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The Curry School of Education offers professional programs designed to prepare individuals for a variety of careers related to the practice of education. The school was named for Dr. Jabez L. M. Curry, an eminent southern educator. It was endowed in 1905 by gifts from John D. Rockefeller and the General Education Fund, and became a professional school in 1919. Graduate programs in education were established in 1950, and the degree programs offered now include the Bachelor of Science in Education (B.S.Ed.); a five-year teacher education program leading to the Bachelor of Arts (B.A.) and Master of Teaching (M.T.); the Master of Education (M.Ed.), Master of Teaching (M.T.), and Educational Specialist (Ed.S.); and two different doctoral degrees (Ed.D. and Ph.D.). The Curry School of Education has two major missions. The first is to prepare individuals to work in America's educational system, pre-kindergarten through collegiate levels, and to conduct research and scholarship that address problems and issues of importance to our education system. Through partnerships with other organizations and educational institutions, the Curry School is committed to developing exemplary and innovative approaches to address those issues and problems, and to improving instruction and schooling in the Commonwealth of Virginia. As such, the Teacher Education Program has provided national leadership in the preparation of beginning teachers, as well as advanced training for experienced teachers and personnel related to teaching. The five-year Teacher Education Program is an integrated program sponsored by the College of Arts and Sciences and the Curry School of Education. It combines strong subject matter preparation with professional training that leads to teacher licensure and results in the simultaneous receipt of both bachelor's and master's degrees after a total of five years of study at the University. Programs leading to teacher licensure include specializations in elementary education, health and physical education, foreign languages, early childhood and developmental risk, and special education (including behavioral disorders, learning disabilities, and mental retardation). For secondary teachers, specializations are available in English, mathematics, sciences (biology, chemistry, earth science, physics), and social studies. The second major mission of the Curry School is to enhance human potential and performance by preparing professionals and conducting research in such areas as psychological/emotional development, physical development and fitness, and speech/language/auditory development. These areas contribute to the betterment of the human condition and are directly related to increased learning and successful experiences in our educational system. Two additional program areas are designed for students interested in pursuing human service careers related to communication disorders and physical education/sports medicine. These programs require that students transfer into the Curry School, and are designed to terminate after four years (B.S.Ed. degree) so that students may pursue additional graduate study. The Communication Disorders Program provides pre-professional training in speech-language pathology. The Sports Medicine Program is a pre-physical therapy and pre-athletic training program. These programs provide the necessary academic and practical work for the four-year B.S.Ed. degree, and for application to graduate (master's degree) programs in their relative specialities. Programs within the Curry School are among the best professional education offerings in the country. Faculty hold offices in professional organizations, are scholars of international renown, and are numbered among the University's finest teachers. Students score well above the national norms on the SAT examinations, and are members of such student honorary societies as Chi Sigma Iota, Omicron Delta Kappa, Phi Delta Kappa, Outstanding Students in America, and the Raven Society. Extensive
information about the Curry School of Education and its programs is
available online at the address listed below. Access to information
about admissions and academic policies may also be requested by sending
an electronic mail message to curry@virginia.edu.
Address Curry
School of Education
University
of Virginia, Ruffner Hall
405
Emmet Street S
P.O.
Box 400261
Charlottesville,
VA 22904-4261
(434)
924-3334
The Curry School of Education and its programs to prepare school personnel
are accredited by the National Council for Accreditation of Teacher
Education. In addition, teacher education programs are also
accredited by the Teacher Education Accreditation Council and individual
program specializations are accredited by such organizations as the
American Speech, Language and Hearing Association, the National Athletic
Trainers' Association, and the American Psychological Association.
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Ruffner Hall The majority of academic facilities and offices of the Curry School of Education are located in Ruffner Hall. This modern facility houses laboratory space for studies in science education, instructional technology, counselor education, reading, educational psychology, and educational research. A well-equipped behavioral study area enables students and faculty to carry on advanced-level clinical observation and research, and a number of flexible meeting areas provide a supportive environment for studies in education. Additionally, Ruffner Hall houses centers that provide services to the community, the state, and the nation, while providing students and faculty with instructional and research opportunities. The
Athletic Training and Physical Therapy Clinic provides therapy for the University's athletic teams, Student
Health patients, faculty and staff, and physician referrals from the
community. Offering M.Ed., Ed.D. and Ph.D. programs in athletic training
and sports medicine, and an undergraduate program in sports medicine,
the clinic provides practicums for both graduate and undergraduate students.
It is located in the McCue Center, adjacent to University Hall.
The
Center for Cardiac Health and Fitness provides professionally supervised programs of physical fitness
enhancement and coronary risk factor modification. The programs provide
coronary risk factor screening, medically supervised graded exercise
testing (stress testing), supervised exercise programs for normal adults,
and supervised exercise rehabilitation programs for coronary heart disease
patients. The center also serves as a teaching and research facility
for experiences in exercise physiology and sports medicine.
