Education

The graduate and undergraduate education programs are part of the Patton College of Education. At the undergraduate level, the College offers the following non-certification and initial teacher certification degree programs.

Educational Studies – Non-Certification (B.A. or B.S.)
Elementary Education – Certification (B.A. or B.S.)
Middle Grades Education – Certification (B.A. or B.S.)
Secondary Education Biology – Certification (B.A. or B.S.)
Secondary Education Chemistry – Certification (B.A. or B.S.)
Secondary Education English – Certification (B.A. or B.S.)
Secondary Education Mathematics – Certification (B.A. or B.S.)
Secondary Education Social Studies – Certification (B.A. or B.S.)
Integrated Music Education P-12 – Certification (B.A. or B.S.)

Teacher Education Certification Programs

The organizing theme which undergirds and guides all the professional education programs at the University of Pikeville is “Unified in the pursuit of excellence in teaching and learning.” To be able to make reflective analytical decisions that will enable all students to learn, teachers need appropriate knowledge, skills, and dispositions.

Since applicants to the undergraduate teacher certification programs are only admitted in the fall semester, students who have met or plan to meet prior to the next fall term all the criteria listed below must apply for admission by February 1, if they plan to be admitted for the next fall semester.

Students seeking elementary, middle grades or secondary teacher certification who do not have a baccalaureate degree from a regionally accredited institution must fulfill all graduation requirements of the University and the requirements for the specific certification area desired. Certification requirements are subject to change based on guidelines published by the Education Professional Standards Board and changes made by the University of Pikeville. Specific requirements for all certification programs may be obtained from the Patton College of Education Office.

Admission to the University of Pikeville does not guarantee admission to any undergraduate Teacher Education Certification Program, and admission to any undergraduate Teacher Education Certification Program does not ensure automatic admission to the University of Pikeville Clinical II Program.

Criteria for Admission to the Undergraduate Teacher Education Certification Programs

Initial Certification Teacher Education Programs

Benchmark scores and/or criteria are subject to change based on regulation or procedural changes.

Pre-Step – Criteria for Conditional Admission to the Undergraduate Teacher Education Program

General Requirements

The applicant must:

Complete an application for Conditional Admission
Complete a Background Check in EDU 100 with no convictions that would disallow the candidate from serving as a teacher
Complete a Child Abuse/Neglect Check with no convictions that would disallow the candidate from serving as a teacher
Complete and sign the Character and Fitness questionnaire contained in Section III of the CA-1.
Be conditionally admitted by the Teacher Education Committee, which has representation from the University and public-school system.

General Knowledge

The applicant must:
Complete the following courses with a grade of C or better:

EDU 100
EDU 101
WRI 118
MTH 105, 113, or 121

Complete at least 30 hours with a minimum, non-rounded overall 2.75 GPA as well as non-rounded 2.75 GPA for general education, specialization, and professional courses.

Specialization Knowledge

The applicant must:
Complete at least two 200-level education courses with a grade of C or better.

Professional Knowledge

The applicant must:

Agree to uphold and sign the Professional Code of Ethics for Kentucky School Personnel defined in 704KAR20:680.
Agree to uphold and sign the Model Code of Ethics
Receive three Recommendations for Admission with a Level 2 (Sometimes) or higher rating on each section of the evaluation instrument and a positive final recommendation completed by an education faculty member, a content faculty member, and a P-12 teacher/administrator. The Recommendation for Admission includes indicators related to behaviors and dispositions that address professional qualities, critical thinking, communication skills, creativity, and collaboration.

Professional Dispositions

The applicant must:

Agree to uphold and sign the Commitment to the Professional Dispositions
Complete a pre-self-assessment of the professional dispositions identified on the Candidate Dispositions Inventory in EDU 100.
Score at a Level 3 or higher on each of the expected dispositions identified on the Candidate Dispositions Inventory as determined by education faculty

Step 1 – Criteria for Admission to any Undergraduate Teacher Education Program (TEP): Clinical I

General Requirements

The applicant must:

Be enrolled at the University of Pikeville.
Submit a formal application for admission to the Patton College of Education. Applications must be submitted no later than February 1 to be considered for fall admission.
Have an overall, non-rounded grade point average of 2.75 or higher at the University of Pikeville.
Have on file in the Patton College of Education a signed and dated Verification of Federal Background Check from the district where the candidate will be placed for Clinical I and Clinical II and a Child Abuse and Neglect Check. These reports must not show any convictions that would disallow the candidate from serving as an employee in the school district. The district will decide if the candidate’s background check is appropriate for placement in the district for Clinical I and Clinical II.
Submit a completed and signed character and fitness questionnaire contained in Section III of the CA-1.
Submit a valid and current physical examination report including tuberculin test.
Sign a declaration acknowledging awareness of information required for certification in the state of Kentucky.
Present evidence of liability insurance by presenting current membership in KEA-SP or another organization that provides comparable insurance.
Keep the address, phone number, level of certification, area of specialization, and other changeable information up to date in the Education Office.
Be admitted by the Teacher Education Committee, which has representation from the University and public-school system.

General Knowledge

The applicant must demonstrate competency in basic literacy skills by:

Obtaining Kentucky required passing scores on the ACT or Praxis Core Academic Skills for Educators test in reading, writing, and mathematics (or a combination of both).
Completing all required general education courses with a minimum, non-rounded GPA of 2.75.
Completing each of the following courses with a course grade of “C” or better: WRI 118, COM 225, MTH 105 or MTH 113 or MTH 121, and EDU 205.

