Programs of Study
The School of Education and Allied Professions
The School of Education and Allied Professions offers majors in teaching fields as well as athletic training, dietetics, exercise science, family studies, health studies, social work, and sport studies. Four bachelor's degrees are offered: Bachelor of Science in Education, Bachelor of Science in Family Studies, Bachelor of Science in Health and Sport Studies, and Bachelor of Science in Social Work. Each program uses the Miami Plan for Liberal Education as a base, adds the specialized content of the major, adds appropriate professional courses, and may integrate experience in field settings through observation, practicums, and internships.
Graduate programs are offered in several fields and lead to the Master of Arts, Master of Arts in Teaching, Master of Education, Master of Science, Specialist in Education, Doctor of Education, and Doctor of Philosophy.
Accreditation, which specifies standards for faculty, curriculum, financial support, equipment, student services, and facilities, is awarded to the School of Education and Allied Professions by North Central Association of Colleges and Schools, National Council for the Accreditation of Teacher Education, National Association for the Education of Young Children, American Dietetic Association, Commission on Accreditation of Allied Health Education Programs/National Athletic Trainers Association, National Association for School Psychologists, and State of Ohio Department of Education. The Council on Social Work Education has accredited the social work baccalaureate program.
Professional and Honorary Organizations
For professional development, the School of Education and Allied Professions encourages participation in professional organizations where students can develop leadership skills, interact with professionals, and engage in educational activities. Organizations sponsored by the School include: Miami Council for the Social Studies, Miami University Council of Teachers of Mathematics, Miami University Science Educators, Miami University Student Athletic Trainers Association, Pre-Physical and Occupational Therapy Club, Student Council for Exceptional Children, Comparative Education Club, Ohio Student Education Association (OSEA), Dance Theatre, National Council of Teachers of English–Student Affiliate of Miami (NCTE-SAM), Student Dietetic Association, Student National Education Association, and Student Social Work Association.
To honor outstanding professional and academic performance, the School is recognized with chapters of the following honoraries: Delta Psi Kappa, Epsilon Phi Tau, Kappa Delta Epsilon, Kappa Delta Pi, Kappa Phi Kappa, Phi Delta Kappa, Phi Epsilon Kappa, and Pi Omega Pi.
According to our mission statement, The School of Education and Allied Professions endeavors to prepare caring, competent, and transformative practitioners. Knowledge, skills, and dispositions will be infused to promote the highest quality teacher education and allied professions programs, professional opportunities, and exemplary graduate degree programs. A caring, competent, and transformative practitioner is one who prepares candidates for their responsibilities in a democracy. A caring practitioner is one who understands the perspective of others by demonstrating kindness, compassion, and respect. A competent practitioner is one who is knowledgeable in the subject area(s) in which s/he works. A transformative practitioner is one who is engaged in critical reflection on present practices informed by theoretical knowledge.
A person completing Miami's programs in the School of Education and Allied Professions should be one who:
- is well grounded in general studies and content knowledge
- appreciates and understands diverse learners, mentors, peers, and learning processes
- demonstrates sensitivities to learning contexts and environments
- demonstrates planning, implementation, and evaluation by utilizing varied strategies
- demonstrates professional commitments and dispositions.
Each student is held accountable to these five primary standards. In addition, more specific standards and requirements are embedded within the five primary standards for every student enrolled in a licensure program. All students enrolled in any licensure program are expected to meet these standards, along with any additional professional standards and competancies unique to their particular field of study.
In addition to the aforementioned standards, all licensure students are expected to demonstrate professional behavior consistent with the 2003 Association of American Educators Code of Ethics. Four basic professional areas are involved including:
- professional conduct toward students;
- professional practice;
- professional conduct toward professional colleagues; and
- professional conduct toward parents and the general
If a student displays difficulty with behavior in any of these areas during their course of study, the divisional dispositional process, which includes a divisional intervention plan, will be followed.