The
Center for Clinical Psychology Services is a non-profit clinic that provides psychological and educational
services to the public and serves as an in-house training facility for
graduate students of the Institute of Clinical Psychology and other
areas within the Curry School. The center is organized into specialized clinics and
offers three basic categories of services: diagnosis, intervention,
and consultation.
The
Communication Disorders Program houses clinical and research facilities. Although the majority of
classes are taught in the Curry School of Education's Ruffner Hall,
Program facilities include an electronic conference room, speech and
language science labs, behavioral and electrophysiological audiology
and hearing-science research labs, and individual and group clinical
intervention rooms.
The
Education Library contains approximately
150,000 volumes of current educational materials, a file of over 400,000
ERIC microfiche titles, and access to VIRGO. The library supports the
academic needs of the undergraduate and graduate programs of the Curry
School, and provides periodicals, microfilms, books, and reserve materials
required for class reading. Optical disc (CD-ROM) data base systems
and Internet connections provide access to materials from throughout
the world. Retrospective research materials in education are located
in Alderman Library.
The
Instructional Resource Center provides students and faculty with excellent opportunities for both
instruction and research. In addition to audio-visual equipment, the
center houses the Audio-Visual Production Lab, both a video filming
studio and a video production facility, the Special Technology Laboratory,
the Apple Lab, and the interactive IBM Microcomputer Classroom.
The
McGuffey Reading Center functions as a laboratory for the study of the reading process by
furthering clinical and empirical research in developmental reading
and preparing graduate students to serve as reading-language specialists.
It also provides a remedial center for children with reading disabilities.
The
Motor Development Clinic provides evaluative and prescriptive services for children and youth
with motor development problems. Operated by the Department of Human
Services, the clinic serves as a teaching laboratory to prepare motor
development specialists and provides a source of research opportunities
to produce new knowledge and understanding about motor development in
children and youth.
The
Motor Learning Laboratory is a research facility designed for the study of factors that influence
motor skill acquisition and performance. Individuals conduct research
to investigate perceptual constraints; movement speed; EEG correlates
of movement; substructures of balance, strength, and flexibility; and
psychological factors related to the acquisition and performance of
motor skills. Those seeking research experiences related to motor skill
acquisition and performance utilize this laboratory.
The
National Research Center on the Gifted and Talented (NRC/GT) produces
and disseminates high-quality, practical studies relating to the identification
and development of the talent of students. The research of the center
has ranged from investigating ways to encourage talent in young, at-risk
students, to the social and emotional development of gifted students,
to investigating the feasibility of high-end learning in middle schools.
There are currently five faculty and ten graduate students working on
projects of the NRC/GT.
The
Center for Personal and Career Development is operated by the Department of Human Services. It trains
counselors and provides counseling in career decision-making and career
change, interpersonal relationships, coping with adult life transitions,
and personal growth.
The
Speech-Language-Hearing Center (SLHC), is an integral component of the Communication Disorders Program
and the Department of Human Services. The UVA SLHC is a full-service,
ASHA-accredited clinical facility which operates under the supervision
of the faculty and staff of the Communication Disorders Program. It
provides students in the speech-language pathology academic programs
with opportunities to acquire experience working with individuals of
all ages presenting a wide range of speech, language, and/or hearing
disorders.
The
Sport and Exercise Psychology Laboratory is designed for experimental and interview studies on such
topics as observational learning, peer relationships, perceived competence
in sport, coaching feedback, performance enhancement, and character
development through sport.
The
Sports Medicine/Athletic Training Research Laboratory conducts
research in injury prevention and rehabilitation. Specific areas of
research include isokinetic assessment of human muscle performance,
postural sway (balance), and joint laxity. The laboratory also collaborates
on research with several departments in the Health Sciences Center,
including the Department of Orthopaedic Surgery and the Department of
Radiology.
The
Center for the Study of Higher Education fosters informed and interdisciplinary approaches to the study
of higher education as a resource for scholars and practitioners. It
offers degree programs, seminars, short institutes, and workshops, as
well as research reports and occasional papers that provide administrators
and other educational leaders with fresh perspectives on developments
in the arena of post-secondary education.
The
Center for Technology and Teacher Education is a cross-disciplinary institute with collaborating faculty
drawn from several disciplines, including educational technology, teacher
education, and policy studies. Teachers must be prepared to use the
rapidly evolving technologies that are being placed in today's classrooms
in order to realize the promise that these technologies hold for the
future. If we prepare the next generation of teachers, they will effectively
serve as diffusion agents. One goal of the center is to identify and
develop educational technologies that should be integrated into teacher
education curricula. An equally important goal is to prepare the next
generation of educational technology leaders. Graduate fellows affiliated
with the center are expected to serve in leadership positions in school
districts, state education agencies, and teacher preparation programs.