Specialization Knowledge

The applicant must:

Complete all required courses in specialization knowledge with a minimum, non-rounded GPA of 2.75 and no course grade lower than a “C.”
Demonstrate a current and sufficient specialization knowledge of certified content area(s) by earning Kentucky’s passing scores on the required Praxis Multiple Subjects Test for elementary or the Subject Test(s) for middle and secondary.

Professional Knowledge

The applicant must:

Complete all required EDU 100-300 level courses in education with a minimum, non-rounded GPA of 2.75 and no course grade lower than a “C.”
Demonstrate entry-level professional knowledge of foundations by earning a consensus score of Demonstrates (level 2) or higher on each section of the Admission to Undergraduate Teacher Education Program Knowledge of Foundations Professional Interview Rubric. Education faculty and P-12 teachers/administrators will conduct the interviews.
Have satisfactorily completed Phase A of Clinical Experience by completing all required field experience hours, including documenting contact with students from appropriate diverse demographic groups, for all 100, 200, and 300 level education courses and entered the hours into the Kentucky Field Experience Tracking System (KFETS). The University Supervisor will verify hours before admission to Clinical I.
Demonstrate appropriate characteristics of a preservice teacher by receiving no Level 1 (Rarely or Never) rating on each section and a positive final recommendation on the Recommendation for Admission to the Undergraduate Teacher Education Program, which includes indicators related to behaviors and dispositions that address professional qualities, critical thinking, communication skills, creativity, and collaboration. An education faculty member, a content faculty member, and a P-12 teacher/administrator must complete this evaluation. (Assessment of both professional knowledge and professional dispositions)
Agree to uphold and sign the Professional Code of Ethics for Kentucky School Personnel defined in 704KAR20:680.
Agree to uphold and sign the Model Code of Ethics

Professional Dispositions

The applicant must:

Agree to uphold and sign the Commitment to the Professional Dispositions
Complete a pre and post self-assessment of the dispositions identified on the Candidate Dispositions Inventory in EDU 100 and EDU 328.

Teacher Competencies

The applicant must:

Demonstrate foundational knowledge of each of the Kentucky Teacher Performance/ InTASC Standards by electronically submitting the Candidate Digital Portfolio (CDP) containing student products reflecting a beginning understanding of each standard and receiving no ratings of Does Not Demonstrate. The CDP will be submitted at the end of EDU 328 and will be scored by education faculty prior to admission to Clinical I.

Transfer Students

The applicant must:

Transfer students must attend the University of Pikeville for at least one full semester and earn at least twelve semester hours of credit before applying for admission to the Teacher Education Program. They must then meet the above-stated criteria to be admitted. EDU 100: Intro to Education as a Profession, EDU 200 Health and Safety for the Classroom Teacher, EDU 328: Education in Kentucky, and all 400 level education courses must be completed at the University of Pikeville.

Step 2 – Admission to Clinical II: Student Teaching

General Requirements

The applicant must:

Satisfactorily complete all prerequisites to Clinical II.
Have a minimum, non-rounded overall grade point average of 2.75 based on all work completed at the University of Pikeville.
Submit a formal application for admission to the University of Pikeville’s Clinical II Program by January 2 of the semester the candidate plans to do student teaching.
Complete and sign the Character and Fitness questionnaire contained in Section III of the CA-1.
Have on file in the Patton College of Education a signed and dated Verification of Federal Background Check from the district where the candidate will be placed for Clinical I and Clinical II and a Child Abuse and Neglect Check. These reports must not show any convictions that would disallow the candidate from serving as an employee in the school district. The district will decide if the candidate’s background check is appropriate for placement in the district for Clinical I and Clinical II. (This is completed before admission to Clinical I.)
Keep address, phone number, level of certification, area of specialization and other changeable information including any criminal status changes up to date in the Education Office.
Present evidence of liability insurance by presenting current membership in KEA-SP or another organization that provides comparable insurance.
Be formally approved for admission to the University of Pikeville Clinical II Program by the Teacher Education Committee.

General Knowledge

The applicant must:

Complete all required courses in general knowledge with a minimum, non-rounded GPA of 2.75. (All completed coursework must be on file in the Registrar's Office).

Specialization Knowledge

The applicant must:

Complete with a minimum, non-rounded GPA of 2.75 and no grade lower than a “C” for all required courses in specialization knowledge. (All completed coursework must be on file in the Registrar's Office).

Professional Knowledge

The applicant must:

Complete all education courses (except for Clinical II) with a minimum, non-rounded GPA of 2.75 and no grade lower than a “C.” (All completed coursework must be on file in the Registrar’s Office).
Sufficient professional knowledge will be demonstrated by earning Kentucky’s passing scores on the Praxis Principles of Learning and Teaching Test required by each program licensure area. Applicants to Clinical II: Student Teaching must have taken the Praxis PLT no later than December 1 to qualify for admission.
Note: If a candidate does not meet the required benchmark score during Clinical I, he/she may retake the Praxis PLT during Clinical II: Student Teaching. However, candidates must meet the state-required benchmark score before they can be recommended for certification.
Satisfactorily complete Clinical I by earning a grade of “C” or better in Clinical Experience I. (Must maintain a minimum, non-rounded GPA of 2.75)
Demonstrate appropriate characteristics of a preservice teacher by receiving no Level 1 (Rarely or Never) rating on each section of the End-of- Clinical I Assessment that includes professionalism, critical thinking, communication, creativity, collaboration, diversity, and personal growth and reflection. (Assessment of both professional knowledge and professional dispositions)
Complete all required clock hours (over 200) of field experiences and enter the hours into the Kentucky Field Experience Tracking System (KFETS). The University Supervisor will verify hours before admission to Clinical II. These hours must occur in a variety of primary through grade 12 school settings which allow the candidate to participate in the following:
Engagement with diverse populations of students which include: 1) students from a minimum of two different ethnic or cultural groups of which the candidate would not be considered a member; 2) students from different socioeconomic groups; 3) English Language learners; 4) students with disabilities; and 5) students from across elementary, middle school, and secondary grades levels.
- Observations in school and related agencies, including: 1) family resource centers or 2) youth service centers;
- Student tutoring;
- Interaction with families of students;
- Attendance at school board and school-based council meetings;
- Participation in a school-based professional learning community; and
- Opportunities to assist teachers or other school professionals.
Review and sign a declaration to uphold the Professional Code of Ethics for Kentucky School Personnel defined in 704KAR20:680.
Agree to uphold the Model Code of Ethics for Educators (MCEE).

