For over 120 years, the Department of Education has prepared teachers as human developers who love to teach. The Department nurtures future teachers through a formation process to become exemplary teachers in the region, state, and nation.
 
Graduates of the program must firmly believe that all public school students can learn. This program requires candidates to demonstrate that (1) They are focused on public school student achievement and success. (2) They are role models for public school students. (3) They have the potential to be a member of the teaching profession. Candidates must demonstrate these three dispositions throughout the program that requires the completion of a rigorous academic content specialization, combined with a complementary sequence of related general education courses, and a professional sequence of education courses that contain at least 800 clock hours of field placements and student teaching.
 
The following student outcomes provide the bases for the preparation program.

1. Demonstrate knowledge of their chosen content field(s).
2. Teach units and lessons aligned with national and state standards that address the learning needs of all       students.
3. Integrate technology and twenty-first century learning tools and skills in their own teaching as well as the learning processes of their students
4. Exhibit behaviors of a professional teacher congruent with the Teacher as a Human Developer conceptual framework
5a. Maintain effective learning communities that value diverse abilities and talents and facilitate respect for all and
5b. Make connections in the school and community by communicating effectively with parents and other community members to promote student learning.  

These outcomes are addressed in course content, with relevant class assignments, field experiences, student assessments, and program evaluation components and are articulated by the theme for the WVSU teacher preparation program: Teacher as HUMAN Developer. The theme serves as a unifying concept or framework for the entire program, and conveys the essence of the philosophy regarding good teaching. Outcomes for program completers will be measured by multi-modal methods, including faculty panel review, grade point requirements, portfolios, performance assessments, evaluations in field experiences by qualified supervisors, speaking opportunities, exams, projects, and state and national assessments required by the West Virginia Board of Education. Additional information is contained in the Teacher Education Handbook, purchased by each candidate in Education 200.
 
Click-Here to view our brochure.

Each curriculum, leading to teaching certification, contains three groups of courses, as required by the certification laws of West Virginia: content specialization, professional education, and general education core. In every case curricula followed at West Virginia State University will equal or exceed the minimum requirements established by state laws and regulations.
 
Please note that completion of an approved program in teacher in West Virginia does not necessarily qualify a person for a teacher certification in other states. In addition, all candidates for a teaching certificate in West Virginia must be fingerprinted and the results will be sent to the Federal Bureau of Investigation for a criminal background check in accordance with state law. Based on the results of this criminal background check, a certificate may or may not be issued.
 
EFFECTIVE FALL 2011: Any transfer or any readmitted student who completed Education 300 and/or Education 316 (or the equivalent courses at another higher education institution) more than 5 years ago must retake the course(s). This is to ensure current information and skills with respect to planning, teaching, and technology integration.
 
When West Virginia certification regulations change, all candidates will be expected to meet these regulations at the time they are recommended for a teaching certificate, regardless of when they started the program.
A college student who plans for a career as a teacher must pursue a curriculum in teacher education, which leads to a Bachelor of Science in Education degree and meets the academic requirements for a license to teach in the public schools of West Virginia.
 
All options described in the following pages have been organized in such a way that teacher education candidates completing this Council for the Accreditation of Educator Preparation (CAEP) and West Virginia Board of Education approved program may seek and have granted a West Virginia teaching license.
 
If candidates desire to teach in a state other than West Virginia, the CAEP approved program completed at West Virginia State University may qualify the candidates for a comparable initial certificate in the state of their choice. To be certain, the candidates should obtain the requirements of other states by contacting the appropriate state certification agency and use this information in planning their program of studies with their advisors.

CAEP Accreditation

The Council for the Accreditation of Educator Preparation (CAEP) accredits West Virginia State University. CAEP promotes excellence in educator preparation through content and pedagogy, clinical partnerships and practice, candidate recruitment, progression and support, program impact, and quality assurance and continuous improvement.  West Virginia State University meets rigorous national standards for educator preparation set by the Council for the Accreditation of Educator Preparation.

The West Virginia State University Department of Education received notice of a re-accreditation by the Council for the Accreditation of Educator Preparation (CAEP) from May 1, 2022-December 31, 2028.

The following programs were included in the CAEP 2021-22 Accreditation review:

Initial Programs: Elementary Education, Art, General Science/Biology/Chemistry, English, Music, Wellness, Business, Mathematics. (Endorsement areas: Reading and Special Education)

Advanced Programs: MEIL

Council for the Accreditation of Educator Preparation (CAEP)
1140 19th St NW, Suite 400
Washington, DC 20036
(202) 223-0077

The information contained on this page demonstrates data relevant to each of the CAEP Annual Reporting Measures in a public-friendly and prominently displayed fashion. Reporting of these measures is required for the accredtitation of the Education Program at West Virginia State University. 

