Department of Teacher Education
The Rochester College Department of Teacher Education prepares students to successfully enter a teaching career. Our goal is to prepare teachers with Christian values, integrity and with an orientation for seeing teaching as more than a job, but as a service to their students, their schools and their communities.
Rochester College is authorized by the Michigan Department of Education to recommend teacher candidates to the state for certification. Candidates may major and receive endorsements to teach in one or more of the following content areas:
|Elementary Options:||Secondary Options:||Continuing Education:|
The mission of the teacher education program at Rochester College is to prepare teachers with Christian values who can effectively serve in the diverse and challenging schools and global communities of the 21st century. Graduates of the program are teachers of understanding because they have gained a rich liberal arts education, acquired specialized knowledge in academic content areas, and completed a Professional Studies program. They are teachers with integrity because they have developed Christian values and high ethical standards. Lastly, they have hearts to serve because they have developed the attitudes and dispositions necessary to act as change agents in the diverse and challenging schools and communities of the 21st century.
What Are My Career Opportunities?
The Rochester College teacher education program prepares candidates to teach at the elementary or secondary level. Graduates who receive Elementary Certification may teach all subject areas in grades K-5 or in their major content areas in grades 6-8, and all subject areas in grades K-8 in self-contained classrooms. Graduates who earn the Comprehensive Elementary Education major with the Early Childhood minor may teach all subjects in a self-contained K-5 classroom. Together with the early childhood minor, graduates are prepared to teach in an early childhood general or special education program (birth – preschool). Graduates who receive Secondary Certification may teach in grades 6-12 in their major and/or minor content areas. Graduates with the Music Education degree may teach music in grades K-12.
Since the process of becoming a teacher includes both a baccalaureate degree and professional certification, students must declare their intent as early as possible in order to plan with an education adviser. The advising process is a critical aspect of teacher preparation; for example, with some courses, it is possible to meet both General Education and Teacher Education requirements at the same time.
Education advisers work with each student to plan appropriate progress toward the completion of all requirements of the teacher education program. Lynne Stewart, Teacher Certification Specialist, advises all teacher education students with the exception of music education students. She also works with prospective students as they prepare to attend Rochester College. For questions about our programs, Mrs. Stewart may be contacted at firstname.lastname@example.org or at (248) 218-2092.
The study of pedagogy is essential to any teacher education program. Not only is a teacher expected to understand the depth and breadth of content knowledge, but a good teacher must also be competent with and be able to utilize instructional strategies that promote student learning. The Rochester College professional studies core prepares teacher candidates with historical and practical knowledge for becoming effective classroom teachers.
|Professional Studies Core||Credit Hours|
|EDU 2263 Media and Technology||3|
|EDU 3214 Educational Psychology||4|
|EDU 3211 Educational Psychology Field Experience||1|
|EDU 3223 Classroom Teaching Strategies||3|
|EDU 3221 Classroom Teaching Strategies Field Experience||1|
|EDU 3243 Teaching Exceptional Students||3|
|EDU 3251 Professional Preparation Workshop||1|
|EDU 3264 Ethics, Philosophy, and Culture||4|
|EDU 3271 Ethics, Philosophy, and Culture Field Experience||1|
|EDU 4253 Classroom Management Strategies||3|
|EDU 4584/4684 Educational Foundations and Assessment (Elementary/Secondary)||4|
|EDU 4721/4821 Student Teaching Seminar||1|
|EDU 4728/4828 Student Teaching||8|
|RDG 4403 Literacy in Secondary Schools (Secondary only)||3|
|Elementary Options:||Secondary Options:||Continuing Education:|
Admission to the Teacher Education Program
All students seeking Michigan Provisional Teacher Certification must apply for and be admitted to the Teacher Education Program. The following must be documented at the time of application for admission:
Criteria for admission to the Teacher Education Program include the following:
The application package is reviewed by the Admission Subcommittee. All recommended candidates for admission to the Teacher Education Program are reviewed and approved by the Advisory Council at its meetings in December and May. Candidates are notified of admission status through a letter from the dean of the School of Education.
The application package deadline for the fall semester is November 1. The spring semester deadline is April 1. Admission is valid for six years; however, changes mandated by the Michigan Department of Education may impose additional requirements during that time period.
Approval for Student Teaching
Student teaching is often considered the most exciting and demanding aspect of the Teacher Education Program. It is the final field experience; therefore, it is the doorway into the teaching profession. Prospective employers place a premium on the successful completion of student teaching. The field placement sites for student teaching are established in the Educational Foundations and Assessment course. With the approval of the mentor teacher and coordinator for student teaching, placement for Educational Foundations and Assessment will also be the student teaching placement. Student teaching placements for music education candidates are established in the elementary and secondary music methods courses.
The following requirements must be met prior to beginning the student teaching experience:
Applicants for student teaching are reviewed and approved by the Teacher Advisory Council.
If student teaching is to be done in the fall semester, an updated rèsumè must be submitted to the field placement coordinator by Oct. 1 the year PRIOR to enrollment in student teaching. The student teaching application must be submitted by April 1 the semester prior to student teaching.