The
Virginia Center for the Study of Educational Policy The
purpose of the Center is to foster connections between activities
at the Curry School of Education and the broader world where decisions
regarding education and schooling are made. The central goal is to
increase the contribution of the University of Virginia to the discourse
regarding pre-k, k-12, and higher education policy at local, state,
and national levels. The primary intent is to find new ways to integrate
and share the full array of research, teaching, and practice related
to educational policy at the University of Virginia.
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Education Council All students in the Curry School of Education are members of the Education Council (EC). In addition to its function as liaison between students and faculty of the Curry School of Education, the EC participates in many service programs affecting the University and the Charlottesville community, such as tutoring underprivileged children and coaching children's sports activities. Council
for Exceptional Children The Council for Exceptional Children is a professional group
focusing on issues related to individuals with exceptionalities. Membership
is open to both faculty and students who have an interest in working
with exceptional individuals. It is sponsored by the Department of Curriculum,
Instruction, and Special Education.
Departmental
Student Groups Most departments have a student advisory committee to help plan activities
for students and contribute to the quality of the academic and professional
experience at the University.
The
Pre-Physical Therapy Association The Pre-Physical Therapy Association was founded in 1981 to
provide opportunities for undergraduate students to learn more about
graduate programs and careers in physical therapy. Officers, elected
by interested students, plan specific experiences such as field trips
to rehabilitation centers and hospitals, visits from graduate schools,
and lectures related to contemporary issues in physical therapy. This
organization is part of the sports medicine and physical education programs
within the Department of Human Services.
Student
Virginia Education Association (SVEA) Student Virginia Education Association membership is open
to both graduate and undergraduate students. SVEA members participate
in various professional activities, receive various publications,
participate in seminars and conferences, and receive liability/tort
insurance. |
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Dean's List To be placed on the Dean's List of Distinguished Students in any given semester, an undergraduate must maintain a minimum 12-credit course load and achieve a current grade point average of 3.4 or higher without failure in any course. Courses taken on a CR/NC basis may not be counted toward the 12-credit minimum. Any student receiving an F, NC, or NG during the semester is not eligible to be on the dean's list. Graduation
Honors Students with a grade point
average of 3.6 or higher will be recognized as graduating "with
honors;" students with a grade point average of 3.75 or higher
will be recognized as graduating "with high honors;" and students
with a grade point average of 3.9 or higher will be recognized as graduating
"with highest honors." Computation of grade point averages
for the determination of honors is based on all standard letter-grade
courses carried since the student has matriculated in the Curry School
of Education. Students in the five-year Teacher Education Program may
be eligible for dean's list through the College of Arts and Sciences
(for B.A. and M.T.) or the Curry School (for B.S.Ed. in Physical Education).
Kappa
Delta Pi, an honor society in education
that was founded in 1911, chartered its Eta Kappa Chapter of the University
of Virginia in 1951. The constitution of the society reads as follows:
"The purpose of Kappa Delta Pi shall be to encourage high professional,
intellectual, and personal standards to recognize outstanding contributions
to education. To this end it shall invite to membership such persons
as exhibit commendable personal qualities, worthy educational ideals,
and sound scholarship. It shall endeavor to maintain a high degree
of professional fellowship among its members and to quicken professional
growth by honoring achievement in educational work. |
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All students are subject to the academic policies specified in the chapter titled "University Regulations." In addition, students must follow the policies of the Curry School of Education. Students in the five-year Teacher Education Program should consult the regulations in the College of Arts and Sciences chapter, as well as those of the Curry School of Education. Application
to the Curry School Students who wish to apply for the teacher education program
in the Curry School of Education must submit a full application by March
1 of their first or second year; those who wish to apply for the communication
disorders or sports medicine programs must submit a full application
by March 1 of their second year. Students wishing to teach in high need
areas (math, foreign languages, science, special education) may apply
as late as their third year in the college. Students seeking to enroll
in teacher education must be in the College (i.e., students in the Schools
of Architecture, Engineering, or Nursing must transfer to the College
first). Students applying to B.S.Ed. programs in communication disorders
or physical education apply to transfer to the Curry School.
To apply, students must complete an application, provide a statement of professional goals, and furnish all transcripts. Applications are evaluated in terms of academic course work (preference given to 3.0 GPA), strong SAT scores (preference given to 1000 or above), and experience related to professional goals. Applications from under-represented groups or those with varied backgrounds are strongly encouraged. Information about specific application procedures is available in Room 104, Ruffner Hall, Office of Admissions. Residence
Requirement A recipient of a degree
in education from the Curry School must have completed four semesters
of full-time (12 credits) study at the University of Virginia while
enrolled in the Curry School of Education. Exceptions for emergency
situations may only be granted with the advisor's and dean's
permission. In addition, all students must be full-time (12 hours minimum)
during all semesters, including the final one.
Course
Load Special permission of the advisor
and dean's office is required to take fewer than 12, or more than
18, credits during a given semester.