Praxis I and II Score Requirements for WV
West Virginia Licensure Testing Directory

Admission to Teacher Education

Acceptance and enrollment at West Virginia State University does not automatically make one a candidate in the Teacher Education Program. In accordance with West Virginia Board of Education Policies, national accrediting bodies, the University and the Department of Education, candidates must be formally screened. All candidates must formally apply for Admission to the Education Program before taking Education 316. 

Selectivity Requirements beginning in Fall 2016 

The Education program at WVSU is accredited by CAEP, and the program agrees with the CAEP Mission, which is to transform educator preparation so that graduates can help improve P-12 student learning.  Therefore, the program has initiated CAEP selectivity requirements starting in Fall 2016.  Beginning in Fall 2016, all candidates for admission to the program (all candidates planning to enroll in Education 316), must show that they have attained a 3.0 GPA overall in their college courses and show that their overall scores on either the ACT or SAT are at the 50^th percentile or above. 

Candidates who do not meet these criteria may apply for an exemption on or before the last day of the semester that precedes the semester in which they plan to register for Education 316.  The Application for Exemption from Selectivity Requirements is on the WVSU Department of Education website. 

The Selectivity Requirements change in the following years:

• Beginning with the 2018-2019 academic year, the GPA requirement is 3.0 and the ACT/SAT requirement is the 60^th percentile.
• Beginning with the 2020-2021 academic year, the GPA requirement is 3.0 and the ACT/SAT requirement is the 67^th percentile.

Application for Exemption from Selectivity Requirements

Transfers, returning students, and post- graduates are required to meet the Selectivity Requirements above and should come to Wallace Hall 626 or 627 for admission assessment.  

To be admitted to the Teacher Education Program, a candidate must:

1. Meet or be exempted from the Selectivity Requirements as specified above. 
2. Successfully complete the PAR (Pre-Professional Assessment Rubric) with Education advisor. 
3. Achieve passing scores on the Mathematics, Reading, and Writing sub-tests of the Core Academic Skills for Educators (CORE), a Praxis I exam, before enrolling in Education 316.
4. Demonstrate proficiency in speaking and listening skills by completing English 201 or Communications 100 with a minimum grade of C.
5. Demonstrate proficiency in basic computer access skills by earning a grade of C or better in English 102.
6. Have a minimum overall G.P.A. of 3.0 in all content specialization courses, general education courses, and professional education courses to be admitted to the Teacher Education Program and to graduate with a degree in Education.   
7. Earn a grade of C or better in all general education, content specialization and professional education courses.
8. Successfully complete and file personal evaluation documents for all required field experiences with a recommendation for candidacy given by supervisor(s). Students must plan their schedules to permit completion of field-work during the school day.

Admission to Candidacy Application 

When an application has been completed, it will be jointly reviewed by the chair and/or a departmental committee and forwarded the Teacher Education Committee for review. With advisement from the Teacher Education Committee, the Department Chair will make one of the following rulings and notify the candidate:
· Approved: Candidate meets all expectations.
· Provisionally Approved:  Pending removal of minor deficiencies.
· Disapproved: Candidate does not meet criteria and is advised to pursue other options.

Admission to Teacher Education Rubric

A candidate may lose an approved status for several reasons, e.g., loss of academic qualification. The Department of Education may recommend reevaluation of the status of any previously approved candidate at any point in the program where evidence exists that the person may be a threat or danger to the well-being of public school students. Candidates have certain appeal privileges in these and other cases.

The Elementary Block consists of four classes that all Elementary Education majors must take concurrent with Residency I or the semester before Traditional Student Teaching. 

• EDUC 426 - Creating, Managing and Assessing Public School Learning Communities
• EDUC 436 - Capstone Experience for Elementary Teachers
• EDUC 423 - Teaching Reading II
• EDUC 324 - Teaching Mathematics in the Elementary School

The Block time is MWF from 8:00 am - 12:00 pm. This allows for class meeting time as well as field placement completion time. A combined total of 70 hours will be completed in one public school classroom for the EDUC 426, 423, and 324 field experiences. For Residency I, a 15 week / 250 hour placement is required. This placement will also serve as the Residency II or Student Teaching placement the following semester, giving Elementary Education candidates a year-long internship experience. 

The Yearlong Residency Pathway is available for all currently enrolled candidates and is required for candidates enrolled beginning Fall 2021. 