Teacher Competencies

The applicant must:

Successfully demonstrate understanding and application of the KTPS/InTASC Standards and the KyFfT Kentucky Framework for Teaching by scoring at the Developing level or above on the summative evaluation for the Clinical I Teacher Performance Assessment (TPA). Tasks A-C are formative, and Task D is the summative evaluation for the Clinical I TPA. The tasks are aligned with the Kentucky Framework for Teaching.

Professional Dispositions

The applicant must:

Score at a Level 3 or higher on each of the expected dispositions identified on the Candidate Dispositions Inventory as determined by the University Supervisor, education faculty, and the cooperating teachers.

Step 3 – Exit from any Undergraduate University of Pikeville Teacher Education Program

General Requirements

The applicant must:

Complete the Undergraduate Unit Operations Survey.

General Knowledge

The applicant must:

Complete all required courses in general knowledge with a minimum, non-rounded GPA of 2.75. (All completed coursework must be on file in the Registrar's office.)
Complete all surveys/evaluations as required by the PCOE to gather program data at program exit.
Complete all surveys/evaluations as required by the university for graduation exit.

Specialization Knowledge

The applicant must:

Complete all required courses in specialization knowledge with a minimum, non-rounded GPA of 2.75 and no grade lower than a “C.” (All completed coursework must be on file in the Registrar's office.)

Professional Knowledge

The applicant must:

Demonstrate professional knowledge by successfully completing Clinical II with a grade of “P.”
Demonstrate sufficient professional knowledge by earning Kentucky’s passing scores on Praxis Principles of Learning and Teaching Test(s).
Note: If a candidate does not meet the required benchmark score on the Praxis PLT at the appropriate certification level by program exit, he/she cannot be recommended for certification until the Praxis PLT is passed. Those candidates who meet all degree requirements will receive their diplomas, but they cannot be recommended for teacher certification until the required benchmark score on the Praxis PLT has been reached.

Teacher Competencies

The applicant must:

Successfully demonstrate understanding and application of the KTPS/ InTASC Standards and the Kentucky Framework for Teaching by scoring at the Developing level (Level 2) or higher on Tasks E-J in the Teacher Performance Assessment (TPA). Tasks E-J are based on the Kentucky Framework for Teaching and the Kentucky Teacher Internship Program Evidence Documents and are aligned with the KTPS/InTASC Standards. The Teacher Performance Assessment Record will be used to record candidate progress.
Score at the Developing level (Level 2) or higher on each rating on the Undergraduate Teacher Education Program Exit Conference and Summative Evaluation for the Kentucky Teacher Performance/InTASC Standards.

Professional Dispositions

The applicant must:

Score at a Level 3 or higher on the expected professional dispositions identified on the Candidate Dispositions Inventory as determined by the University Supervisor, education faculty, and the cooperating teacher

Benchmark scores and/or criteria are subject to change based on regulation or procedural changes.

Degrees

Educational Studies – Non-Certification,

Major

Elementary Education – Certification,

Major

Integrated Music Education P-12 – Certification,

Major

Master of Arts in Education - Teacher Leader Program,

Master of Arts

Middle Grades Education – Certification,

Major

Secondary Education – Certification,

Major

Courses

EDU-100: Introduction to Education as a Profession

Credits 1

Prospective teacher education candidates will explore teaching as a profession. Must be taken before admission to the Teacher Education Program and may only be taken at the University of Pikeville. (Formerly EDU 202 Introduction to Education as a Profession) Fee $50

EDU-101: Education in America

Credits 2

This course seeks to convey the important knowledge and issues in the field of education in a way that bridges educational research and classroom practices. (Must be taken before admission to the Teacher Education Program. (Formerly EDU 301 Education in America)

EDU-102: Geographic Literacy for the Classroom Teacher

Credits 3

A study of geography using a balanced approach between physical and cultural geography, designed primarily for education majors. Prerequisites: EDU 100, EDU 101, and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.)

EDU-200: Health and Safety for the Classroom Teacher

Credits 3

This course introduces preservice teachers to the development of prevention and intervention strategies for health and safety concerns in the classroom. Preservice teachers will survey contemporary physical and mental health issues and safety concerns confronting P-12 students and teachers. They will explore plans and procedures to address these potential problems. Prerequisites or Corequisites: EDU 100, EDU 101, and must have a satisfactory background check prior to completing required field experiences for this course. EDU 101 is not required for Integrated Music Education P-12 majors only. (Must be taken at the University of Pikeville before admission to the Teacher Education Program.)