If student teaching is to be done in the spring semester, an updated rèsumè must be submitted to the field placement coordinator by April 1 the year PRIOR to enrollment in student teaching. The student teaching application must be submitted by November 1 the semester prior to student teaching.
- Dr. Vikki Bentley, Associate Professor of Education & Chair, Department of Teacher Education
- Dr. Mel Blohm, Associate Professor of Education & Dean, School of Education
- Ann Bryan, Field Placement Coordinator
- James Dawson, Associate Professor of Education
- Dr. Linda Park, Associate Professor of Education
EDU 2263 Media and Technology
Utilization of technology in teaching and learning. Emphasizes technology that develops student-centered learning, multisensory stimulation, multimedia lesson formats, collaborative work environments, information exchange, inquiry-based learning, critical thinking, and proactive planning within authentic, real world contexts. Examines the ability of global discourse communities to facilitate cross-cultural understanding as well as the development and application of ethical standards/criteria for using the Internet in the classroom. PR: 3.00 GPA.
EDU 2303 Fine Arts for the Elementary Teacher
Develops understanding, activities, methods, and materials for integrating art and music into the elementary classroom. PR: 3.00 GPA. Course fee.
EDU 2313 Social Studies Foundations
Interdisciplinary course comprised of selected topics in geography, history, political science, and sociology, and an overview of the structure of the respective disciplines. Designed to provide content background and resources for elementary school teachers. PR: 3.00 GPA.
EDU 3211 Educational Psychology Field Experience
Required 30-hour placement for students enrolled in EDU 3214. Graded on a pass/fail basis. PR/CR: EDU 3214. Course fee.
EDU 3214 Educational Psychology
Educational principles, research, and theory fundamental to effective, high quality teaching and learning. Topics include human development, learning theory, the impact of culture and exceptionality, and various approaches to instruction. Research-based principles and time-tested strategies are applied to the classroom in practical ways. Emphasizes research, whole class and small group discussion, observation, roleplaying, and application of educational theory as well as development of a framework on which to build future experiences in the field of education and content areas. Thirty-hour field experience required. PR: Sophomore status with a 3.00 GPA. CR: EDU 3211.
EDU 3221 Classroom Teaching Strategies Field Experience
Required 30-hour placement for students enrolled in EDU 3223. Graded on a pass/fail basis. PR/CR: EDU
3223. Course fee.
EDU 3223 Classroom Teaching Strategies
Introduces components of effective, high quality classroom teaching documented through theoretical and applied research and practice. Encompasses planning and preparation, creating an inclusive classroom environment, and engaging students in intentional learning. Presents a variety of student-centered instructional approaches and introduces the Common Core State Standards (CCSS). Supervised thirty-hour field experience required. PR: Admission to the Teacher Education Program. CR: EDU 3221.
EDU 3243 Teaching Exceptional Students
Overviews the field of special education and studies the physical, psychological, social, and educational factors related to exceptional individuals, including the gifted and/or culturally diverse. Emphasizes the historical, legal, and current inclusionary models of special education that form the basis for the general education teacher’s role in serving students with special needs. PR: Admission to the Teacher Education Program.
EDU 3264 Ethics, Philosophy, and Culture
Examination of the ethics of teaching individuals from widely differing backgrounds. Reviews various
educational philosophies and their relationship to the philosophies of ethics and morality. Presents
case studies depicting moral and ethical dilemmas in educational settings. A study of multicultural education designed to provide a background for developing competence as cross-cultural teachers. Presents a biblical rationale for cultural pluralism. Discusses effective teaching strategies for educators working with K-12 students diverse in gender, class, ethnicity, religion, or language. Following completion of this course, students must take EDU 3271 Ethics, Philosophy, and Culture Field Experience. PR: Admission to the Teacher Education Program and EDU 3223.
EDU 3271 Ethics, Philosophy and Culture Field Experience
An immersion field experience designed to build cross-cultural understanding and competence. Studies diversity from a community perspective and the interrelationship of cultural influences and school success. Examines the development of dispositions and effective characteristics necessary to teaching in cross-cultural environments. Two-week intensive field placement required. Students must make certain prior to the commencement of the semester in which Ethics, Philosophy, and Culture is taken that personal issues, such as employment schedules, do not interfere with the completion of this compulsory requirement of the Teacher Education Program during the following summer. PR: EDU 3264 and admission to the Teacher
Education Program. Course fee.
EDU 3913 Instructional Techniques for Teaching Math in Grades 2-5
Explores best practice in math instruction for 2nd through 5th grade students. Emphasizes teachers’ use of textbook features and differentiation techniques. Includes observation time and interaction with elementary students. PR: Teacher Certification.
EDU 3923 Creating Quality Classroom Assessments
Focuses on the work of Rick Stiggins. Examines the key attributes of well-developed assessments and assessments specific to grades/subjects that inform instruction. Assessments designed based on the desired learning targets, including selected response
assessments, constructed response assessments, and performance assessments. PR: Teacher Certification.