Duration of Resident Teaching

The Yearlong Residency consists of a single placement over two consecutive semesters: one semester of a minimum of 250 hours of field experience (Residency I) while enrolled in EDUC 426 and a 500 hours / 15 weeks placement (Residency II) of full-time co-teaching the following semester. 

Guidelines for Transition from Residency I to Residency II

The following minimum academic criteria must be met before admission to Yearlong Residency:

1. Satisfactory completion of 96 semester hours of appropriate college credit.

2. Satisfactory completion of at least 3/4 of the coursework required in chosen teaching specializations, plus all special methods courses. Elementary Education majors must complete Education 318, 320, 321, and 325 prior to the Yearlong Residency in addition to the Elementary Block (Education 324, 423, 426, and 436) during Residency I. 

3. Satisfactory completion of required professional education core courses.

4. Senior Capstone Admission to the Teacher Education Program by the Campus-Wide Committee on Teacher Education during the Residency I experience, including G.P.A. requirements, Senior Capstone Panel Interview, and Passing CORE and Praxis II Content test scores.

5. A 3.0 GPA in professional education requirements and a minimum grade of C in each course.

6. A 3.0 GPA in content specialization requirements and a minimum of C in each course.

7. A 3.0 GPA in general education courses and a minimum of C in each course.

8. A 3.0 grade point average overall.

9. Completion of a S-Senior, C-Capstone, O-Oral, P-Professional, E-E Portfolio Assessment (SCOPE) during the Residency I experience.

10. Removal of any and all deficiencies the semester prior to resident teaching placement, per application deadlines.

11. Completion of an academic capstone experience in content specializations.

12. Completion of Residency I includes a 250 hour/15 week placement during EDUC 426 - this will also serve as the placement for Residency II giving candidates a yearlong Residency experience.

13. Because of the intensity of the Residency II teaching experience (500 clock hours in fifteen weeks), candidates are strongly discouraged from enrolling in any classes during the Residency II semester. Any exceptions must be approved by the Education Department Chair.

14. Resident teaching placements will be based on current West Virginia Policy 5100 guidelines.

15. Completion of ancillary requirements from the county of placement.

The Traditional Student Teaching pathway is available for students enrolled prior to Fall 2021. The following minimum academic criteria must be met before admission to traditional student teaching:

1. Satisfactory completion of 96 semester hours of appropriate college credit.
2. Satisfactory completion of at least 3/4 of the coursework required in chosen teaching specializations, plus all special methods courses. Elementary Education majors must complete Education 318, 320, 321, and 325 in addition to the Elementary Block (Education 324, 423, 426, and 436) prior to student teaching.
3. Satisfactory completion of required professional education core courses.
4. Completion of Education 426 at West Virginia State before student teaching with a minimum grade of C.
5. Senior Capstone Admission to the Teacher Education Program by the Campus-Wide Committee on Teacher Education the semester before student teaching, including G.P.A. requirements, Senior Capstone Panel Interview, and Passing CORE and Praxis II Content test scores.
6. A 3.0 GPA in professional education requirements and a minimum grade of C in each course.
7. A 3.0 GPA in content specialization requirements and a minimum of C in each course.
8. A 3.0 GPA in general education courses and a minimum of C in each course.
9. A 3.0 grade point average overall.
10. Completion of a S-Senior, C-Capstone, O-Oral, P-Professional, E-E Portfolio Assessment (SCOPE) the semester prior to student teaching.
11. Removal of any and all deficiencies the semester prior to student teaching placement, per application deadlines.
12. Completion of an academic capstone experience in content specializations.
13. Because of the intensity of the traditional student teaching experience (500 clock hours in fifteen weeks), candidates are strongly discouraged from enrolling in any classes during the semester when they student teach. Any exceptions must be approved by the Education Department Chair.
14. Student teaching placements will be based on current West Virginia Policy 5100 guidelines.
15. Completion of ancillary requirements from the county of placement.

Academic Course Sequence Sheets - effective for all candidates enrolled at WVSU beginning Fall 2021

Elementary Education

• Elementary Education (K-6)

Secondary Education

• Biology (9-Adult)
• Business (5-Adult)
• Chemistry (9-Adult)
• English (5-Adult)
• General Science (5-Adult)
• Mathematics (5-Adult)
• Social Studies (5-Adult)

Comprehensive Education

• Art (PK-Adult)
• Music (PK-Adult)
• Wellness (PK-Adult)

Curriculum Sheets - Effective for All Candidates enrolled at WVSU prior to Fall 2021
 
Elementary Education

• Elementary Education (K-6)

