Welcome, and thank you so much for considering a degree in Teacher Education from Ohio Christian University.
The goal of Ohio Christian University's Teacher Education Program is to graduate competent, caring and qualified teachers. It is designed to prepare teachers with a constructivist philosophy of education and a Christian world view, integrating general, professional and Biblical knowledge. OCU's Teacher Education program is accredited by Teacher Education Accreditation Council (TEAC).
On completion of the program, students should be able to:
- Establish a friendly rapport and exhibit warmth, caring, respect, and acceptance of students as individuals.
- Demonstrate professional ability to reflect on and evaluate one's teaching and teaching philosophy.
- Demonstrate broad-based knowledge in core general education subjects with a focus in their teaching area.
- Demonstrate a holistic approach to teaching that promotes learners' construction of understanding and higher-order thinking.
- Develop relevant learning for students of varied educational, cultural, economic, and language backgrounds, communicating these tenets with parents.
- Demonstrate the ability to use technology for their own learning and integrate available technology in their teaching to enhance student learning.
Upon completion of the program and the satisfaction of all program requirements, students will be recommended to the Ohio Department of Education for initial licensure.
For specific information about this program, contact Valerie Jones, chair of the Teacher Education Department. If you are interested in studying this program, request information from our admissions office.
Master of Education
The purpose of the Master of Education degree program is to provide practicing educators with further advanced knowledge of pedagogy and chosen focused content areas and to create Teacher Leaders in classrooms, buildings, and districts.
Upon completion of the MEd, the graduate should be able to:
- Integrate Christian principles in critical thinking and decision-making.
- Apply an advanced knowledge of education practices and processes, including both pedagogy and technology.
- As a teacher-leader, critically examine concepts and theories concerning developing education trends.
- Extend and expand knowledge and skills as a professional educator.
- Evaluate assessment strategies and instruments, including standardized testing.
- Develop strategies to address learners with exceptionalities.
- Conduct education research that involves interpretation of data and applying results to improve educational practice.
This program does not lead to initial licensure.
- Curriculum and Instruction Specialization
- English as a Second Language Specialization
- English Specialization
- Mathematics Specialization
- Special Needs Specialization
BSEd in Adolescence to Young Adult Education (Grades 7-12)
The BSEd in Adolescence to Young Adult Education provides a strong academic, using constructivist learning to prepare quality educators, committed to professional excellence, who positively impact seventh-twelfth grade student learning.
- Integrated Language Arts Concentration
- Integrated Mathematics Concentration
- Integrated Social Studies Concentration
BSEd in Early Childhood Education (PreK-5)
The goal of the BSEd in Early Childhood Education is to provide a strong academic, using constructivist learning to become quality educators who are committed to professional excellence and who positively impact PK-5 student learning. This program prepares teachers for pre-school through fifth grade.
- Dual Intervention Specialist License
BSEd in Middle Childhood Education (Grades 4-9)
The goal of the BSEd in Middle Childhood Education is to provide a strong academic, using constructivist learning to become quality educators who are committed to professional excellence and who positively impact fourth - ninth grade student learning. This program prepares teachers for fourth through ninth grade.
- Language Arts Concentration
- Math Concentration
- Science Concentration
- Social Studies Concentration
BSEd in Mild to Moderate Intervention Specialist Education (Grades K-12)
The goal of the BSEd in Mild to Moderate Intervention Specialist Education is to provide a strong academic, using constructivist learning to become quality educators who are committed to professional excellence and who positively impact K-12 student learning. Mild to Moderate Intervention Specialist Education prepares teachers for Kindergarten through twelfth grade.
- Pre-Kindergarten Special Needs Endorsement
AS in Early Childhood Development
The goal of the Associate of Science in Early Childhood Development is to graduate competent, caring, and qualified teachers for public and private childcare settings. An excellent alternative for students who desire to work with young children beyond babysitting, but do not desire a four-year education degree, the program integrates a Christian worldview and constructivist philosophy of education. Coursework from this program can be applied toward other OCU education programs. Preschool teachers play an important role in developing children’s interest in learning. Through activities like games, group play, artwork and music, preschool teachers instruct reading, writing, and basic math concepts, and encourage creativity and social interaction. Pre-service teachers and candidates for the AS in Early Childhood Development Certificate must demonstrate these dispositions:
- Ability to meet deadlines and obligations
- Ability to relate with children and parents
- Communicative skills both oral and written
- Positive temperament
- Respect for all students
Upon graduation the pre-service teacher should possess:
- Knowledge of young children’s characteristics and needs, from birth through age 5.
- Knowledge of multiple influences on early development and learning.
- Knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.
- Know and understand effective strategies and tools for early education, including appropriate uses of technology.
- The ability to reflect on their practice to promote positive outcomes for each child.
- An understanding of positive relationships and supportive interactions as the foundation of their work with young children.
- The ability to use a broad repertoire of developmentally appropriate teaching/learning approaches.
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