|
| Academic Record-Content Knowledge
The academic record of Initial applicants exceeds the state minimum of a 2.0 grade point average. Teacher Education candidates must meet and maintain a minimum 2.8 grade point average overall and in their major, minor, and professional program. Some subject areas require a 3.0 average. Applicants with a grade point average between 2.5 and 2.79 may be considered for alternate admission based on early submission of subject area test scores and a range of other performance standards. (Note: Beginning with the next admission cycle, the minimum grade point average will be 2.7 to better align with standard grade computations.)
Graduate Teacher Certification candidates must present a 3.0 grade point average from the final 60 credits of the bachelor's degree and be accepted to graduate study. Admission to Advanced programs requires content knowledge evidenced by possession of a baccalaureate degree from a regionally accredited college or university and the 3.0 grade point average. Applicants who do not meet the grade point requirements may be considered for alternate admission based on possession of a prior master's degree, satisfactory performance (3.0) in the first six credits of introductory courses, or a Graduate Record Examination analytical writing score of 3.5 and total score of 760 (360 v, 400 q ).
Over 95% of Teacher Education were admitted using basic requirements, as were approximately 80% of GTC and 90% of Advanced applicants. Considering that many in the latter groups are older and seeking new roles, the higher percentage using alternate admission criteria may be related to more rigorous grading practices in use when they were undergraduates.
See table below:
|
|
| Initial and Advanced: Cumulative Grade Point Averages at Admission |
 |
| Minimum Requirements: Teacher Education: 2.8, GTC and Advanced Programs: 3.0 during last two years of undergraduate degree. For complete data and specific programs, refer to Grade Point Averages (Initial, Advanced). |
Content Requirements
In several content areas, College of Education candidates exceed state and university minimum content requirements.
Teacher Education candidates fulfill broad General Education requirements in the arts, humanities, mathematics, sciences, social sciences, world cultures, and ethics. These are followed by a content major of at least 33 credits, a distributed or content minor of at least 21 credits, and professional program of at least 39 credits. Elementary candidates earning special education endorsements add at least 36 undergraduate or graduate credits in two disability areas. Graduate Teacher Certification candidates meet the same criteria, take equivalent courses, meet the same standards and must be able to undertake full-time study with a cohort group for one year. Acceptance to the Graduate Teacher Certification program requires the baccalaureate degree and prior completion of the teachable major.
For Advanced candidates in programs preparing teachers, the College of Education offers 13 emphasis areas leading to the master's degree, 11 of which also lead to new endorsement areas. The majority of applicants are practicing teachers with prior certification who are seeking the graduate degree or further certification. Candidates for endorsement must complete 18 to 30 credits depending on their specialty area and complete a 3-6 credit graduate practicum. Candidates for the master's degree must complete at least 24 credits in the emphasis area, 6 credits in education foundations and research, and 3 credits in applied research in the form of a graduate project or thesis. Since most applicants in Advanced programs possess prior certification, content proficiency in their prior endorsement area serves as a base; the assessment of further content knowledge therefore occurs within the new emphasis area.
These data tables show that most content areas exceed state credit hour requirements:
| Initial and Advanced: Credit Hour Requirements in Content Areas (Content Knowledge) |
|
| For complete details, refer to Credit Hour Requirements. |
Assessments for Content Knowledge
Advanced candidates demonstrate content knowledge in several ways, including these designated course assessments:
| Initial and Advanced: Course Assessments for Content Knowledge |
|
| To link to syllabi and assessments of record, refer to individual underlined courses above or Assessment System (Advanced-Teachers). Candidate work samples may also be reviewed in the on-site exhibit room. |
In the culminating experience for the master's degree, Research Applications (ED 695), candidates demonstrate their ability to integrate content knowledge with framing and investigating a research question. The candidate most directly demonstrates a broad understanding of the subject area and its transference to K-12 education in the Literature Review. Well over 90% of candidates and their supervisors rated candidate performance Proficient or Distinguished:
| Advanced-Teachers: Research Assessments (Content Knowledge) |
 |
| For complete data on sub-areas and specific programs, refer to Research Assessment Data (Standard 2, Literature Review). |
Throughout both programs, key course assessments enable candidates to gauge their progress; they also provide faculty with data for program assessment and improvement. All courses and outcomes are aligned with professional, state and national standards. Candidate performance in field/clinical experience and in follow-up studies is evaluated by a) candidates, b) Education faculty, c) school faculty, d) graduates, and e) employers.
In this data table we see for the first time two assessment patterns which will recur throughout this report. The first pattern is that ratings during clinical practice are higher than ratings during employment. The second pattern is that faculty ratings are higher than ratings from employers, graduates, or candidates themselves. These patterns may reveal actual performance differences, or they may result from other factors such as different points of comparison (practice vs. real world) or different role perceptions (teacher vs. employer). Regardless, the patterns are so consistent that they will receive further attention as the unit develops the next phase of its unit-wide assessment system.
Licensure Examinations for Content Knowledge
Initial candidates must pass the Michigan Basic Skills Test with scores of at least 220 prior to admission. Although state regulations require successful completion of the Michigan Basic Skills Test prior to student teaching, the College of Education requires it prior to admission because the first field semester accompanies program admission. The overall pass rate for Grand Valley candidates was 94%:
Both Initial and Advanced candidates must present scores of at least 220 on the Michigan Subject Area Test in content area majors and minors prior to certification. Candidates in Graduate Teacher Certification present scores prior to admission.
| Michigan Subject Area Test, Fall 2001-Spring/Summer 2004 (Content Knowledge) |
|
| For complete data and programs, refer to Michigan Tests (Subject Area Tests or Title II). |
Back to top
|