 Secondary Education

• Biology (9-Adult)
• Business (5-Adult)
• Chemistry (9-Adult)
• English (5-Adult)
• General Science (5-Adult)
• Mathematics (5-Adult)
• Social Studies (5-Adult)

Comprehensive Education 

• Art (PreK-Adult)
• Music (PreK-Adult)
• Wellness (PreK-Adult)

Endorsements

• Reading (K-6)
• Reading (5-Adult)
• Multi-Categorical Special Ed (K-6)
• Multi-Categorical Special Ed (5-Adult)
• English (5-9)
• Mathematics (5-9)
• Social Studies (5-9)

Education Department Course Offerings

Education 200-Foundations of Education (3 credit hours)
A course designed to introduce candidates to the teaching profession; to give students a first formal experience in the formal study of the dispositions involved in education and help students assess their pre-professional readiness. 
PREREQUISITE(S): Eligible for English 101.
 
Education 201-Human Growth and Development (3 credit hours)
Study of developmental characteristics of the individual through adulthood. Required of all candidates in teacher education programs. A field experience of 15 clock hours in an appropriate K-12 public school setting is required.
PREREQUISITE(S): English 101 and Education 200 with a “C” or better. Students in social work and recreation who are required to complete EDUC 201 as part of their degree requirements do not need to take EDUC 200 before enrolling in this course.
 
Education 202-Educational Psychology and Learning (3 credit hours)
Survey of educational psychology and related concepts for classroom application. Major emphasis on learning teacher expectation and motivation, educational measurement, and classroom management concepts. A field experience of 25 clock hours in an appropriate K-12 public school setting is required.
PREREQUISITE(S): EDUC 201 with a “C” or better.
 
Education 227-Exceptionalities and Human Diversity (3 credit hours)
Course emphasis will be placed on recognition and special needs students labeled “exceptional” according to state and federal regulations. Effective instructional strategies for teaching populations such as “gifted”, and “students at risk” for school failure, visually impaired, physically challenged, speech/language handicaps, and behavior disorders will be studied.
PREREQUISITE(S): Concurrent with EDUC 202 or completion of EDUC 202 with a “C” or better.
 
Education 290-Advanced Foundations (1 credit hour)
Required of all transfer students and returning students, declaring education as a major during the first semester of enrolling in the program.  This course provides an overview of the Conceptual Framework and the Four Phases of the teacher education program at West Virginia State University.  The course will be delivered on-line.

Education 299-Special Topics in Education (1-3 credit hours)
A lower division course designed for a topic of special current interest, including televised courses. Also used for Residency I placement. 
PREREQUISITE(S): Permission of the instructor or department chair.
 
Education 300-Educational Technology (3 credit hours)
Examines current concepts and practices in educational computing and instructional technology, uses of microcomputers, distance learning technology and media resources. Practice in assessing hardware and evaluating instructional software. Assignments/practice required in computer lab setting for 2 hours per week above and beyond the regular contact hours. 
PREREQUISITE(S): Concurrent with EDUC 316 or completed EDUC 316 with a “C” or better.

Education 316-Integrated Methods (3 credit hours)
Materials of instruction, commonalities in the learning process and developing requisite techniques of instruction in all programmatic levels with seperate sections for elementary and secondary content candidates. Emphasis is placed on skills in planning and organizing instruction. Required of all students in teacher education curricula. An integrated field experience of 40 clock hours in a public school is required.
PREREQUISITE(S): EDUC 202 with a “C” or better, and passing the Core Academic Skills for Educators Test (CORE) before the first day of classes begins.
 
Education 318-Teaching Science in Elementary and Middle Schools (3 credit hours)
A study of the national and state standards and objectives, organization and instructional techniques in the sciences appropriate to the elementary and middle school programs.
PREREQUISITE(S): EDUC 316 and all K-6 Science requirements with a “C” or better.
 
Education 319-Content Area Literacy (3 credit hours)
Studied by teacher education candidates to increase their skills to deliver the reading, writing, speaking, listening, and view skills of public school students studying specific content subject matter. In addition, national and state standards, assessment, career, and international education issues related to the content area are discussed. A field experience of 30 clock hours is required.
PREREQUISITE(S): Concurrent with EDUC 316 or completion of EDUC 316 with a “C” or better.
 
Education 320-Teaching Reading I (3 credit hours)
Current methods of teaching developmental reading in grades K-6 with an emphasis on the use of national and state content standards and objectives to deliver and assess reading instruction. A field experience of 30 clock hours is required.
PREREQUISITE(S): Concurrent with EDUC 316 or completion of EDUC 316 with a “C” or better.