EDU 3933 Strategies for Working with the English Language Learner, K-12
Focuses on research-based strategies proven to be effective with at-risk students, e.g. Sheltered Instruction Observation Protocol (SIOP) and differentiation instruction models. Provides participants with a variety of strategies/tools to implement in their classrooms. PR: Teacher Certification.
EDU 3943 Differentiated Teaching Strategies
Focuses on the key elements of differentiation, identifies different levels of differentiation, and creates differentiated lessons and assessments based on grade and/or subject. Explores the challenges inherent in creating differentiated activities and analyzes the classroom environment and routines that promote differentiation. PR: Teacher Certification.
EDU 4253 Classroom Management Strategies
Investigates and assesses various approaches to establishing an environment that fosters learning. Examines the organization and management of resources, supplies, and classroom configuration to provide an inviting and safe atmosphere. Analyzes various approaches to discipline in the classroom and evaluates a variety of strategies to handle disruptive behavior. Emphasizes research, whole-class and small-group discussion, observation, role-playing, and application theory. PR: Admission to the Teacher Education Program.
EDU 4584/4684 Educational Foundations and Assessment (Elementary/Secondary)
Interdisciplinary study of education in American society that emphasizes the interpretation and appraisal of current educational practices and trends. Presents assessment strategies for educators in elementary, middle, and secondary schools in courses designed to meet the Common Core State Standards (CCSS). Provides experience in researching, designing, and implementing lessons that meet the state and national standards and in creating practical tools to assess student growth. Includes 60 hour field experience. PR: Admission to the Teacher Education Program.
EDU 4721/4821 Student Teaching Seminar (Elementary/Secondary)
Supports the student teaching experience. Reviews policies, requirements, and professional responsibilities and revisits the InTASC standards and Pathwise Domains used to evaluate student teachers. Provides practical advice and information on communicating with parents and finding a job. CR: EDU 4728/4828 Student Teaching.
EDU 4728/4828 Student Teaching (Elementary/Secondary)
Final requirement for pre-service teachers seeking elementary or secondary certification through the Michigan Department of Education. Consists of 15 full weeks, resulting in eight hours of course credit. CR: EDU 4721/4821 Student Teaching Seminar. PR: Student Teaching. Course fee.
RDG 3313 Children’s Literature
History of children’s literature, assessment of children’s needs; effective selection and use of children’s literature. PR: ENG 1123.
RDG 3333 Writing Workshop
Based on the model proposed by the National Writing Project. Provides opportunities for future teachers of writing to be writers themselves and explores the writing process in a workshop setting. Emphasizes the development of performance assessment criteria in order to respond effectively and constructively to students’ written efforts. PR: ENG 1123.
RDG 3413 Adolescent Literature
Examines short novels and stories by contemporary writers of literature for young people, as well as adolescent themes, such as violence in society, search for identity, family life, and peer pressure. PR: ENG 1123.
RDG 3913 Literacy Workshop in Grades K-2
Examines the reading and writing workshop format of literacy instruction in Kindergarten, first, and second grades. Emphasizes organization, mini-lessons, and conferring with individual students. Includes observation time and interaction with elementary students. PR: Teacher Certification.
RDG 3923 Literacy Workshop in Grades 3-5
Examines the reading and writing workshop format of literacy instruction in 3rd through 5th grades. Emphasizes organization, mini-lessons, and conferring with individual students. Includes observation time and interaction with elementary students. PR: Teacher Certification.
RDG 4304 Reading and Language Arts
Informs teacher candidates of the principles and processes of reading and the other language arts in order to develop literacy instruction that is developmentally appropriate. Provides experience in utilizing a variety of instructional and evaluative approaches which respect the diversity and individuality of each student and reflect responsive instruction. 15 hour literacy practicum required. PR: Admission to the Teacher Education Program.
RDG 4314 Content Reading and Assessment
Study of the principles, techniques, and processes of literacy instruction needed for elementary/middle school students to be independent, strategic learners in the content areas. Emphasizes the application of principles and practices and the implementation of formative assessment during the tutorial clinic portion of the course. PR: Grade of C or better in RDG 4304 and admission to the Teacher Education Program.
RDG 4354 Diversity and Language Arts
This course focuses on understanding and respecting the diverse and varied developmental needs of all learners. Teacher candidates learn to create instructional environments that support individual differences in language development, acquisition of first and second languages, and the effects of the primary language on the development of English language skills. PR: Grade of C or better in RDG 4304 and admission to the Teacher Education Program.
RDG 4403 Literacy in Secondary Schools
Informs pre-service teachers of principles and processes of reading that support student learning in grade 7-12 content areas. Presents various instructional and evaluative approaches that respect the diversity and individuality of each student. PR: Admission to the Teacher Education Program.
RDG 4913 Diagnosis and Differentiated Instruction in Reading
Explores varied dimensions of literacy that dynamically interact to influence literacy learning. Includes a practicum experience in a classroom setting in which participants develop a case study that presents an analysis of literacy strengths/weaknesses of actual students attending summer school. Course meets the MDE requirement in diagnostic reading in accordance with MCL380.1531(4). PR: RDG 4314 or RDG 4403 or Teacher Certification. Course fee.