Programs

Secondary Education

students

Cottey College’s Secondary Education major is focused on contributing highly effective teachers in the sciences and other fields for grade 9-12. Teachers completing an education degree at Cottey are equipped to adapt to the educational needs of the next generation of students. The Secondary Education program involves interaction with local youth in area high schools through practica and student teaching. Cottey graduates obtain solid teaching preparation as well as depth of study in a given subject area. The baccalaureate degree in Secondary Education offers six certification area options from which students will choose the area to teach: Biology, Chemistry, Business Education, English, Social Science, and Speech/Theatre.

Possible Careers: High school teacher, school counseling, school administration, library services, instructional coordinator, training specialist, etc.

For more information, contact: Dr. Chioma Ugochukwu, cugochukwu@cottey.edu or Dr. James Horton, jhorton@cottey.edu.

Cottey College students desiring to become a Secondary Education major will need to apply for acceptance into the Educator Preparation Program. This application process must be completed during the second semester of the sophomore year at the latest.

The application process is based upon three criteria:

  1. Academic performance
  2. Disposition
  3. Evidence(s) of commitment to teaching and learning

In an effort to identify these three criteria in an applicant, to be accepted into the Secondary Educator Preparation Program the student must:

  • Complete EDUC 210 Foundations of Education with a grade of “C” or higher.
  • Provide evidence of adequate grade point average (2.00 Cumulative, 2.50 Content, and 2.50 Education) with an official transcript.
  • Submit a completed application to the Education Department Chair.
  • Provide two faculty recommendations for the purpose of identifying academic performance, dispositions, and potential as a future educator.
  • Provide one non-faculty recommendation for the purpose of identifying dispositions, experience with youth, and potential as a future educator.
  • Submit a 500-600 word essay reflecting her personal philosophy of education and reasons she wants to enter the teaching profession.
  • Complete the Missouri Educator Profile (MEP) and submit a copy of the results to the Education Department Chair for her student file.
  • Pass the Missouri General Education Assessment (MoGEA) in (1) Reading Comprehension & Interpretation, (2) Writing, (3) Mathematics, and (4) Science & Social Studies.

When all parts of the application have been received, the Faculty Review Committee will consider the application. The committee will either admit the student or deny admission with a statement of actions to complete before the student may reapply.

The student will be notified by a letter from the Education Department stating the status of the applicant.

The program curriculum for secondary education consists of core, content, and Professional Education courses.

Students begin Professional Education and Field Experience courses in the sophomore year. Course rotation is included in each certification area’s table:

EDU 210
Foundations of Education
This course is a survey of the philosophical, historical, sociological, and legal foundations of education in the United States. Students will examine the roles and responsibilities of teachers and the legal/ethical aspects of teaching. Strategies for consulting and collaborating with parents, other teachers, administration, and community partners will be examined. Cultural diversity, multicultural education, and differentiated instruction will be included. Students will complete the Missouri Educator Profile (MEP).

EDU 290
Field Experience I
Prerequisite: EDU 210
This course provides observation experiences in the school setting. Students will be required to document 30 hours.

EDU 310
Educational Psychology
Prerequisite: EDU 210
This course investigates psychological concepts, theory, models, and methods of research in development and education. Students explore current topics and application of learning theories to contemporary educational issues. The unique needs of English Language Learners and the acquisition of a second language will be examined.

EDU 370
Teaching in Secondary Schools
Prerequisite: EDU 210
This course examines the techniques for effective teaching at the secondary level. This includes designing engaging and rigorous lessons to meet the needs of diverse learners. Bloom’s Taxonomy will be examined in relation to learning objectives and assessments in lesson planning. Students will design units of instruction that include critical thinking and problem solving activities as well as strategies for teaching English Language Learners. Cultural diversity, multicultural education, and differentiated instruction will be included. Strategies for consulting and collaborating with parents, other teachers, administration, and community partners will be examined. Educational technology will be reviewed/introduced.

EDU 315
Assessment in Education
Prerequisite: EDU 210
This course provides students experience in creating fair and effective assessments. Students will learn about measurement, item analysis, interpretation, and steps of developing appropriate classroom tests and assessments; performance assessments; standardized testing; biases in educational assessment; and self-assessment.

EDU 320
The Exceptional Learner
Prerequisite: EDU 210
This course is an introduction to human exceptionality and the field of special education. The student will develop an understanding of the unique characteristics, strengths, and challenges of exceptional learners along with the competencies to effectively teach exceptional learners.

EDU 325
Literacy in the Content Areas
Prerequisite: EDU 210
This course provides students with techniques for assessing and improving literacy skills in their content area. This includes reading to learn and writing to learn as part of literacy skills. Students will learn to apply reading and writing concepts, theories, and techniques to content area material by developing lesson plans and materials. Cultural diversity, multicultural education, and differentiated instruction will be included. Special consideration will be given to developing literacy skills of English Language Learners will be included.

EDU 382
Secondary Methods of Teaching English
Prerequisites: EDU 210 and EDU 370
This course examines a variety of methods of teaching English in high schools, including inquiry, cooperative learning, differentiation, and interdisciplinary, etc. as well as specific strategies unique to English instruction. Students will also develop a Unit Plan of instruction.