Education 321-Teaching Writing (3 credit hours)
Essentials of instruction in the language arts in the elementary and middle school with an emphasis on national and state standards. Specific emphasis placed on the writing process and how this process increases student achievement in reading, handwriting, speaking, viewing, spelling and listening.
PREREQUISITE(S): EDUC 316 with a “C” or better.

Education 324-Teaching Mathematics in the Elementary School (3 credit hours)
Teacher candidates will explore important mathematical ideas and their development with a focus on the essentials of instruction in the elementary and middle school and an emphasis on national and state standards. Specific emphasis is placed on developmentally appropriate materials and methods to be used in the teaching of mathematics. Taken as part of the Elementary Block concurrent with Residency I or the semester before Traditional Student Teaching. A field experience of 10 clock hours in an Elementary Math setting is required. 
PREREQUISITE(S): Satisfactory completion of EDUC 316 , MATH 104 and 105 with a grade of "C" or better

Education 325-Teaching Social Sciences in Elementary and Middle Schools (3 credit hours)
Emphasis on the national and state content standards in organizing of subject matter and selection of methods and materials involved in the teaching of social studies in elementary and middle schools.
PREREQUISITE(S): EDUC 300, 316, and all social studies content requirements.

Education 328-Field Experience in Exceptional Settings (3 credit hours)
A supervised field experience where candidates become involved with selected exceptionalities studied in the survey course. Limited and guided participation is expected and participants will meet periodically in seminar. A field experience of 60 clock hours in special settings is required.
PREPREQUISITE(S): EDUC 227 concurrently or completion of EDUC 227 with a “C” or better.

Education 330-Assessing the Exceptional Learner (3 credit hours)
Principles and Practices of assessment for students with learning difficulties or mild/ moderate exceptionalities.
PREREQUISITE(S): EDUC 227 with a “C” or better.

Education 331-Curriculum for Special Education (3 credit hours)
Curriculum development in areas which reinforce content, social, and vocational learning for the MI, SLD and Multi-Categorical. 
A field experience of 30 clock hours is required.
PREREQUISITE(S): EDUC 316 and EDUC 227 with a “C” or better.

Education 399 - Special Topics (1-3 credit hours) An upper-division course designed for a topic of current interest, including television courses. 
PREREQUISITE(S): as stated for each offering.

Education 405-Teaching Social Studies in Secondary Schools (3 credit hours)
Emphasis on the national and state content standards in organizing of subject matter and selection of methods and materials involved in the teaching of social studies in middle and secondary schools
PREREQUISITE(S): A “C” or better in EDUC 316, and all social studies content specialization requirements earned prior to enrolling in this course.

Education 411-Teaching the Sciences in Secondary Schools (3 credit hours)
Emphasis on the national and state content standards in organizing of subject matter and selection of methods and materials involved in the teaching of sciences in middle and secondary schools.
PREREQUISITE(S): A “C” or better in EDUC 316, and all science content specialization requirements earned prior to enrolling in this course.

Education 423-Teaching Reading II (3 credit hours)
An introductory course in diagnostic-prescriptive teaching strategies to work with school children experiencing reading difficulties. Practical experience in test administration, interpretation, instructional intervention strategies and evaluative follow-up. Taken as part of the Elementary Block concurrent with Residency I or the semester before Traditional Student Teaching. A field experience of 20 clock hours is required. 
PREREQUISITE(S): EDUC 320 with a “C” or better.

Education 426-Creating, Managing and Assessing Public School Learning Communities (3 credit hours)
Education 426 is an introduction to the legal, theoretical, developmental, and best practices that will enable a beginning teacher to develop a management, organization and assessment system that promotes student learning and ensures student safety in all public school learning environments. Taken as part of the Elementary Block concurrent with Residency I or the semester before Student Teaching. A field experience of 40 clock hours is required. 
PREREQUISITE(S): EDUC 316 completed with a “C” or better taken the semester before student teaching. Credit for this course must be earned at West Virginia State University.

Education 436-Capstone Experience for Elementary Teachers (formerly EDUC 336 3 credit hours)
Normally taken during senior year, this is a capstone experience for elementary education majors. Advanced theories, principles, and practices for working with elementary students. Emphasis on establishing a safe and healthy environment; program management; appropriate guidance techniques; family involvement; building a positive student self-concept; promoting a student's physical, cognitive, social and creative growth by providing appropriate materials and activities.Taken as part of the Elementary Block concurrent with Residency I or the semester before Student Teaching. 
PREREQUISITE(S): Senior status and EDUC 316 with a "C" or better.