EDU-201: Literature for Children and Young Adults

Credits 3

This course will survey the genres of children and young adult literature. Preservice teachers will: learn how an author uses the elements of literature (plot and structure, characters, setting, point of view, language and style, and theme) to create literary work; learn how to identify characteristics of fiction and nonfiction and literary genres (folk literature, poetry, essays, plays, short stories, and novels); and learn how to use a variety of creative dramatics (improvisation, mimicry, pantomime, role playing, and storytelling). Prerequisites: EDU 100 and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.)

EDU-203: Diversity in the Classroom

Credits 3

In this course, preservice teachers will develop an understanding of how learning is influenced by individual experiences, talents, and prior learning as well as language, culture, family, and community values. They will research dimensions of diversity and explore strategies to differentiate instruction and classroom procedures to meet individual and group needs. Prerequisites: EDU 100, EDU 101 and must have a satisfactory background check prior to taking this course. EDU 101 is not required for Integrated Music Education P-12 majors only. (Must be taken before admission to the Teacher Education Program.)

EDU-205: Technology in Education

Credits 3

In this course, preservice teachers will learn to utilize technology in their day-to-day administrative duties and to advance the learning of their students. This course will familiarize students with Google Tools and how to implement them in the classroom. Content-based technology integration, an introduction to instructional software for learning, and general productivity tools will be a major focus of the course. Commitment to technology integration in disciplinary content areas including special education and English Language Learners (ELL) will be emphasized as well. The capabilities of 21st-century technology tools to focus steadfastly on the research-based teaching and learning strategies in the content area will be the basis of the course. Prerequisites: EDU 100, EDU 101 and must have a satisfactory background check prior to taking this course. EDU 101 is not required for Integrated Music Education P-12 majors only. (Must be taken before admission to the Teacher Education Program.)

EDU-300: Math Elementary/Middle School I

Credits 3

In this course, content and teaching strategies appropriate for mathematics instruction in the elementary and middle grades will be studied (i.e., numbers & operations, place value, properties of different types of numbers, basic operations, fractions, order of operations, proportional reasoning including ratios, percents and unit-rate). Students must demonstrate a variety of instructional strategies. Prerequisites: EDU 100, EDU 101 & one of the following: MTH 105 or MTH 113 or MTH 121. Must have a satisfactory background check prior to taking this course. This course must be taken before admission to the Teacher Education Program. Recommended courses prior to taking EDU 300: MTH 115 and MTH 200.

EDU-308: Learning in a Diverse World

Credits 3

Learning in a Diverse World invites students to engage in an exploration of how people grow, learn, and make meaning across different cultures, communities, and life experiences. The course combines ideas from various disciplines enabling students to connect broad concepts with their own personal experiences and stories. Through reflective writing, creative projects, and hands-on self-assessment tools, students examine how their backgrounds, beliefs, and environments shape the way they learn. The class encourages curiosity, experimentation, and a willingness to explore new ways of thinking and expressing ideas. Students integrate insights from multiple fields to create a final project that reflects who they are, how they learn, and how they hope to engage with an increasingly diverse world. (This course does not require any field observations or peer teaching. It is not required in any education major leading to certification. It does not require admission to the Teacher Education Program.) Prerequisites: WRI 118 and COM 225. This course will fulfil the Engaging Our World requirement for General Education.

EDU-310: Math in Elementary/Middle School II

Credits 3

This course is a continuation of EDU 300 and expands the content and teaching strategies appropriate for mathematics instruction in the elementary and middle grades. Prerequisites: EDU 100, EDU 101, EDU 300, and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.) (Formerly EDR 225 Mathematics in the Elementary School and the Middle School II)

EDU-312: Social Studies in the Elementary School and the Middle School I

Credits 3

In this course, content and teaching strategies appropriate for social studies instruction in the elementary and middle school grades will be studied. Prerequisites: HIS 150, EDU 100, EDU 101, and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.) (Formerly EDR 336 Social Studies in the Elementary School and the Middle School I)

EDU-314: Social Studies in the Elementary School and the Middle School II

Credits 3

This course is a continuation of EDU 312 and expands the content and teaching strategies for social studies instruction in the elementary and middle grades. Prerequisites: EDU 100, EDU 101, EDU 312, and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.) (Formerly EDR 337 Social Studies in the Elementary School and the Middle School II)

EDU-316: Reading in the Elementary School

Credits 3

Reading in the Elementary School is a comprehensive course that will prepare elementary educators to implement evidence-based reading instruction grounded in the Science of Reading (SOR). Students will explore the cognitive processes underlying reading development and learn to translate scientific research into effective classroom practice. The course emphasizes structured literacy approaches that address the five essential components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. Prerequisites: WRI 118, EDU 100, EDU 101, and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.).

EDU-318: Writing and Grammar in the Elementary School and the Middle School

Credits 3

This course will survey strategies for teaching and evaluating English grammar and writing, help teacher candidates to develop a greater understanding of grammar elements and their effect on writing, and provide opportunities to practice grammar and writing skills. Teacher candidates will learn to identify common problems for learners while writing and using English grammar and explore strategies for teaching writing and English language structure. Prerequisites: WRI 118, EDU 100, EDU 101, and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.)

EDU-320: Literacy Instruction in the Elementary Classroom

Credits 3

Literacy Instruction in the Elementary Classroom provides elementary teachers with an overview of how children acquire language and literacy knowledge in many different contexts and how teacher can effectively promote the development of oral and written language. Scientifically-based instructional practices will be introduced to enhance direct, systematic instructional practices via direct, systemic, data-based instruction. Prerequisite: EDU 100, EDU 101, EDU 316, and must have a satisfactory background check prior to taking this course. Pre- or Corequisites: EDU 201 and EDU 318. (Must be taken before admission to the Teacher Education Program.)