EDU 383
Prerequisite: EDU 210 and EDU 370
Secondary Methods of Teaching Business Education
This course examines a variety of methods of teaching Business Education in high schools, including inquiry, cooperative learning, differentiation, and interdisciplinary, etc. as well as specific strategies unique to Business Education Instruction. Students will also develop a Unit Plan of instruction.

EDU 384
Secondary Methods of Teaching Science
Prerequisite: EDU 210 and EDU 370
This course examines a variety of methods of teaching Science in secondary schools, including inquiry, cooperative learning, differentiation, and interdisciplinary, etc. as well as specific strategies unique to Science instruction. Students will also develop a Unit Plan for instruction.

EDU 386
Secondary methods of Teaching Speech & Theatre
Prerequisite: EDU 210 and EDU 370
This course examines a variety of methods of teaching Speech & Theatre in high school, including inquiry, cooperative learning, differentiation, and interdisciplinary, etc. as well as specific strategies unique to Speech & Theatre instruction. Students will also develop a Unit Plan of instruction.

EDU 390
Field Experience II
Prerequisite: EDU 210 and EDU 290
This course provides involvement in a secondary classroom. Students will observe and participate in a variety of activities to become familiar with the total school experience. The student will be required to document 45 hours of observation and activity.

EDU 415
Classroom Management
Prerequisite: EDU 210
This course examines differentiated instruction and the role of the teacher in creating a classroom environment conducive to effective learning. Behavioral management techniques in classroom management will be included. he role of instructional technology (interactive whiteboard, clickers, podcasting, flipped classrooms, etc.) will be reviewed/introduced. Legal and ethical issues of technology in the classroom will be examined.

EDU 425
Literacy Intervention
Prerequisite: EDU210
This course presents strategies to increase the reading ability of adolescent students. The focus is helping students gain more from their reading tasks, improve their motivation for and engagement in the learning process as well as assist struggling readers who may need intervention on an individual basis. Special consideration will be given to developing literacy skills of English Language Learners will be included.

EDU 490
Student Teaching
(Senior standing; Fee $100, non-refundable)
This culminating clinical experience involves observation and supervised teaching in a secondary school classroom. Students should have completed all courses required for the program prior to this course. Additional information on the student teaching application process and requirements can be found on the website.

Field Experiences

The field experiences involve activities in professional education, which include observations, tutoring, and assisting teachers in off campus classroom settings.

The field experiences include 75 hours of field visits in secondary schools (grades 9-12) with diverse school populations and in diverse settings (urban, suburban, rural.) with 30 hours at entry level and 45 hours at a mid-level point. Student teaching requires 12 weeks (60 days). (Table 7). These entry and mid-program field visits include observations and practice teaching in the presence of a secondary school teacher licensed in the appropriate certification area.

Written documentation of these field experiences, candidate reflection, and teacher evaluation of candidates are required for all observations.

Student Teaching

The final clinical experience involves student teaching in a school setting that provides candidates with structured opportunities (as outlined in MoSPE) to develop and demonstrate competence in the professional role for which they are preparing. Clinical experiences will be accomplished within the grade range(s) (grades 9-12) and certification area(s) pursued by the candidate. Placements will be in diverse settings with qualified teachers in accordance with Missouri standards for cooperating teachers.

Candidate

Candidate assessment and readiness are measured through systematic data collection and analysis that includes, but is not limited to:

  • Course embedded assessments (rubrics correlating with course assignments)
  • Candidate field experience evaluations (entry, mid-level, and student teaching)
  • Candidate completion and reflection upon the Missouri Educator Profile (MEP)
  • Candidate Missouri General Education Assessment scores (MoGEA)
  • Candidate portfolio artifacts and rationales integrated throughout the program
  • Candidate performance on the Missouri Pre-Service Teacher Assessment (MoPTA)
  • Candidate Missouri Content Assessments (MoCA)

Entry and continuation in the program is contingent upon successfully passing the Missouri Educator Gateway Assessments: Missouri Educator Profile (MEP), Missouri General Education Assessment (MoGEA), and the Missouri Content Assessments (MoCA).

Course Benchmark Exam
EDU 210 Foundations of Education Entry Missouri Educator Profile (MEP)
EDU 310 Educational Psychology Entry Missouri General Education Assessment (MoGEA)
EDU 490 Student Teaching Student Teaching Missouri Content Assessments (MoCA)

Benchmarks at which candidates would be expected to complete these assessments.

Advising

In order to pursue the academic goals of Cottey College, each student is assigned a full-time faculty member as an academic advisor. Further professional assistance is available through the resources and staff of the Academic Assistance Center.

It is the responsibility of the student to work closely with her academic advisor throughout the advising process. In addition to aiding in the selection of courses, the advisor reviews the advisee’s academic progress and suggests transfer and career options. The academic advisor will also guide and mentor the student through the educator preparation program of testing and field and clinical experiences, as well as certification requirements.

Part of the advising process will include discussing the results of the Missouri Educator Profile (MEP) exam and to help students to identify area(s) of strength as well as areas needing further development to be an effective educator.