Education 450-Behavior, Social, and Life Skills Curriculum (3 credit Hours)
A study of selected Social Skills, Life Skills, Transition and Conflict Resolution curricula for students with mild disabilities and both individual and group behavior management skills for teachers of students with mild disabilities. A field experience of 10 clock hours is required. 
PREREQUISITE(S): EDUC 227 with a “C” or better.

Education 460-Characteristics of Individuals with Mild Disabilities (3 credit Hours)
Historical and contemporary practices and trends in the education of individuals with mild disabilities. Course includes characteristics of individuals with mild disabilities, roles of family and community, cultural issues, the varied roles of the professional special education educator, and legal issues including placement decision-making and service delivery.
PREREQUISITE(S): EDUC 227 with a “C” or better.

Edu 480-487-Student Teaching (3-18 credit hours)
Designed to provide teacher education candidates with the necessary resident and student teaching experiences to fulfill the certification requirements for the respective endorsements for which they seek West Virginia Licensure.
PREREQUISITE(S): Full Admission to Teacher Education, Education 426 with a “C” or better, Praxis II Content Test(s)

Education 494-Directed Observation and Participation in Elementary Education (3-6 credit hours)
An optional additional student teaching and/or educational experience for students who have completed or will complete regular student teaching. Approved supervised programs of activities in institutions or agencies will be utilized. (Open only to eligible candidates.)

Education 498-Directed Observation and Participation in Secondary Education (3-6 credit hours)
An optional additional student teaching and/or educational experience for students who have completed or will complete regular student teaching. Approved supervised programs of activities in institutions or agencies will be utilized. (Open only to eligible candidates.)

Education 499-Special Topics (1-3 credit hours)
An upper division course designed for a topic of special current interest, including televised courses.
PREREQUISITE(S): Permission of the instructor or department chair.

Education 599-Special Topics in Education (3 credit hours)
A graduate level course designed for a topic of special current interest, including televised courses.
PREREQUISITE(S): Permission of the instructor or department chair.

BACHELOR OF SCIENCE IN EDUCATION - 120 hours required for graduation

GENERAL EDUCATION - 41-43 hours
 

ENGL 101 and 102 ..........................................................................	6 hours
ENGL 201 or COMM 100.................................................................	3 hours
MATH 120, 104 or 111......................................................................	3 hours
Arts...................................................................................................	3 hours
Humanities .......................................................................................	3 hours
International Perspective (EDUC 319 or 321) .................................	3 hours
Scientific Reasoning ........................................................................	4 hours
Natural Science................................................................................	6-8 hours
History .............................................................................................	3 hours
Social Science (EDUC 201) ............................................................	3 hours
Wellness ..........................................................................................	2 hours
First-Year Experience.......................................................................	3 hours

ELEMENTARY EDUCATION - Grades K-6
All majors in elementary education complete a block of courses and an Academic Capstone Experience designed to prepare them for a self-contained classroom settings in WV, grades K-6. Current requirements for this content specialization are contained on the Department Homepage.

MIDDLE SCHOOL CHILDHOOD EDUCATION - Grades 5-9
The following subject options are designed to prepare candidates to teach in middle childhood settings, grades 5-9. Current requirements for this content specialization, including the Academic Capstone Experience, are contained on the Department Homepage. Students opting for these must complete another program at either the Adolescent level (Grades 5 or 9-Adult), Elementary, (Grades K-6), or PreK-Adult.

• ENGLISH - Grades 5-9
• MATHEMATICS - Grades 5-9
• SOCIAL STUDIES - Grades 5-9

ADOLESCENT EDUCATION PROGRAMS - Grades 9-Adult
Candidates opting for adolescent education will select programs which prepare them to teach in secondary school settings, grades 9-Adult. Current requirements for these content specializations, including the Academic Capstone Experience, are contained on the Department Homepage.

• BIOLOGY - Grades 9-Adult
• CHEMISTRY - Grades 9-Adult

MIDDLE-ADOLESCENT EDUCATION PROGRAMS - Grades 5-Adult
The options allow a candidate to select a single field across two levels of certification, 5-9 and 9-Adult. Candidates are prepared to teach in middle and secondary settings. Current requirements for this content specialization, including the Academic Capstone Experience, are contained on the Department Homepage. Additional teaching fields are not required for these options. 

• BUSINESS - Grades 5-Adult
• ENGLISH- Grades 5-Adult
• GENERAL SCIENCE - Grades 5-Adult
• MATHEMATICS - Grades 5-Adult
• SOCIAL STUDIES - Grades 5-Adult

READING EDUCATION K-6 or 5-ADULT
These two content specializations require candidates seeking K-6 licensure in Reading to complete the licensure requirements for elementary education K-6 or for 5-Adult in Reading to complete English 5-Adult. Current requirements for these two content specializations, including the Academic Capstone Experience, are contained on the Department Homepage.