Art and Music Education
Art and music education programs, administered through the School of Fine Arts, are described in that chapter. Students preparing to teach art must plan their programs with an art education adviser in the Department of Art. Students interested in music education should consult an adviser in the Department of Music.
Students enrolled in teacher licensure or educational personnel programs are required to participate in clinical and field experiences that require travel to schools. Fees to offset the cost of field experience travel, site development, and supervision are assessed twice during the licensure program.
Applications for your licensure should be completed when examination scores are returned. All costs associated with these requirements are the responsibility of the applicant.
Instructional Materials Center
The instructional materials center in King Library provides teacher resources and multimedia materials. The collection consists of the Eileen Tway Children's Literature Collection, textbooks, curriculum guides and activity books, and multimedia resources including videos, audio cassettes, filmstrips, slides, models, kits and games, and computer software. Preview equipment for various media is available.
Ohio Writing Project
Ohio Writing Project (OWP) is a program to improve student writing and the teaching of writing in K-12 classrooms. The project brings together outstanding teachers in workshop settings where they share successful approaches to the teaching of writing and study composition theory and pedagogy. Part of the National Writing Project, OWP also emphasizes that writing teachers must themselves write, both to understand how students write and to sharpen their own writing skills.
In addition to teacher preparation, the project offers a testing service to participating school districts that is partially funded by the Ohio Board of Regents. The OWP office is located in the Department of English, 302 Bachelor Hall (513-529-5245).
Career services are offered by the Office of Career Services, 241 Hoyt Hall (513-529-3831). Career Services assists students to find employment in teaching and other fields. They can also assist you in establishing credentials, writing resumes, and interviewing.
Department of Teacher Education
For information contact the Department of Teacher Education, McGuffey Hall (513-529-6443).
This department administers undergraduate teacher licensure programs approved by the Ohio Division of Teacher Education and Licensure. Each program, when combined with a baccalaureate degree, makes the candidate eligible for Provisional Ohio teaching licensure in a selected teaching field.
Candidates will be expected to complete and pass the portfolio review process at established intervals within the program. Information about the portfolio review process should be obtained from the individual licensure programs.
Students who have earned a baccalaureate degree may complete a teacher licensure program as part of a Master of Arts in Teaching degree program in four major cohort areas or may complete a licensure only program in all subject areas. (See the Graduate Bulletin for information about the Master of Arts in Teaching degree program.)
Students enrolled in teacher licensure or educational personnel programs are required to participate in clinical and field experience travel, site development, and supervision are assessed twice during the licensure program.
Licensure as a classroom teacher in the state of Ohio, and most other states, requires completion of a baccalaureate licensure program, passing a licensure examination (s), and a background check. Students in the Department of Teacher Education must pass the content area of the Praxis II examination before student teaching.
Candidates in our teacher preparation and other school personnel programs will be required to prepare a portfolio which will be reviewed at established intervals within our programs. Each program will indicate the artifacts required for each step in the review process. The process of the portfolio review will demonstrate the candidate's level of proficiency in meeting national, state, and institutional standards.
Students seeking licensure in more than one teaching field must meet all requirements for each field, including student teaching. These programs will exceed the minimum credit hours for graduation.
Supervised Teaching Policy
Supervised teaching, also called "student teaching," is a period of guided teaching when licensure program majors take increasing responsibility for learning activities of students in a classroom. It includes full-day off campus assignments for an entire semester, facilitated by a university supervisor in a school in cooperation with a licensed classroom teacher.
Student teachers are participants in all phases of the school program. They teach classes, organize and direct extracurricular activities, attend faculty meetings, and participate in other school functions.
Placements are in the Miami University designated geographic area in southwestern Ohio. Student teachers are required to make their own transportation arrangements, including costs. Students must manage their financial obligations so as to avoid outside involvement during this assignment and curtail other campus responsibilities so they do not interfere with the supervised teaching assignment. Under state law, student teachers must provide written evidence of a negative TB test for school officials. The test must be taken within six months prior to the starting date for student teaching. Student teachers must also have a criminal background check which involves being fingerprinted. Students must provide proof of a criminal background check before beginning student teaching. Placement arrangements cannot be completed until the background check has been returned.
