All students in the Department of Teacher Education majoring in a degree program that leads to teacher certification are called Teacher Candidates. Teacher Candidates in the Department of Education complete the process of Admission to Teacher Education. Complete a minimum of 45 hours of college credit with a CGPA of 2.5 or higher. (2.75 or higher CGPA required starting 6/1/15 for entry and exit from the program)

• Demonstrate proficiency in written and oral English as indicated by having a grade of “C” or higher in English Comp I, English Comp II, and Speech.
• Complete PED 1002 and PED 3003 with a grade of “C” or higher.
• Pass the Oklahoma General Education Test (OGET) with a score of 240 or higher.
• Receive an acceptable criminal background check.
• Receive two (2) Recommendation and Disposition Assessments from General Education Faculty. Scores must be at a developing proficient or proficient level as indicated on the Faculty Recommendation Form.
• Pass Portfolio Checkpoint # I at a developing proficient or proficient level for all required submissions.
• Submit documentation of experiences working with children.
• Submit a typed biographical essay which includes why the teacher candidates want to be teachers and their first and second philosophy of education.

Complete an Application to Teacher Education.

• Demonstrate critical thinking skills and an understanding of DOE’s Conceptual Framework during a formal interview with the DOE Executive Education Council.
• Receive a formal letter of approval for admission from the Director of Admission to Teacher Education. Admission to Teacher Education permits students to take DOE courses marked with an asterisk.

Teacher Candidates must also meet all requirements at each candidate checkpoint beyond admission to teacher education. Upon successful completion of Bacone College’s teacher preparation program and receiving passing scores on the Oklahoma General Education Test (OGET), the Oklahoma Specialty Area Test (OSAT) and the Oklahoma Professional Teaching Examination (PPAT), teacher candidates may apply for an Oklahoma state teaching license in the area of their certification. The license may be converted to a teaching certificate upon the successful completion of a residency year of public-school teaching.

A passing score on both the OGET and the OSAT in the area of initial certification is required for student teaching and graduation. A passing score on the PPAT is required before a recommendation is made for teacher licensure. Teacher candidates are responsible for paying for their licensure testing. Consult the State Department of Education for current costs.

A minimum of 125 credit hours and 2.5 CGPA are required to graduate. (2.75 or higher CGPA required starting 6/1/15 for entry and exit from the program) All Professional Education and Specialization Courses must have a grade of “C” or above. The Oklahoma General Education Test and the Oklahoma Subject Specific Test must be taken and passed in order to graduate. As of July 1, 2010, early childhood and elementary majors must pass with a minimum of 70% on the Oklahoma Reading Instruction Exam.

The Bacone Elementary Education initial licensure program is designed to prepare inquiring, analytical, and reflective professional educators who can teach in the classroom and lead in the schools. Included in the program is preparation for understanding student learning, working with diverse learners, developing a variety of instructional strategies, creating positive learning environments, and preparing for a collaborative, professional relationship with colleagues and families.

Students enter a program that focuses on integrating educational theory with classroom practice. Student teaching experiences require the creation of a strong base in which to apply the principles and methods learned in college classes. Beginning with Foundations of Education, students will participate in over 100 hours of field experience prior to their student teaching experience. Throughout their student teaching, prospective teachers work closely with experienced teachers and clinical supervisors observing firsthand effective strategies and procedures of the profession. Upon successful completion of program requirements and state mandated testing, students are recommended for state licensure for pre-Kindergarten through 8th Grade.

The Bacone College Elementary Education initial licensure program consists of coursework and field experiences leading to a Bachelor of Arts Degree. This program provides a broad academic background and the specific professional education knowledge and skills necessary to prepare teacher candidates to teach children in pre-Kindergarten through Eighth Grades.

Many courses have extensive fieldwork and are taught at public school sites. Such clinical experiences enable the teacher candidate to observe and assist in school classrooms throughout the college experience. Full-time student teaching provides guidance and support from experienced cooperating teachers and a college supervisor as teacher candidates assume responsibility for planning and teaching in an elementary, intermediate or middle school classroom. With a degree in Elementary Education, students can pursue other teaching areas.

Learning Goals and Outcomes:

The successful student who completes the program of study:
1. Understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2. Uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
4. Understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
5. Understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
6. Plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
7. Understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
8. Engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
9. Seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Field experiences involve activities outside of the college classroom. These activities align with and supplement course content Field experience includes (but is not limited to) observation in a classroom setting, tutoring students, working with teachers, reading to students, teaching lessons, and working with special needs students in a supervised setting. Field experience concludes with student teaching during the student’s final semester. Field experiences are designed to enrich and expand personal and professional attitudes and knowledge. Observation and hands-on experiences in P-8 settings provide prospective teachers with the pedagogical knowledge, skills, and dispositions essential for becoming effective teachers.

Elementary Field Experience and Clinical Partnership Hours

Student Learning Outcomes
Early Childhood Education Program
The successful student who completes the program of study:
1. Understands how learners grow and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs
and implements developmentally appropriate and challenging learning experiences.
2. Uses understanding of individual differences and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high standards.
3. Works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self-motivation.
4. Understands how to connect concepts and use differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to authentic local and global issues.
5. Understands and uses multiple methods of assessment to engage learners in their own growth, to monitor
learner progress, and to guide the teacher’s and learner’s decision making.
6. Plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of
learners and the community context.
7. Understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful
ways.
8. Engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and
the community), and adapts practice to meet the needs of each learner.
9. Seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to
ensure learner growth, and to advance the profession.

Intended student Learning Outcomes:
Family Studies Education Program
The successful student who completes the program of study:
1. Will describe the characteristics and influences on an individual’s development to create
environments that are healthy, respectful, supportive and challenging.
2. Will describe the process to build effective family and community relationships.
3. Will describe effective ways to build program development to include but not limited to
effective assessment strategies, goals, observations, partnerships and individual
development.
4. Will advance cultural competence to enhance interactions with individuals across settings
with an ultimate goal of working toward anti-bias practices on a global level. They will
view diversity in its broadest context such as family structure, socioeconomic status,
individual abilities, gender and sexual orientation.
5. Will demonstrate professionalism in their field of study by describing their content
knowledge of their academic disciplines and provide ethical leadership to collaborate
with colleagues to create, implement and evaluate their effective interactions with the
community.
6. Understands how individuals grow and develop, recognizing that patterns of development
vary individually within and across the cognitive, linguistic, social, emotional, and
physical domains.
7. Works with others to create environments that encourage positive social interaction,
active engagement, and self-motivation.