PRE-KINDERGARTEN-ADULT EDUCATION PROGRAMS – (Grades PreK-Adult)
These options prepare a candidate to teach a subject specialty in school settings. They do not require additional teaching fields or specializations. Current requirements for these content specializations, including the Academic Capstone Experience, are contained on the Department Homepage.

• ART - Grades PreK-Adult
• MUSIC – Grades PreK-Adult
• WELLNESS (Physical Education and Health Education) Grades PreK-Adult

 
SPECIAL EDUCATION (Grades K-6 or 5-Adult)
In addition to the special education endorsement, candidates who seek licensure as a special education teacher must complete one of the following content specializations: Elementary Education K-6, or Biology, Chemistry, English, General Science, and Mathematics, or Social Studies 5-Adult. Candidates who complete Elementary Education will be licensed to teach all content subjects to students with special needs in grades K-6. Candidates who complete 5-Adult content endorsements may only teach their content specializations in grades 5-Adult and serve in a consultative role for all the remaining content subjects. Current requirements for these content specializations, including the Academic Capstone Experience, are contained on the Department Homepage.

• MULTI-CATEGORICAL SPECIAL EDUCATION (BD, MI, SLD)- -Grades K-6 or 5-Adult.

PROFESSIONAL EDUCATION COURSES
All candidates in teacher education will complete the professional education core: EDUC 200, 201, 202, 227, 300, 316, 319/320, 331, 426, and 480-487.
 

• West Virginia State University was ranked #3 in Best Online Master's Degrees in Educational Leadership by Best Accredited Colleges for 2021. (Press Release)
• Dr. Elisha Lewis was crowned Mrs. WV American 2021.
• 
• West Virginia State University was ranked #20 in Best Bachelor's in Elementary Education Degree Programs by Study.com for 2021.
• West Virginia State University's undergraduate elementary teacher preparation program was named among the top in the country for contributing to greater teacher diversity by the National Council on Teacher Quality (NCTQ), a nonpartisan, not-for-profit research and policy Organization. WVSU's program is among only two programs in WV to be recognized in the 2021 NCTQ report for enrolling a cohort of future teachers that is both more racially diverse than the current teacher workforce in their state and reflects the racial diversity of their local community. 
• Mrs. Rhonda Roberts, a 2009 graduate from West Virginia State University, was honored on September 19, 2017, as the Boone County Teacher of the Year.  Mrs. Roberts is a first grade teacher at Sherman Elementary School.  Mrs. Roberts credits her success to the outstanding education that she received at West Virginia State University.
• 
• Education Department staff and faculty received approval for the Master of Education in Instructional Leadership (MEIL) by the West Virginia Higher Education Policy Commission (HEPC) on Friday, April 1, 2016. All HEPC committee members voted unanimously for approval of the MEIL program.
• The Department of Education at West Virginia State University (WVSU) has received reaffirmation of accreditation through the National Council for Accreditation of Teacher Education (NCATE).  A seven-member onsite review team visited the WVSU campus March 15-17, 2015, to validate the six standards contained in the Institutional Report. The findings revealed all six standards were met. 
• The WVSU Department of Education also received notification of the recognition of the programs leading to the initial teaching license.  Programs receiving national recognition through the Specialized Professional Association in the NCATE/CAEP Program Approval Process were:  Business Education, Elementary Education, English Education, Health Education, Math Education, Physical Education, Social Studies Education, Biology Education, Chemistry Education, General Science Education and Multi-categorical Special Education. 
• Programs receiving state recognition through the Curriculum Analysis Report in the West Virginia Department of Education Program Approval Process were:  Art Education, Music Education, Spanish Education, French Education, Early Childhood Education and Reading Education.
• Dr. Mickey Blackwell has been appointed to the Kanawha County Public Library Board of Directors.
• Dr. Mickey Blackwell has been appointed to the West Virginia Department of Education Superintendent’s Commission on Assessment Committee. 
• Dr. Emily Waugh, associate professor in the Education Department, has been appointed by Governor Tomblin to the West Virginia Center for Professional Development Board of Directors.
• Dr. Paige Carney, Dean of CPS and Professor Barbara Korn were  awarded an Improving Teacher Quality grant titled, “Hungry for Words” which is being implemented in Clay and Calhoun Counties for the 2015-2016 academic year.
• Dr. Mickey Blackwell, assistant professor in the Department of Education, has been appointed by Governor Tomblin to serve as member of the West Virginia Commission on the Arts. 

