2020-2021 Academic Catalog
Adolescent to Young Adult Education Graduate Licensure
Why choose the Adolescent to Young Adult Education Program?
The Adolescent to Young Adult Education program (grades 7-12) offers multiple courses in which candidates learn to teach discipline-specific science content to secondary-level learners while earning eligibility for licensure alongside a Master of Education degree. With approval, candidates may seek a licensure-only option (see below). 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 program must have a bachelor’s degree, meet content requirements, and meet all admission requirements. required content area licensure 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 science 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.
- Bachelor’s degree and C or better in undergraduate prerequisite foundational education courses, preliminary field experiences, and required prerequisite content area courses.
GRE scores at or above the 50th percentile on each subtest
- 2.75 or higher cumulative undergraduate GPA
- Passing score on the Dispositional Assessment: Candidate Disposition Inventory (CDI) from ED 2650 and ED 2750
- Passing score on the Ohio Assessments for Educators content exam specific to license area sought
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
- 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. Content Knowledge: Effective teachers of secondary mathematics demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and applications within and among mathematical content domains.
- Standard 2. Mathematical Practices: Effective teachers of secondary mathematics solve problems, represent mathematical ideas, reason, prove, use mathematical models, attend to precision, identify elements of structure, generalize, engage in mathematical communication, and make connections as essential mathematical practices. They understand that these practices intersect with mathematical content and that understanding relies on the ability to demonstrate these practices within and among mathematical domains and in their teaching.
- Standard 3. Content Pedagogy: Effective teachers of secondary mathematics apply knowledge of curriculum standards for mathematics and their relationship to student learning within and across mathematical domains. They incorporate research-based mathematical experiences and include multiple instructional strategies and mathematics-specific technological tools in their teaching to develop all students’ mathematical understanding and proficiency. They provide students with opportunities to do mathematics - talking about it and connecting it to both theoretical and real-world contexts. They plan, select, implement, interpret, and use formative and summative assessments for monitoring student learning, measuring student mathematical understanding, and informing practice.
- Standard 4. Mathematical Learning Environment: Effective teachers of secondary mathematics exhibit knowledge of adolescent learning, development, and behavior. They use this knowledge to plan and create sequential learning opportunities grounded in mathematics education research where students are actively engaged in the mathematics they are learning and building from prior knowledge and skills. They demonstrate a positive disposition toward mathematical practices and learning, include culturally relevant perspectives in teaching, and demonstrate equitable and ethical treatment of and high expectations for all students. They use instructional tools such as manipulatives, digital tools, and virtual resources to enhance learning while recognizing the possible limitations of such tools.
- Standard 5: Impact on Student Learning: Effective teachers of secondary mathematics provide evidence demonstrating that as a result of their instruction, secondary students’ conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and application of major mathematics concepts in varied contexts have increased. These teachers support the continual development of a productive disposition toward mathematics. They show that new student mathematical knowledge has been created as a consequence of their ability to engage students in mathematical experiences that are developmentally appropriate, require active engagement, and include mathematics-specific technology in building new knowledge.
- Standard 6: Professional Knowledge and Skills: Effective teachers of secondary mathematics are lifelong learners and recognize that learning is often collaborative. They participate in professional development experiences specific to mathematics and mathematics education, draw upon mathematics education research to inform practice, continuously reflect on their practice, and utilize resources from professional mathematics organizations.
- 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 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 directed by university or college faculty with secondary mathematics teaching experience or equivalent knowledge base.
National Council of Teacher 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.
For more information visit: https://education-human-services.wright.edu/teacher-education
Integrated Social Studies Education
Robert Banks, M.Ed.
AYA Integrated Social Studies Program Director
310 Allyn Hall
Integrated Mathematics Education
Nimisha H. Patel, Ph.D.
AYA Integrated Mathematics Education Program Director
315 Allyn Hall
Integrated Language Arts
Angela Beumer Johnson, Ph.D.
AYA: ILA Program Director
449 MIllett Hall
AYA Science Education
Romena M. Garrett Holbert, Ph.D.
AYA Science Education Program Director
351 Allyn Hall