Student teaching application forms are available in the Student Teaching/Field Placement Office. At Hamilton and Middletown campuses, the forms are available in the campus advising office. Application forms should be completed, signed by your adviser, and returned to the Oxford campus at the beginning of the semester before your teaching assignment; those dates are posted by the Student Teaching/Field Placement Office.
Refer to specific program requirements for student teaching prerequisites.
Art and Music Education Programs
Art and music education programs, administered through the School of Fine Arts, are described in that chapter. Students preparing to teach art must plan their programs with an art education adviser in the Department of Art. Students interested in music education should consult and adviser in the Department of Music.
A cohort is defined as a group of students who have been selected by the Department of Teacher Education to experience certain parts of their program together, provided they satisfy the prerequisite retention requirements for the methods courses for their licensure field and for student teaching. A cohort is identified by its general subject or licensure area and by a semester or academic year during which the members start or complete their methods courses. For example, Integrated Mathematics 2004-05, Integrated Mathematics 2005-06, Science 2004-05, Middle Childhood Language Arts and Science 2005-06, Middle Childhood Math and Science 2005-06, and Early Childhood Fall 2005 are all separate cohorts.
Selection to a Cohort
Students declare a pre-major in a Teacher Education program at the time of university admission or as soon thereafter as possible. After declaring a pre-major, students must apply for acceptance to a cohort. Selection is limited for each cohort to ensure quality instruction; those applicants with the greatest potential for academic success are selected for each cohort. Admission to Miami University or to the School of Education and Allied Professions as a pre-major neither implies nor guarantees selection to a cohort.
A cohort application form may be obtained from the Department of Teacher Education, McGuffey Hall (513-529-6443). Admission to cohorts for pre-majors is based on a student's g.p.a. in all Miami Plan courses. This consists of at least 12 credit hours of Miami Plan courses taken for a grade. Cohort application deadlines vary by program. Contact the department for specific dates. Unsuccessful applicants may remain on a waiting list for later admission, if openings occur, or may apply for a later cohort.
Applicants must take the Praxis I test and score 178 on reading, 178 on math, and 176 on writing. Praxis I is not waived because of scores on any other tests.
You may apply to two cohort programs in order to become eligible for multiple teaching licenses; however, you must be selected to both cohorts. If you are selected to an Adolescent Education cohort, you may also pursue any of the other programs within that same cohort; you must notify your academic adviser of intent to do so.
Students transferring from another university or enrolled in another program at Miami may apply for selection into a teacher education licensure cohort following the guidelines in the “Limited Admissions to Programs” section of this Bulletin.
There are retention checkpoints through the portfolio for each cohort at the time of registration for each instructional procedures course and at the time of application to supervised teaching. The department has established retention criteria specific to each major for each retention point, which are available from the department.
Transferring from One Cohort to Another
A student in one cohort may not transfer to a different cohort, unless the student applies and is selected to the different cohort. Students who are selected for a cohort must take their cohort classes during that specific cohort year.
The following procedures are available for those who wish to appeal non-selection to a cohort. An appeal must be made in writing to the coordinator of the licensure program and must identify mitigating circumstances that would justify reversal of the decision. Then the following steps may be taken:
- The student must schedule an appointment with the coordinator of the appropriate licensure program to discuss the appeal.
- If the student is not satisfied, he or she may then schedule an appointment with the department chair to discuss the appeal.
- If the student is still not satisfied, he or she may then submit an appeal petition to the Department of Teacher Education Petitions Committee requesting reconsideration of the decision.
Licensure Program Requirements
Each cohort encompasses one or more major licensure programs. Requirements of various programs follow; these apply equally to undergraduate and licensure-only students. Undergraduate students must also complete the basic university requirements, including the liberal education requirement, to graduate.
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