Final
Examinations are given during a designated
period of time at the end of each semester. Examinations may only be
given at the time listed in the Course Offering Directory unless
authorized by the dean. Students are not authorized to take final exams
before the regularly scheduled time. However, under serious conditions,
and with their instructor's and advisor's permission, students
may be allowed to postpone the examination to a time convenient to the
instructor. Students who have three exams in one day or four in a two-day
period may petition to have one examination moved.
Attendance
Students are expected to attend classes
throughout the session, with the exception of University holidays, unless
permission to be absent temporarily or to withdraw has been first granted
by the instructor. Routine excuses for illness are not furnished by
the Department of Student Health either to the student or to the instructor.
If final examinations are missed for serious medical reasons, the Department
of Student Health notifies the dean. On request of the dean, the Department
of Student Health may evaluate the effect of any illness upon a student's
attendance and academic performance. Failure to attend classes or other
prescribed activities in a course may result in enforced withdrawal
from the course or other penalties as determined by the instructor.
Attendance
Upon Examinations Written exams are an essential part of the work of most courses.
A final examination or culminating experience is expected in all classes.
The time period assigned for final exams is considered part of the regular
academic semester, and classes must meet during their scheduled examination
period. Absence from exams is not excused except for illness, attested
by a physicians certificate, or for other causes that the instructor,
advisor, and dean, by special action, may approve. An unexcused absence
is counted as a failure and, at the discretion of the instructor, may
result in failing the course.
Course
Grades All specifically required courses
must be taken for regular, graded credit (no S/U or CR/NC), including
grades of A+, A, A-, B+, B, B-. C+, C, C-, D+, D, D-, F. Internships,
practicums, and student teaching are generally graded S/U.
Incomplete
Grades for BS Ed Students An IN is recorded when reasons known to the professor are
judged adequate to justify an extension of time to complete course requirements.
An IN may not be used to allow a student to attempt to raise a grade
at the end of the term. The time line to
complete course work may be negotiated with an instructor, but may not
extend beyond one year of the semester in which the course was originally
taken. Students are expected to enter into a written contract with the
instructor specifying the remaining requirements and agreed-upon time
line. It is the student's responsibility to file the incomplete
agreement in the Curry Office of Admissions. After one year, if the
student has not met the terms of the incomplete agreement, the faculty
member may submit a grade of F, U, WF, or W; if no action is taken by
the faculty member, the incomplete is administratively changed to a
W.
B.A.-M.T.
students should consult the policies of the College of Arts and Sciences.
Grade
Changes No grade may be changed after
it has been submitted to the university registrar without the approval
of the dean. The dean is not authorized by the faculty to change a grade
submitted to the university registrar except when an instructor certifies
that, because of errors in calculation or transcription, an incorrect
grade has been submitted.
The Curry School limits the time in which a grade change may be approved to one calendar year. Credit/No
Credit Courses Students have the option
of receiving the grades CR (credit) or NC (no credit) in place of the
regular grades, A through F, for a given course prior to admission to
a Curry program. This option is taken at the time the students register
for the course. Instructors have the right to deny students permission
to take courses on a CR/NC basis. If this occurs, students may either
change back to the regular grading option or they may drop the course
entirely. Courses taken for CR/NC may not be used for any major or basic
area requirements.
No more than two courses may be taken on a CR/NC basis in any semester or in summer session. A maximum of 24 credits of CR/NC courses may be used toward the degree. Students may not use a CR/NC course to repeat a class in which a grade has already been given. If such a case should occur, the credits in the CR/NC course would not count toward graduation. The last day to change a CR/NC option is the same as the last day to drop a course. The CR/NC option may not be used to meet the specific requirements under general education; to meet requirements for specialization in a teaching field; or to meet requirements for professional education, with the exception in some teaching areas of field experiences and accompanying seminars that are offered only on a CR/NC basis. Repeating
Courses A student who has received
a grade of D in a required undergraduate course may be required to repeat
the course as directed by his or her academic advisor or program faculty.
Both grades for the repeated course remain on the transcript and are
used in the computation of the grade point average. The course credit
will be for only one offering.
Adding
a Course or Changing the Grading Option All additions to course schedules or changes in the
grading option for a course must be completed by the last day to add
a course. These changes are made via ISIS (434) 296-4747; www.virginia.edu/isis. Changes after the add deadline may only be considered under
emergency circumstances and require a petition signed by the instructor,
advisor, and dean. Any course required by name must be taken for a grade
(not pass/fail). B.A.-M.T. students should consult the policies of the
College of Arts and Sciences.
Dropping
a Course With the approval of the
student's advisor, a student may drop and void registration in
a course until the official drop date. Permission to take fewer than
12 credits must be petitioned to, and approved by, the advisor and the
dean and can only be granted for unusual or emergency circumstances.