Welcome to the Department of Education Online Forms page.The forms on this page are for WVSU Official Use only. In order to use the forms linked from this page you must have Adobe Acrobat Reader.
 

• Education Candidate Handbook
• Speaking Assessment
• Background Check Notification Form
• Teacher Candidate Dress Code Policy
• Educator Disposition Assessment Rubric
• Field Experience Evaluations:
  • Education 201
  • Education 202
  • Education 319
  • Education 320
  • Education 324
  • Education 331
  • Education 423
• Field Experience Time Sheet/Log
• WVSU Lesson Plan Template
• WVSU Lesson Plan Rubric
• WVSU Lesson Plan Reflection Guide
• Professional Development Outline
• Transient Form
• Admission to Candidacy Application (EDUC 300 & 316)
• Admission to Teacher Education Rubric
• Exemption from Selectivity Requirements Form
• Admission to Senior Capstone Application
• Guidelines for Transition from Residency I to Residency II
• P-12 Student Information Consent and Release
• Resident Teacher Observation / Resident Teacher Evaluation
• Walkthrough Instrument
• Evaluation of Cooperating Resident Teacher
• Evaluation of Faculty Supervisor
• Evaluation of University Supervisor

         
 
 

1. Successfully complete an appropriate teaching specialization with a minimum of 120 semester hours. Students must successfully complete all courses and other requirements checked on their senior evaluation to qualify for graduation. Earn a minimum grade of C in all classes and have a 3.0 cumulative grade point average.
2. Successfully complete a state-required standardized proficiency test in each content specialization for which certification is sought, e.g., Elementary Education, Mathematics, Social Studies. These assessments will normally occur during the senior year or near the time that specialization requirements are completed but must be completed prior to Residency II or Student Teaching.  
3. Successfully complete a state-required standardized proficiency test in professional education (Principles of Learning and Teaching—PLT) before application for certification. Students are obligated for testing costs. Passing scores required by the West Virginia Board of Education must be documented prior to recommendations for certification.
4. Successfully complete a supervised resident teaching or traditional student teaching experience at the programmatic levels and in each content specialization for which certification is being sought. Yearlong Residency candidates will complete an initial 250 clock hours of Residency I over 15 weeks. All Candidates will complete 500 clock hours of Residency II or Traditional Student Teaching over 15 weeks and register for a total of 15 semester hours of credits, numbered from Education 480-487. Candidates will be assessed using an instrument jointly administered by the cooperating resident teacher and the university supervisor to verify the achievement of teaching skills. These skills have to be satisfactorily demonstrated and verified to meet certification and graduation requirements.
5. Students must file an application for graduation in the Registrar’s Office.
6. After graduation, candidates complete the application process for West Virginia licensure (Form 20T) which includes being fingerprinted for an FBI Criminal background check.

Please note: All 50 states, the District of Columbia, and US Territories require the FBI criminal background check as a condition for issuance of license. Candidates who have criminal histories that would make them unfit to be around public school students may be denied a teaching license, i.e. sexually abusing a child.

For more information on the certification process, go to the West Virginia Department of Education website:http://wvde.state.wv.us/certification/forms/firstime.html

MASTER OF EDUCATION IN INSTRUCTIONAL LEADERSHIP (MEIL)

The Master of Education in Instructional Leadership program creates opportunities for educators to expand their skills and advance into administrative positions. The curriculum is focused on the exploration and application of new techniques and concepts that help instructional leaders to create pathways to success for students and staff members. Our coursework emphasizes social justice, fairness and equity and is grounded in research-based strategies.

The program provides two career pathways: a Licensure Option for candidates who are entering the program holding a master’s degree and a Master’s Degree Option for candidates who are seeking a master’s. Each option begins with foundational courses and progresses to more advanced topics that impart the content and skills necessary for success. WVSU’s Education Program is accredited by the National Council for Accreditation of Teacher Education (NCATE). This program provides opportunity for licensure for School Administration, Supervisor of Instruction, and Superintendency. 

For the full MEIL website, click here. 

Praxis Website

Praxis Fee Waiver Request Form

West Virginia Licensure Testing Directory Effective July 13, 2022 (downloadable form) 

Department of Education Certification

• http://wvde.state.wv.us/certification/
• http://www.educationdegree.com

Academic Success
GPA Policies
Repeat Course Form
Repeat Policy
Academic Forgiveness Policy
Academic Forgiveness Application
Meeting with Advisor
PDU Information
Program Learning Outcomes
COVID Syllabi Statement