EDU-321: Content Area Reading

Credits 3

Content Area Reading provides evidence-based knowledge of how students learn to read and continue developing reading and literacy skills in the middle and secondary grades. Rooted in reading research, the course examines the cognitive processes underlying skilled reading, common reading difficulties, and instructional practices that support all students' literacy development. Participants will explore the five pillars of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as they apply to adolescent learners, with particular emphasis on disciplinary literacy, complex text comprehension, vocabulary development, technology integration, and support of struggling readers in the content areas. The course integrates reading research to inform teaching practices across all subject areas. Prerequisites: WRI 118, EDU 100, EDU 101 and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.)

EDU-322: Arts and Humanities in the Elementary School

Credits 3

In this course, content and teaching strategies appropriate for arts and humanities instruction in the elementary grades will be studied. Prerequisites: WRI 118, EDU 100, EDU 101, and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.) (Formerly EDR 336 Social Studies in the Elementary School and the Middle School I)(Formerly EDR 331 Reading in the Elementary School and the Middle School) (Formerly EDR 329 Arts and Humanities in the Elementary School)

EDU-324: Science in Elem/Middle School

Credits 3

Science in the Elementary School and the Middle School will provide preservice teachers the content and teaching strategies appropriate for instruction in earth science, biology, and physical science through inquiry-based instruction for elementary and middle grades. Prerequisites: BIO 100 and BIO 101 or BIO 102 or higher, and PHY 102 or higher, EDU 100, EDU 101, and must have a satisfactory background check prior to taking this course. (Must be taken before admission to the Teacher Education Program.)

EDU-328: Education in Kentucky

Credits 1

This course will provide an overview of education in the state of Kentucky and the University of Pikeville Teacher Education Program and provide an indepth study of the Kentucky Teacher Performance Standards (INTASC Standards). Prerequisites: EDU 100, EDU 101, and must have a satisfactory background check prior to taking this course. EDU 101 is not required for Integrated Music Education P-12 majors only. Pre- or Corequisites: All other EDU 200-300 level education courses. (Must be taken semester before admission to the Teacher Education Program.) Fee $150.

EDU-401: Principles of Classroom Mngt.

Credits 3

In this course, preservice teachers will be introduced to the principles of effective classroom management and strategies to promote positive relationships, cooperation, and purposeful learning. Topics discussed will include establishing daily procedures and routines, establishing a personal discipline plan, arrangement of classroom space, and response to student misbehavior. Corequisites: EDU 402, EDU 403 and EDU 404 and EDU 410 or EDU 412 or EDU 414 or EDU 416 or EDU 418 or EDU 420 or EDU 422 or EDU 445 and EDU 411 or EDU 413 or EDU 425 or EDU 446. EDU 403 and EDU 404 are not required for Integrated Music Education P-12 majors only. (Must be taken after admission to the Teacher Education Program.)

EDU-402: Exceptional Learners in the Inclusive Classroom

Credits 3

This course provides preservice teachers with the knowledge and skills to respond to intervention, differentiate instruction, and work collaboratively with colleagues to meet the individual needs of exceptional learners. Corequisites: EDU 401, EDU 403 and EDU 404 and EDU 410 or EDU 412 or EDU 414 or EDU 416 or EDU 418 or EDU 420 or EDU 422 or EDU 445 and EDU 411 or EDU 413 or EDU 425 or EDU 446. EDU 403 and EDU 404 are not required for Integrated Music Education P-12 majors only. (Must be taken after admission to the Teacher Education Program.)

EDU-403: Students as Learners

Credits 3

In this course, preservice teachers will be introduced to the concepts, principles, theories, and research related to the development of children and adolescents and discuss how to construct learning opportunities that support individual students' development. Corequisites: EDU 401, EDU 402, and EDU 404 and EDU 410 or EDU 412 or EDU 414 or EDU 416 or EDU 418 or EDU 420 or EDU 422 and EDU 411 or EDU 413 or EDU 425. (Must be taken after admission to the Teacher Education Program.)

EDU-404: Assessment Strategies for the Classroom Teacher

Credits 3

This course will provide the preservice teacher with an understanding of measurement theory and assessment related issues including types of assessments, characteristics of assessments, scoring assessments, and uses of assessments. Corequisites: EDU 401, EDU 402, EDU 403 and EDU 410 or EDU 412 or EDU 414 or EDU 416 or EDU 418 or EDU 420 or EDU 422 and EDU 411 or EDU 413 or EDU 425. (Must be taken after admission to the Teacher Education Program.)

EDU-410: Curriculum/Instruction/Assessment Elem

Credits 3

In this course, preservice teachers will use major concepts, principles, theories, and research related to the cognitive and physical development of children and young adolescents to create a standards-based unit that includes appropriate instructional strategies along with differentiating techniques. Corequisites: EDU 401, EDU 402, EDU 403, EDU 404 and EDU 411. (Must be taken after admission to the Teacher Education Program.)

EDU-411: Clinical Practice I Elementary School

Credits 3

This course is designed as a companion course to EDU 410. In this course elementary education candidates will spend twenty hours a week, four hours a day, in an elementary classroom observing and assisting a master teacher who has the knowledge, skills, and professional dispositions to enable all students to learn. Corequisites: EDU 401, EDU 402, EDU 403, EDU 404 and EDU 410. (Must be taken after admission to the Teacher Education Program.) Fee $150.