Withdrawal
from a Course B.S.Ed. students may
withdraw from a course at any point prior to 5: 00 P.M. on the
last day of classes (in the term of enrollment) if permission has been
secured from the student's advisor and instructor and a petition
has been filed with the dean. This action results in the course remaining
on the transcript and the instructor being asked to record a grade of
W, WP, or WF on the final grade sheet and on the petition filed by the
student. A W may be assigned only if there is not basis on which to
determine a WF or WP. None of these notations effect the grade point
average, nor does the course count toward credits earned.
College students should consult the policies of the College and note the earlier date. Enforced
Withdrawal See chapter 5.
Probation
and Suspension An undergraduate student
must maintain good standing each semester by completing at least 12
credits of graded work (or S/C work if engaged in practicums or student
teaching), with at least a 1.8 semester average and no more than one
grade below C- (or U/NC). A student will be placed on academic probation
after any semester in which good standing is not attained.
Suspension involves enforced withdrawal from the Curry School of Education. A student placed on probation in any semester may be suspended if he or she does not regain good standing at the end of the next semester. A student who has been suspended may apply to the Office of Admissions and Student Affairs of the Curry School of Education for readmission after one regular semester or one summer session has elapsed since the date of suspension. If readmitted, the student will be on probation and will be suspended again after one semester unless the cumulative grade point average for all courses completed is above 2.0. Students in the College must comply with all College rules, as well as Curry School policies for teacher education. Readmission
to the Curry School of Education is
not automatic. After an absence of twelve months or longer, a former
student must apply for readmission by submitting an application to the
academic dean's office at least sixty days before the semester
begins. Failure to comply with these regulations subjects the student
to suspension from the University by the vice president for student
affairs.
Grievance
Procedure Due process is guaranteed
to all students. See "Grievance Procedures" in the University
Regulations chapter or consult the associate dean's office in 104 Ruffner
Hall.
Licensure
for Teaching The Curry School of Education
affirms the distinction between degree requirements and licensure requirements
in its programs. While many programs contain both kinds of requirements,
and major portions of the two may be synonymous, one may meet one set
of requirements and not the other (i.e., receive a degree without qualifying
for recommendation for licensure). Information concerning licensure
requirements is provided to students through the Office of Admissions
and Student Affairs of the Curry School of Education. In order for a
student to be recommended by the Curry School of Education for professional
licensure, he or she must complete a teacher education program sequence
approved by the faculty of the Curry School of Education and meet state
cut-off scores on the Praxis I and Praxis II examinations.
State
Assessments of Teacher Education Under the Commonwealth of Virginia's approved program
status for schools of education, all students enrolled in a teacher
education program at the University of Virginia must take the appropriate
licensing exams required by the Commonwealth of Virginia for the specific
program area endorsement. The scores on these exams and other evidence
presented to the U.S. Secretary of Education, in accordance with Section
207 of the Higher Education Act (HEA) regarding the preparation of graduates
who intend to work in the nation's schools, demonstrates the high caliber
of the students at the University of Virginia. During the 2000-2001
academic year, 459 students were enrolled in the Curry School's Teacher
Education Program and 114 students participated in the Teaching Associate
(student teaching) semester involving 560 hours of student teaching.
A total of 31 full or part-time faculty participated in supervision
activities resulting in a supervising student/faculty ratio of 2.7.
The following report of Praxis exam pass rates is a mandated condition
of the HEA and reflects the scores of those University of Virginia's
teacher education program completers who took the exams from September
2000-August 2001 (state-wide pass rates are shown in parentheses).
Praxis I pass rate for the PPST Reading was 99% (94%) and CBT Reading
was 100% (98%). The PPST Writing pass rate was 96% (91%) and the CBT
Writing was 92% (92%). The PPST Mathematics pass rate was 97% (91%)
and the CTB Mathematics was 96% (94%). The University's aggregate
pass rate for Basic Skills was 99% (94%), while the Summary pass rate
98% (92%). |
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Students wishing to pursue an academic program leading to teacher licensure are required to complete a five-year curriculum leading to the simultaneous awarding of both a bachelor's and master's degree. This program, sponsored cooperatively by the College of Arts and Sciences and the Curry School of Education, provides an extensive liberal arts foundation, content area preparation, and professional study in education. The bachelor's degree provides a comprehensive background in the chosen liberal arts discipline, culminating in a B.A. or B.S. degree from the College. (Academic training comparable to the liberal arts degree is provided for physical/health education teachers through the Curry School, culminating in a B.S.Ed. degree.) These bachelor's degree experiences are integrated with professional training in subject matter specialities, pedagogical aspects of education, and clinical/school-based experiences. The five-year Teacher Education Program offered by the Curry School is recognized nationally for its strong foundation in the liberal arts and its advanced professional training aspects. The program requires that:
Enrollment
Procedures for the Five-Year Teacher Education Program
Students who are in the College of Arts and Sciences should apply for
permission to enroll in the Teacher Education Program during the second
semester of their first year of study, (application deadline is March
1). Students, including transfers from other institutions, may also
apply to the program during their second year of study (prior to March
1) but must attend summer school in Charlottesville in order to complete
the professional course work before the start of their third year. Students
in science, math, or world languages may apply by March 1 of their third
year.
