Adolescent to Young Adult Education Graduate Licensure

Program Description

The Adolescent to Young Adult Education program (grades 7-12) offers multiple courses in which candidates with bachelor’s degrees learn to teach discipline-specific content to secondary-level learners while earning eligibility for licensure. (This program does not lead to a Master’s degree). The program integrates coursework with extensive school internship hours, culminating in an academic year-long field experience and full-time student teaching. Applicants to the graduate licensure program must have a bachelor’s degree, meet content requirements, pass state required content area examinations, and meet all admission requirements.

Upon successfully completing the licensure portion of the program and passing licensure exams, candidates are eligible for an Ohio Adolescence to Young Adult Resident Educator license in their respective field. Licensure and certification requirements vary from state to state, and we have not determined if this program meets educational requirements outside of Ohio. If you are planning to pursue professional licensure or certification in a state other than Ohio, please contact the appropriate licensing entity in that state to seek information and guidance regarding that state’s licensure or certification requirements.

Admission Requirements

Graduate School Application AND Program Application

Grade of “C” or better in the following courses: ED 2600, ED 2700, ED 2800, and EDS 2900

Grade of “C” or better in required content areas (varies based on content concentration area)

Passing ED 2650 and ED 2750

Undergraduate Degree/Grade Point Average

Bachelor’s degree from an accredited institution, with a minimum cumulative undergraduate GPA of 2.7

Bachelor’s degree from an accredited institution, with a cumulative undergraduate GPA between and including 2.6-2.69, but with a 3.0 or better for the last 60 semester hours earned toward the undergraduate degree

OAE Scores

Candidates must receive a passing score on their respective content area test score

Foundational Skills Competency

One of the following Reading Scores
- ACT Reading: 19 OR
- SAT Reading: 520 OR
- Praxis Reading: 162
One of the following Mathematics Scores
- ACT Mathematics: 17 OR
- SAT Mathematics: 510 OR
- Praxis Mathematics: 158
One of the following Writing Scores
- ACT Writing: 6 OR
- SAT Writing: 5 OR
- Praxis Writing: 165

Licensure Only Candidates – Initial License and Additional License

Candidates who wish to complete licensure or endorsement requirements at the graduate level but do not wish to pursue a graduate degree may be admitted as licensure candidates with department and program permission. Persons pursuing a teacher licensure only program are required to complete the Ohio Department of Education prescribed exams.

Licensure only candidates in Adolescence to Young Adult Education are typically currently licensed teachers who already hold a master’s degree and only seek an additional license in Adolescence to Young Adult Education.

Candidates who are not currently licensed and wish to be a licensure only candidate are required to complete the same admission criteria stated above.

Program Learning Outcomes

Ohio Standards for Teaching Profession (OSTP, 2009)

Standard 1. Teachers understand student learning and development and respect the diversity of the students they teach.
Standard 2. Teachers know and understand the content area for which they have instructional responsibility.
Standard 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
Standard 4. Teachers plan and deliver effective instruction that advances the learning of each individual student.
Standard 5. Teachers create learning environments that promote high levels of learning and achievement for all students.
Standard 6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
Standard 7. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

AND ONE OF THE FOLLOWING

National Council of Social Studies (NCSS) Standards: Integrated Social Studies Concentration

Standard 1. Content Knowledge: Candidates demonstrate knowledge of social studies disciplines. Candidates are knowledgeable of disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation.
Standard 2. Application of Content Through Planning: Candidates plan learning sequences that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners.
Standard 3. Design and Implementation of Instruction and Assessment: Candidates design and implement instruction and authentic assessments, informed by data literacy and learner self-assessment, that promotes civic competence.
Standard 4. Social Studies Learners and Learning: Candidates use knowledge of learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments, and prepare learners to be informed advocates for an inclusive and equitable society.
Standard 5. Professional Responsibility and Informed Action: Candidates reflect and expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities.

National Council of Teachers of Mathematics (NCTM) Standards: Integrated Mathematics Concentration

Standard 1. Knowing and Understanding Mathematics: Candidates demonstrate and apply understandings of major mathematics concepts, procedures, knowledge, and applications within and among mathematical domains of Number; Algebra and Functions; Calculus; Statistics and Probability; Geometry, Trigonometry, and Measurement.

Standard 2. Knowing and Using Mathematical Practices: Candidates demonstrate, within or across mathematical domains, their knowledge of and ability to apply the mathematical processes of problem solving; reason and communicate mathematically; and engage in mathematical modeling. Candidates apply technology appropriately within these mathematical processes.
Standard 3. Knowing Students and Planning for Mathematical Learning: Candidates use knowledge of students and mathematics to plan rigorous and engaging mathematics instruction supporting students’ access and learning. The mathematics instruction developed provides equitable, culturally responsive opportunities for all students to learn and apply mathematics concepts, skills and practices.
Standard 4. Teaching Meaningful Mathematics: Candidates implement effective and equitable teaching practices to support rigorous mathematical learning for a full range of students. Candidates establish rigorous mathematics learning goals, engage students in high cognitive demand learning, use mathematics specific tools and representations, elicit and use student responses, develop conceptual understanding and procedural fluency, and pose purposeful questions to facilitate student discourse.
Standard 5: Assessing Impact on Student Learning: Candidates assess and use evidence of students’ learning of rigorous mathematics to improve instruction and subsequent student learning. Candidates analyze learning gains from formal and informal assessments for individual students, the class as a whole, and subgroups of students disaggregated by demographic categories, and they use this information to inform planning and teaching.
Standard 6: Social and Professional Context of Mathematics Teaching and Learning: Candidates are reflective mathematics educators who collaborate with colleagues and other stakeholders to grow professionally, to support student learning, and to create more equitable mathematics learning environments.
Standard 7: Secondary Mathematics Field Experiences and Clinical Practice: Effective teachers of secondary mathematics engage in a planned sequence of field experiences and clinical practice in diverse settings under the supervision of experienced and highly qualified mathematics teachers. They develop a broad experiential base of knowledge, skills, effective approaches to mathematics teaching and learning, and professional behaviors across both middle and high school settings that involve a diverse range and varied groupings of students. Candidates experience a full-time student teaching/internship in secondary mathematics supervised by university or college faculty with secondary mathematics teaching experience or equivalent knowledge base.

National Council of Teachers of English (NCTE) Standards: Integrated Language Arts Concentration

Standard 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Standard 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Standard 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Standard 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Standard 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Standard 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Standard 8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Standard 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Standard 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop an understanding of content across the curriculum.
Standard 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Standard 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

National Science Teachers Association (NSTA) Standards: All Science Concentrations

Standard 1. Content Knowledge: Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure. Below are the elements of the standard.
Standard 2. Content Pedagogy: Effective teachers of science understand how students learn and develop scientific knowledge. Pre-service teachers use scientific inquiry to develop this knowledge for all students.
Standard 3. Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources–including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
Standard 4. Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
Standard 5. Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
Standard 6. Effective teachers of science strive continuously to improve their knowledge and understanding of the ever-changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.

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Program Requirements Licensure Only