 Units.

EDUC 436. The Diverse Learner: Best Practice for Effective Classrooms. 3 Units.

EDUC 486. Introduction to Instructional Technology. 2 - 3 Units.

EDUC 495. Independent Study in Education. 1 - 3 Units.