Permission to enroll requires that the applicant be in good standing, provide adequate SAT scores, and complete a permission to enroll application with statements describing his or her (1) commitment to continued learning and intellectual growth; (2) interest in teaching children and youth; and (3) previous experience working with children and youth. After enrollment, students are expected to demonstrate competence in quantitative skills, verbal skills (oral and written), and computer literacy. Students must remediate any identified deficiencies prior to graduation. All teacher education students must have a primary major in the College of Arts and Sciences (or in the Curry School for health/physical education majors). Advancement
to Graduate Study By December 1 of the fourth year, students apply to the Master
of Teaching degree program in the Curry School of Education. At this
time students must take the Graduate Record Examination and submit a
letter of recommendation and academic transcripts attesting to outstanding
academic performance. Criteria for advancement to graduate study include:
(1) demonstrated competence in basic skills (verbal, quantitative, and
computer skills); (2) an outstanding grade point average (2.75 overall/3.0
in academic major); (3) one letter of recommendation addressing current
or potential teaching skills; (4) satisfactory performance in all field
experiences; (5) demonstrated proficiency in public speaking; and (6)
satisfactory performance on the GRE and Praxis I.
Satisfactory
Academic Performance in Teacher Education Courses required for the B.A./B.S. degree taken at the
400 level or below may be successfully completed with a passing grade
of D- or better. Courses in the major must reflect a cumulative grade
point average of 3.0 or better.
Courses taken at the 500 level or above in the major and in professional studies require a minimum grade of B- or better. 500-level courses taken before the fourth year in which a student has performed below the level of B- may be petitioned, with advisor and dean's office approval, to have the grade standard waived. Professional studies courses at the 500 level in which a student has received a failing grade (less than a B-) must be retaken, or a substitute professional course must be taken to replace the deficiency. Course substitution or retaking a course must be approved by the advisor and the Office of Teacher Education. Program deficiencies may require that the student be suspended from the program. Graduation
Requirement in Teacher Education All students in a teacher education program must take
the Praxis I and Praxis II examinations as a part of their graduation
requirements. Applications for graduation are due by February 1.
Accelerated
BAMT Program Option Students in the teacher education areas may graduate with
both the BA and MT degrees in 4.5 years. The student must meet all requirements
for both degrees and attend a 3 week summer session.
Licensure
Requirements Students are required to submit paperwork and the appropriate
Virginia state fee to the Admissions Office (Ruffner 104) no later than
February 1 of the fifth year. All course work must be completed and
Praxis I and Praxis II exams must be passed in order to be recommended
for licensure.
Accelerated
BAMT Program Option Students in the teacher education areas may graduate with
both the BA and MT degrees in 4.5 years. The student must meet all requirements
for both degrees and attend a 3 week summer session.
Licensure
Requirements Students are required
to submit paperwork and the appropriate Virginia state fee to the Admissions
Office (Ruffner 104) no later than February 1 of the fifth year. All
course work must be completed and Praxis I and Praxis II exams must
be passed in order to be recommended for licensure.
Financial Aid for Fifth-Year Students During their fifth year, teacher education students are classified as graduate students by the Office of Financial Aid. Thus they qualify for the normal graduate scholarship and loan programs, not undergraduate grants. All students in the B.A./B.S.-M.T. program must complete the general education requirements specified by the College of Arts and Sciences and the Curry School of Education or, in the case of B.S.Ed. candidates, those requirements specified exclusively by the Curry School of Education. Candidates for the B.A./B.S. degree must have completed a total of 102 credits from the College of Arts and Sciences. In order to meet licensure requirements, specific courses within the general education core vary by teacher education program area. Detailed information can be obtained from the Teacher Education Office (221 Ruffner Hall). Echols
Scholars For Echols scholars in the B.A./B.S.-M.T.
program, the general studies component should be a well-planned sequence
of courses and experiences that must include theoretical and practical
knowledge gained from studies in mathematics, natural science, social
science, U.S./American history, English communication, literature, and
other humanities.