EDU-412: Curriculum, Instruction, and Assessment in the Middle School

Credits 3

This course provides preservice teachers with the major concepts, principles, theories, and research related to adolescent development and knowledge of the philosophical foundations of developmentally responsive middle schools. Candidates will use this knowledge to create a standards-based unit that includes appropriate instructional strategies and differentiating techniques. Corequisites: EDU 401, EDU 402, EDU 402, EDU 403, EDU 404 and EDU 413. (Must be taken after admission to the Teacher Education Program.)

EDU-413: Clinical Practice I in the Middle School

Credits 3

This course is designed as a companion course to EDU 412. In this course middle school candidates will spend twenty hours a week, four hours a day, in an appropriate content (English, mathematics, science, or social studies) classroom observing and assisting a master teacher who has the knowledge, skills, and professional dispositions to enable all students to learn. Corequisites: EDU 401, EDU 402, EDU 403, EDU 404 and EDU 412. (Must be taken after admission to the Teacher Education Program.) Fee $150.

EDU-414: Teaching Biology in the High School

Credits 3

In this course, content and teaching strategies appropriate for biology instruction in the high school will be studied. Candidates will use this knowledge to develop an appropriate standards-based unit which will include differentiating techniques. Corequisites: EDU 401, EDU 402, EDU 403, EDU 404 and EDU 425. (Must be taken after admission to the Teacher Education Program.)

EDU-416: Teaching Chemistry in the High School

Credits 3

In this course, content and teaching strategies appropriate for chemistry instruction in the high school will be studied. Candidates will use this knowledge to develop an appropriate standards-based unit which will include differentiating techniques. Corequisites: EDU 401, EDU 402, EDU 403, EDU 404 and EDU 425. (Must be taken after admission to the Teacher Education Program.)

EDU-418: Teaching English in the High School

Credits 3

In this course, content and teaching strategies appropriate for language arts instruction in the high school will be studied. Candidates will use this knowledge to develop an appropriate standards-based unit which will include differentiating techniques. Corequisites: EDU 401, EDU 402, EDU 403, EDU 404, and EDU 425. (Must be taken after admission to the Teacher Education Program.)

EDU-420: Teaching Mathematics in the High School

Credits 3

In this course, content and teaching strategies appropriate for mathematics instruction in the high school will be studied. Candidates will use this knowledge to develop an appropriate standards-based unit which will include differentiating techniques. Corequisites: EDU 401, EDU 402, EDU 403, EDU 404, and EDU 425. (Must be taken after admission to the Teacher Education Program.)

EDU-422: Teaching Social Studies in the High School

Credits 3

In this course, content and teaching strategies appropriate for social studies instruction in the high school will be studied. Candidates will use this knowledge to develop an appropriate standards-based unit which will include differentiating techniques. Corequisites: EDU 401, EDU 402, EDU 403, EDU 404 and EDU 425. (Must be taken after admission to the Teacher Education Program.)

EDU-425: Clinical Practice I in the High School Classroom

Credits 3

In this course, high school candidates will spend twenty hours a week, four hours a day, in a high school classroom according to their program licensure area observing and assisting a master teacher who has the knowledge, skills, and professional dispositions to enable all students to learn. Corequisites: EDU 401, EDU 402, EDU 403, EDU 404 AND ONE OF THE FOLLOWING ACCORDING TO PROGRAM LICENSURE AREA: EDU 414, EDU 416, EDU 418, EDU 420, OR EDU 422. (Must be taken after admission to the Teacher Education Program.) Fee $150.

EDU-430: Management and Assessment in Non-Traditional Classroom Settings

Credits 3

This course includes competencies related to establishing and managing a learning environment including space, time, and personal relationships. Prerequisites: EDU 100 and EDU 101 and 15 hours in Education. (Not required in any education major leading to certification.)

EDU-432: Strategies Teaching in Non-Trad Setting

Credits 3

This course includes empirically based methods for teaching in both general and content specific areas. Prerequisites: EDU 100 and EDU 101 and 15 hours in education. (Not required in any education major leading to certification.)

EDU-440: Clinical Practice II - Elementary

Credits 12

Clinical II is viewed as the capstone to the elementary education program. All areas of knowledge are integrated and theory is put into practice as the preservice teacher assumes full responsibility for students' learning in an elementary classroom. Prerequisite: Admission to the University of Pikeville Clincal II Program. Fee $250.

EDU-442: Clinical Practice II - Middle

Credits 12

Clinical II is viewed as the capstone to the middle grades education program. All areas of knowledge are integrated and theory is put into practice as the preservice teacher assumes full responsibility for students' learning in a middle grades school classroom. Prerequisite: Admission to the University of Pikeville Clincal II Program. Fee $250.

EDU-444: Clinical Practice II in the High School

Credits 12

Clinical II is viewed as the capstone to the secondary education program. All areas of knowledge are integrated and theory is put into practice as the preservice teacher assumes full responsibility for students' learning in a secondary school classroom. Prerequisite: Admission to the University of Pikeville Clincal II Program. Fee $250.

EDU-445: Curriculum, Instruction, and Assessment

Credits 3

In this course, preservice music teachers will use major concepts, principles, theories, and research related to music education. Teacher candidates will create standards-based units that includes appropriate instructional strategies along with differentiating techniques. Assessment practices will be studied in respect to general music and performance based ensembles. Corequisites: EDU, 401, EDU 402, and EDU 446. (Must be taken after admission to the Teacher Education Program.)

EDU-446: Clinical Practice I in the P12 Music Cl

Credits 3

In this course, music education candidates will spend at least 10 hours a week, four hours a day in a music classroom observing while assisting a master teacher who has the knowledge, skills, and professional dispositions to enable all students to learn. Corequisites: EDU 401, EDU 402, AND EDU 445. (Must be taken after admission to the Teacher Education Program.) Fee $150.

