Colleges

The Professional Education Unit is comprised of all programs across the university designed to lead to licensure or advanced study in education.

The programs of the unit include the following:

• Art Education
• Early Childhood Education
• Educational Leadership
• Elementary Education
• Middle School Education
• Music Education
• Physical and Health Education
• Reading Education
• School Counseling
• School Psychology
• Secondary Education
• Special Education
• Speech-Language Pathology

The JMU Conceptual Framework is grounded in the best of what we know about learning, teaching, and development, and is further based on a moral mission; that is, the work of teachers affects the lives of human beings. In a human sense, it makes a difference in people’s lives; in a larger sense, education contributes to societal development and democracy.

The conceptual framework reflects our recognition that teaching is a complex and difficult task, requiring a significant degree of education, training, and experiences in order to meet the learning needs of all children, regardless of age, culture, condition or ability.

The programs at JMU rely on collaborative partnerships with schools and other community agencies, strong field-based teacher development, a continuum of skills development, as well as the notion of reflective professional practice.

Completers of all programs, therefore, should be skilled and adept in a set of competencies that are based on the propositions found in the Conceptual Framework. Those competencies include demonstrating:

• Certain personal qualities and dispositions reflective of a professional educator.
• Deep understanding of the content to be taught and ways to effectively teach the content.
• An understanding of the impact of research on learning and development and how culture influences development.
• An understanding of how students differ in approaches to learning and creating instructional opportunities for diverse learners.
• Skill in effective planning for learning.
• Skill in a wide variety of instructional strategies and technologies.
• Skill at creating positive, effective learning environments.
• The use of effective verbal, non-verbal, and media techniques that foster inquiry, collaboration, and positive interactions.
• Skill in a variety of effective assessment techniques.
• The ability to reflect on practice, adjust teaching methods and techniques, and seek professional growth.
• Skill in developing positive relationships with parents, colleagues and families.

• Serving as an information clearinghouse for professional education programs for teachers and other school personnel.
• Monitoring admission to, and retention in, the professional education program.
• Coordinating field experiences.
• Preparing applications for Virginia Licensure.

• Be enrolled in an appropriate undergraduate major at JMU or already possess a baccalaureate degree.
• Declare a minor in teacher education.
• Demonstrate strong academic scholarship.
• Have an overall grade point average of at least 2.5.
• Obtain a grade of “C” or better in
• GWRIT 103, Critical Reading and Writing, or the equivalent.
• a college-level mathematics course.
• GPSYC 160, Life Span Human Development, or the equivalent.
• Provide evidence of potential or demonstrated leadership with peers and children.
• Demonstrate the interpersonal skills necessary for successful classroom, collegial, and school-community interaction.
• Possess the physical and mental health for the tasks to be performed. (Requests for reasonable accommodation as defined by ADA may be directed to the Office of Disability Services. Numerous other resources, including the Speech and Hearing Center, can also provide services.)
• Complete training in standard (universal) precautions through an approved health course, training organized by the Health Center, or the equivalent.
• Fulfill the assessment of basic skills requirement as determined by the Virginia Board of Education. (Minimum scores on Praxis I, SAT, or ACT.)
• Be of good moral character and free of conditions outlined in Part IV of the Licensure Regulations for School Personnel (1998). This includes no prior convictions for felonies or misdemeanors involving children or drugs.
• Complete training in recognizing and reporting cases of suspected child abuse.
• Meet any additional admission and retention requirements established by individual academic departments or schools. (Please check with the respective departments or schools for these requirements.)

• Complete the application form (AR-1) and return it to the Education Support Center.
• Complete the applicant portion of two reference forms (AR-2). Ask two teachers, sponsors, employers, or administrators who can attest to the applicant’s fitness and competency in working with school-aged children to complete the recommendation portion of the forms. (Persons completing these forms should return them directly to the Education Support Center.)
• Submit assessment of basic skills (Praxis I, SAT or ACT) scores.

• Undergraduate candidates should apply by March of their sophomore year.
• Transfer, post-baccalaureate, and graduate candidates should apply during the first term of enrollment at JMU.