Students in teacher education pursue advanced course work in a specific discipline as well as professional education experiences. Prospective teachers begin professional studies during the second year through an exploration of teaching as a profession in a course called Teaching as a Profession (EDIS 201) and in field-based experiences in schools (EDIS 288). Students declare a specific content major and continue to take courses in the teacher education program. Students are assigned two advisors, one representing the major in the College and one representing professional education (health/physical education majors have only one advisor). Students must meet with each advisor each semester. Professional courses continue throughout the third, fourth, and fifth year, and include the following courses:
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The requirements for each teaching specialization are largely determined by the kind of teaching position for which the student is preparing. The teacher education requirements are in addition to the courses required in general education and are in compliance with state licensure guidelines. All those completing M.T. programs for initial licensure in the Commonwealth of Virginia must qualify by passing the Praxis I and Speciality Area Examinations (Praxis II). Students should contact their advisor in the Curry School of Education or the Office of Admissions for further information. Praxis I exams must be taken the third year and Praxis II is taken in the fifth year. Taking the Praxis exams and appropriate specialty tests are graduation requirements. Course sequences for all teacher education programs may be obtained from the Office of Teacher Education (221 Ruffner Hall), or from the Teacher Education website (http://curry.edschool.virginia.edu/curry/TeacherEd). Elementary
Education Programs The elementary education program leads to licensure and endorsement
for teaching in pre k-6 classrooms. Prospective elementary teachers
may complete a major from any discipline in the arts and sciencesIn
addition to the general education courses, endorsement requirements
include specialized studies.
Secondary Education Programs The University of Virginia offers a wide choice of academic majors, with many majors leading directly to an endorsement to teach in the secondary school. The following descriptions are for endorsement programs approved by the Commonwealth of Virginia Department of Education. Note:
The credits required for a major at
the University of Virginia generally exceed the credits required for
an endorsement in a particular field. Introductory courses that may
not be counted for a major in the College may be counted for endorsement
purposes.
Students majoring in fields for endorsement at the secondary level must complete the regular professional education sequence plus at least three specific courses related to the academic discipline and EDIS 587 (Seminar in Subject Area Teaching). When
completing a second endorsement, the specific pedagogy courses for each
of the requested endorsement areas is required.
English
The curriculum for prospective teachers of English fulfills the guidelines
of the National Council of Teachers of English plus all requirements
of the Commonwealth of Virginia for teaching grades 6-12. Minimum requirements
include:
Course
work should include the history of the English language. Courses dealing
with women and minority American writers and providing a working knowledge
of theatrical and cinematic aesthetics are recommended.
Foreign
Language Education Endorsement
programs for prek-12 are available in French, German, Latin, and Spanish.
Students must complete a 30-hour major at the 300-level and above, plus
two graduate-level courses in the appropriate foreign language and literature
department. Course work must be related to advanced grammar and composition,
advanced conversation, culture and civilization, literature, and applied
linguistics, with a minimum of the following credits in the specific
language.
Students
majoring in a foreign language are required to take a speaking and writing
proficiency test in their target language. Final admission to the Teacher
Education Program will be contingent upon the results of these tests.
An exit proficiency test in both skills will be required for licensure
as a teacher of foreign languages.
Latin Students seeking endorsement as a Latin teacher must complete 18 credits (above LATI 103) and 12 credits in related subjects. Course experiences should include reading and comprehension of Latin; Latin phonology, morphology, and syntax; the culture and civilization of the Roman people; and literary masterpieces. Teachers who have completed requirements for endorsement in other modern languages may be additionally endorsed by completing 12 credits above LATI 103 and CLAS 202. Students who have completed a major (including all endorsement requirements) in one modern foreign language or Latin may be additionally endorsed in a second language by completing 18 credits above the 300 level. Course experiences must include advanced grammar and composition, conversation, culture and civilization, literature, and applied linguistics. An endorsement in English as a Second Language is available to students with majors in a modern foreign language or English. Requirements include 9 credits in linguistics, including general linguistics; English phonology, morphology and syntax; applied linguistics; and a course in teaching a second language. Mathematics requires
a major in mathematics or its equivalent, including at least 9 courses
in mathematics above the calculus sequence. The math major must include
calculus; 6 credits of mathematical analysis with differential equations;
6 credits of linear and modern algebra; 6 credits of probability and
statistics; and 3 credits of geometry. At least 6 of these credits must
be taken at the 500 level or above. In addition, at least 3 credits
of computer science and 3 credits of educational computing must be presented.
Required professional courses include EDIS 545 (Teaching Secondary Mathematics)
and EDIS 587 (Seminar in Mathematics).
Algebra
Add-on Endorsement A student who has completed requirements for an endorsement in another
area may be additionally endorsed to teach general mathematics and algebra
by completing a concentration of 20 credits of computer science and
math, including two courses in differential and integral calculus; one
course in linear or modern algebra; two courses selected from mathematical
analysis; discrete mathematics; geometry; probability; statistics; and
at least one course in computer science.
Science
Teacher education students interested in science participate in programs
designed to meet or exceed the standards of National Science Teachers
Association. Science education majors must complete 52 credits in science,
mathematics (at least to introductory calculus), statistics, and computer
applications in order to demonstrate depth and breadth of scientific
background. Additionally science teacher education students are required
to take at least 1 course in the history of science.
Biology:
32 credits in biology, with at least one course from each of the following
areas: botany, cell biology/biochemistry, ecology, genetics, physiology,
zoology; plus 20 credits in a related field, including chemistry, earth/space
science, mathematics (above introductory calculus) and physics. *At
least 6 of the science credits must be taken at the 500 level or above.