EDU-447: Student Teaching in the P12 Music

Credits 12

Student teaching is viewed as the capstone to the music education program. All areas of knowledge are integrated and theory is put into practice as the preservice teacher assumes full responsibility for students' learning in a music classroom. Prerequisite: Admission to the University of Pikeville Clinical II Program. Fee $250.

EDU-480: Seminar in Educational Studies

Credits 3

Capstone course Educational Studies majors. This course will involve completion of a supervised action research project (choosing a research question, researching and evaluating sources, planning and implementing research with subjects, developing and administrating instruments for data collection, interpreting and analyzing results, and presenting the outcomes). Prerequisites: EDU 430 and a total of 60 college hours completed. (Not required in any education major leading to certification. Does not require admission to the Teacher Education Program.)

EDU-490: Special Topics in Educational Studies

Credits 3

Study of a selected topic in education of special interest to students or the instructor. The topic may differ each time the course is offered and may be proposed by either students or the instructor. Prerequisites: Completion of 15 hours in education and a total of 60 college hours completed. (Not required in any education major leading to certification.)

EDU-498: Internship in Educational Studies

Credits 3

A supervised placement in a field experience in a setting consistent with the student's interest and career goals. Prerequisites: Completion of 15 hours in education and a total of 60 college hours completed. (Not required in any education major leading to certification.)

EDU-499: Directed Study in Educational Studies

Credits 3

Directed study in a specific area of educational studies not covered by an existing course within the curriculum. Prerequisite: Completion of 15 hours in education. (Not required in any education major leading to certification.)

EDU-510: Leadership Skills for Today’s Teachers I

Credits 3

This first course in the program explores the various theories and practices in teacher leadership (i.e. co -teaching, mentoring, and peer coaching) and ways teacher leadership impacts P-12 student learning. It introduces teacher leader candidates to professional literature and to the knowledge and skills required for analysis of classroom, school, and district data and school and district improvement plans and available resources available. This knowledge assists the Teacher Leader candidate in the refinement of his/her individualized Professional Growth plan.

EDU-520: Motivating Today’s Students While Managing Today’s Classroom

Credits 3

This course addresses principles and instructional practices that motivate and engage P-12 students, transforming teaching from the old “assign and assess” model into an engaging, compassionate, coherent and rigorous new instructional model. The candidate will explore and create positive and productive learning environments that integrate technology while focusing on dynamic leadership. This course requires clinical implementation and reflection.

EDU-530: Advanced Assessment for Educators

Credits 3

This course prepares candidates to interpret and analyze P-12 student achievement data from the school and classroom data. Candidates will also apply data analysis results to differentiate instruction and intervention strategies at all levels, considering classroom, school, and district improvement goals and plans. This course requires clinical implementation and reflection.

EDU-540: Leadership Skills for Today’s Teachers II

Credits 3

This course prepares the teacher leader candidate to collaborate as a co-teacher, resource teacher, department chair, team leader, peer observer, and as a leader in both the local and on-line professional community (Professional Learning Community). Teacher leader candidates will be equipped with the theoretical knowledge and skill necessary to participate in co-teaching, coaching and/or mentoring first and second year teachers, to assist teachers in the development of a cycle of reflective practice and to use technology to improve pedagogy. They will also design and facilitate professional development as part of this course. This course requires clinical implementation and reflection. Pre- or corequisite: EDU 510.

EDU-550: Research I

Credits 3

In this course candidates will learn to read professional literature and to develop and evaluate both quantitative and qualitative research that informs their instruction and assessment. They will learn how to use research to answer specific questions that arise in their own classrooms, schools, and districts. They will collaborate with others in their schools and/or districts and candidates in their program and profession to develop a question or questions that will be used for future collaborative research in EDU-570. For the Teacher Leader Master’s Program, EDU-550 must be taken at the University of Pikeville and must be completed before taking EDU-570.

EDU-570: Research II

Credits 3

In this course emphasis will be placed on conducting applied research. Candidates will complete an active research project where they will analyze, evaluate, and interpret student learning data at the school or district level in order to answer the research question(s) developed in EDU-550. Candidates will prepare and present the findings of the research project, which will be used to improve P-12 student learning in the school or district. Each candidate will also have the option of submitting the completed research project to an appropriate journal, e-publication, or conference for inclusion. This course must be completed within one year of completion of EDU-550 Research I and must be taken in the candidate’s last semester.

EDU-610: Literacy Instruction in the Elementary School

Credits 3

This course explores the most recent research on the principles underlying the teaching of reading and writing in the elementary school along with the methods, materials, use of technology, instruction, and assessments necessary for a balanced literacy approach.

EDU-610/620: Either EDU 610 or EDU 620

Credits 3

Plan to take either EDU 610 Literacy Instruction in the Elementary School or EDU 620 Literacy Instruction in the Content Areas. Once you have added this course to our plan, delete this placeholder by clicking the X.

EDU-620: Literacy Instruction in the Content Areas

Credits 3

This course provides a comprehensive study of the most recent research on the strategies and materials for developing literacy skills across the content areas in middle and secondary classrooms. Candidates will be introduced to the literacy demands of the different disciplines and the instructional strategies and technologies to use in those disciplines.