A faculty member may recommend or request a review of the performance of any teacher education applicant or candidate to assess the student’s competency and fitness to enroll in or continue in the teacher education program. The recommendation for review should be based on the teacher education admissions and retention criteria or other relevant performance standards. The request for review will be routed through the faculty of the respective licensure program.

Candidates who become eligible for readmission after dismissal and wish to be readmitted must follow the application procedures outlined above. They must also be recommended for readmission by their adviser and the program coordinator.

• completing a written appeal, including the Student Appeal to the Admissions, Retention, and Exit Committee (AR-3) form. The adviser’s signature and recommendation are required on the AR-3 form before the appeal will be considered.
• submitting the written appeal to the Chair of the Committee on Admissions, Retention and Exit (Education Support Center).
• meeting with the committee to present and support the request and answer questions.

The Education Support Center coordinates the student teaching program with participating school divisions, assigning all candidates to their student teaching sites and assisting in the planning and supervision of their work. Experienced teachers serve as cooperating teachers who coach and mentor the student teachers in their classrooms. University supervisors have the major responsibility for the supervision and evaluation of student teachers. Student teaching is graded on a credit/no-credit basis.

Candidates must student teach in the area for which they are seeking licensure or endorsement. A candidate seeking endorsement in more than one general area must complete a student teaching experience in each area.

Student teaching placements are made in accredited Virginia public and private schools, programs, and agencies. Most placements are made within approximately one hour’s driving distance from campus. Some programs also place students in northern Virginia, Richmond and/or Tidewater. Other local and non-local placement sites may be assigned in accordance with individual program and/or student needs. All placements are based on availability and efficiency of appropriate supervision. Student teaching is a full-time experience. Permission to take additional course work will be made only in exceptional cases. Student teachers should not expect to work or participate in excessive extracurricular activities during student teaching. Students with problems and/or special needs must contact the Director of the Education Support Center for prior approval.

• meet all stated requirements for admission to teacher education.
• submit a student teaching application.
• have an overall 2.5 GPA.
• make Virginia’s required PRAXIS I minimum scores.
• successfully complete all prerequisite courses for student teaching.
• be recommended for student teaching by their licensure program.
• meet any additional admission and retention standards of their academic department or school.
• be free from exposure to communicable tuberculosis.

• Obtain a student teaching application packet from the Education Support Center Web site.
• Complete the packet (ST-1, ST-1S, ST-1R and cover letter) and return it to the Education Support Center by the stated deadline. Make appropriate revisions as requested.
• Submit documentation that Virginia’s required minimum Praxis I composite score has been made. (Check with the Education Support Center for current required passing scores.)
• Provide evidence of freedom from exposure to tuberculosis.

• all education requirements have been met, including a cumulative 2.5 GPA,
• a degree in a liberal arts and sciences area or an approved education area is awarded, and
• passing scores on the PRAXIS I and any required PRAXIS II and/or any other state mandated assessments are achieved.

• Obtain an application for Virginia licensure from the Education Support Center Web site or the Virginia Department of Education Web site
• Submit the completed application, a copy of PRAXIS I and PRAXIS II scores, a transcript of any course work not listed on the JMU transcript, and the appropriate fee payment to the Education Support Center.

• Dr. Richard G. Clemens, Director

The materials laboratory houses more than 8,000 items of representative textbooks, videotapes, microcomputer software, sound slide/filmstrip programs and instructional kits. Students from departments within the College of Education broaden their experiences by using a variety of interactive tutorials to learn course content outside their classroom experiences.

Computers are found throughout the facility allowing students to work with computer assisted instruction, Web page creation, word processing, digital images, analog and digital video, page layout, data analysis and the creation of multi-media computer presentations. These presentations can then be taken into the different multimedia presentation classrooms located around the university. The growing capabilities in instructional technology are evident in this center where interactive video conferencing, video-streaming of the Web, and other newly emerging technologies are expanding the potentials for learning in multiple environments.

For those desiring licensure in Virginia’s schools, the center provides opportunities to learn and use many forms of instructional technology. A variety of activities are available including individualized tutorials to open-ended “hands-on” exploration of various electronic technologies for learning. The center has a range of production facilities including traditional media, audio and video editing areas and digital technologies that enable faculty members and students to produce various types of instructional materials. Users of the ETMC may also check out 35mm cameras, digital cameras, audio recorders and portable video recording equipment.