Chemistry:
32 credits in chemistry, with at least one course from each of the following
areas: analytical chemistry, biochemistry, inorganic chemistry, organic
chemistry, physical chemistry; plus 20 credits in a related field, including
biology, earth/space science, mathematics (at or above calculus), and
physics. *At least 6 of the science credits must be taken at the 500
level or above.
Earth
and Space Science: 32 credits in earth and
space science, with at least one course from each of the following areas:
astronomy, geology, meteorology, oceanography; plus 20 credits of supporting
courses in biology, chemistry, mathematics and physics. *At least 6
of the science credits must be taken at the 500 level or above.
Physics:
32 credits in physics including the following areas: classical mechanics,
electricity and magnetism, optics, waves; plus 20 credits of supporting
courses in biology, chemistry, earth/space science, and mathematics
through introduction to differential equations. *At least 6 of the science
credits must be taken at the 500 level or above.
Social
Studies The Social Studies program
is designed for teachers in grades 6-12 who wish to be prepared to teach
United States History, World History, Government, Economics, Political
Science, or Geography. Students are required to successfully complete
the following courses from the College.
*Note:
at least two of these courses must be 500 level or above.
Early
Childhood and Developmental Risk combining licensure requirements for early childhood special
education (birth-age 5) and primary education (prek-grade 3) this program
focuses on the needs of children at-risk for failure. The program specifies
courses from both special education (severe disabilities) and elementary
education.
Special
Education Programs meet the guidelines
of the Council for Exceptional Children and prepare teachers to work
in at least two handicapping areas: behaviorally disordered, learning
disabilities, and/or mental retardation. Professional preparation for
special education must include credits in the characteristics of two
specific disabilities (behavioral disabilities, mental retardation,
or learning disabilities); credits in reading and reading diagnostics;
principles of curriculum and instruction for exceptional individuals,
methodology for exceptional individuals, classroom management and psychoeducational
assessment of exceptional individuals, math and technology, and field
experiences in teaching exceptional individuals.
Kinesiology
(Health and Physical Education Program) The five-year program leading to endorsement in health
and physical education (with a possible add-on in athletic training)
requires that all students transfer into the Curry School of Education
for a combined B.S.Ed.-M.T. degree. This health and physical education
program follows the same format as the B.A.-M.T. option, but it is located
entirely in the Curry School due to the specific disciplinary course
offerings related to human movement sciences (e.g., anatomy, kinesiology,
motor learning, and sport psychology).
Health and physical education majors must take BIOL 201-202 and a lab as part of the natural science requirements. Students must take a variety of performance courses and are therefore not required to complete the foreign language courses within the humanities area (although 12 credits of humanities are required, and those may include foreign languages). The content major for health and physical education focuses on human movement sciences such as anatomy, health topics, kinesiology, exercise physiology, motor learning, etc. This program qualifies individuals to meet endorsement requirements to teach physical education and health K-12. The program is designed to meet all AAHPERD (NASPE) certification requirements. Individuals complete 45 credits in the College of Arts and Sciences plus 25 credits in human physical development and movement sciences including motor development, anatomy, kinesiology, exercise physiology, and motor learning; 10 credits in physical performance areas (sports, dance, rhythms); 10 credits in adapted physical education, including developmental disorders and orthopedic/sensory impairments; and 18 credits in health education. Professional preparation in health and physical education includes the following courses:
All
students are required to attend at least one state or national convention
within the profession of physical education and to fulfill an experience
in outdoor education.
Practicum experiences in health and physical education include the regular sequence of field experiences in the five-year teacher education program (EDIS 288, 488); instructional technology (EDLF 345); special teaching experiences in physical education (EDHS 357, 358, 377); and the K-12 teaching associateship (Student Teaching: EDHS 771, 772). An area of concentration is available in athletic training upon completion of 13 credits in selected courses. In addition, 1,500 clock hours of practicum work in athletic training are needed to take the NATA certification examination. The
Sports Medicine Program is a four-year, pre-professional curriculum leading to a B.S.Ed.
in Physical Education. Most students electing this option will pursue
a graduate degree following the receipt of the B.S.Ed. degree.
Eligibility for admission to the program is based on the admission requirements of the University of Virginia, the Curry School of Education, and the Health and Physical Education Program Area. Generally, applicants require at least a 3.0 cumulative grade point average and 1000 combined score on the SAT. Since the program is geared toward graduate study, a strong background in the general sciences is recommended. Students should be career oriented in sports medicine or allied health areas. Enrollment is limited to 15 students per year. General education requirements are 12 credits in humanities, including English composition and English literature; 12 credits in social sciences, including one course each in introductory psychology and introductory sociology; and 12 credits in math and science. For specific course requirements by program area, go to this website (http://curry.edschool.virginia.edu/tedhandbooks/). Sports Medicine is a specialization that leads to career opportunities in allied health professions. Students must complete 120 credits of course work emphasizing the human movement sciences a | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||