EDU-630: Leadership for Differentiated Instruction

Credits 3

This course examines the key underpinnings of differentiation, the important components of differentiation, and practical ways to accomplish differentiation in the classroom. Candidates will incorporate the various components of differentiated instruction and technologies in designing lessons for implementation in a diverse classroom based on data from the state assessment system as well as school and classroom data. This course requires clinical implementation, reflection, and a 5-hour clinical experience in a diverse P-12 setting outside of the candidate's own classroom or role. Pre- or corequisite: EDU 510 for the Teacher Leader Master's Program only. For other programs, there is no pre- or corequisite for this course.

EDU-640: Content Knowledge Enhancement

Credits 3

This course is designed to enhance the candidate’s content knowledge. Candidates will read and respond to research and will self-assess their subject matter content knowledge, pedagogical content knowledge, and curricular content knowledge. They will work with a teacher partner within the same content area to develop and implement a content knowledge enhancement collaboration plan.

EDU-650: Instructional Design

Credits 3

This course is designed to enhance the candidate’s ability to design instruction aligned with state and national standards to actively engage and motivate P-12 learners. This course integrates the principles of the Universal Design for Learning Guidelines (udlguidelines.cast.org | CAST, Inc. 2018), which includes using multiple means of student engagement, multiple means of representation, and multiple means of action and expression to advance learning. This course familiarizes candidates with the Kentucky Framework for Teaching and addresses self-assessment and professional growth. This course requires a videotaped lesson.

EDU-660: Inclusive Practice/Except Learner

Credits 3

This course will address the role of the classroom teacher in working with exceptional learners, laws related to special education and disability, and Individual Education Plans and 504 Plans. Educational theories and practices related to instruction, classroom management, assessment to meet the needs of diverse students, and guidelines for collaboration and communication with the parents/guardians of students with exceptionalities will be explored.

EDU-665: MAT Clinical Practice I

Credits 3

In this course, each traditional MAT Program candidate will spend twenty hours a week, four hours daily, in a P-12 classroom setting that is aligned to the program licensure area(s) in which the candidate is seeking certification. The candidate will observe and assist a master teacher who has the knowledge, skills, and professional dispositions to enable all students to learn. Candidates will actively engage in required professional growth activities to help prepare them for MAT Clinical Practice II: Student Teaching. Fee $150.

EDU-667: MAT Clinical Practice II

Credits 12

Student teaching is viewed as the capstone to the traditional Master of Arts in Teaching (MAT) Program. All areas of content and pedagogical knowledge are integrated, and theory is put into practice as the preservice teacher, under the supervision of the assigned clinical teacher and the University MAT Supervisor, gradually assumes full responsibility for students' learning in a P-12 classroom setting that is aligned to the program licensure areas(s) in which the candidate is seeking certification. Fee $250.

EDU-670: MAT Practicum I

Credits 3

This is a 16-week field-based course for the Master of Arts in Teaching Option 6 Program consisting of supervised learning experiences designed to develop foundational pedagogical knowledge and skills related to the Kentucky Teacher Performance/InTASC Standards and to prepare teacher candidates for P-12 classrooms. Each candidate will be required to complete explicit teacher performance assessment (TPA) tasks to demonstrate learning and teaching effectiveness specific to the teacher certification area(s) being pursued by the candidate. This course requires online synchronous meetings with the University MAT Supervisor and formal observations by the school-based clinical teacher and the University MAT Supervisor. Observations by the University MAT Supervisor may be face-to-face and/or remote. There is a $50 fee for this course.

EDU-675: MAT Practicum II

Credits 3

This is a 16-week field-based course for the Master of Arts in Teaching Option 6 Program consisting of supervised clinical experiences designed to require the application of pedagogical knowledge and skills related to the Kentucky Teacher Performance/InTASC Standards and to prepare teacher candidates for P-12 classrooms. This course will build upon the foundational knowledge and skills developed in EDU-670, and each candidate will be required to complete explicit teacher performance assessment (TPA) tasks to demonstrate learning and teaching effectiveness specific to the teacher certification area(s) being pursued by the candidate. This course requires ongoing synchronous meetings with the MAT University Supervisor and formal observations by the school-based clinical teacher and the University MAT Supervisor. Observations by the University MAT Supervisor may be face-to-face and/or remote. There is a $50 fee for this course.

EDU-680: MAT Practicum III

Credits 3

This is a 16-week field-based course for the Master of Arts in Teaching Option 6 Program consisting of supervised learning experiences designed to apply and refine the pedagogical knowledge and skills related to the Kentucky Teacher Performance/InTASC Standards and to prepare teacher candidates for P-12 classrooms. This course will build upon the knowledge and skills developed in EDU-675, Each candidate will be required to complete explicit teacher performance assessment (TPA) tasks to demonstrate learning and teaching effectiveness specific to the teacher certification area(s) being pursued by the candidate. This course requires ongoing synchronous meetings with the MAT University Supervisor and formal observations by the school-based clinical teacher and the MAT University Supervisor. Observations by the MAT University Supervisor may be face-to-face or remote. There is a $50 fee for this course.

EDU-685: MAT Practicum IV

Credits 3

This is a 16-week field-based course for the Master of Arts in Teaching Option 6 Program consisting of supervised learning experiences designed to apply and refine the pedagogical knowledge and skills related to the Kentucky Teacher Performance/InTASC Standards and to prepare teacher candidates for P-12 classrooms. This course will build upon the knowledge and skills developed in EDU-680, Each candidate will be required to complete explicit teacher performance assessment (TPA) tasks to demonstrate learning and teaching effectiveness specific to the teacher certification area(s) being pursued by the candidate. This course requires ongoing synchronous meetings with the MAT University Supervisor and formal observations by the school-based clinical teacher and the MAT University Supervisor. Observations by the MAT University Supervisor may be face-to-face or remote. There is a $50 fee for this course.