Education

Bachelor of Science

About This Program | Early Care and Education (Birth-Grade 2)
Elementary Education K-6 | Middle Level Education (Grades 6-8)

The Bachelor of Science degree programs in Education are approved by the State Department of Education. Any changes that are mandated or legislated will be implemented as soon as possible. Students will be notified of any changes that affect program requirements.

Purpose

The purpose of the Bachelor of Science degree in Education is to prepare students for teaching positions from birth through grade 8. Students choose a teaching concentration that leads to certification in either Early Care and Education (Birth through Grade 2), Elementary Education (Grades K-6), or Middle Level Education (Grades 6-8).

Program of Study

The three programs available in the Bachelor of Science program in Education combine rich and varied course offerings with extensive, supervised field experiences. Many faculty members are current practitioners (teachers, counselors, content area specialists, administrators); all faculty members have had professional experience in public schools. General Studies core courses, required of all Wilmington University undergraduates, provide a well-rounded academic foundation. Supervised field experiences are an integral part of the teacher preparation program. Field experiences begin during the student’s first year and continue through the final, clinical semester. Starting Fall 2007 students must pass all sections of the PRAXIS I: Reading, Mathematics and Writing (or relevant exemption test) and the appropriate PRAXIS II tests prior to admission to the first methods course.

Program Competencies

The Division of Education has 14 program competencies derived from the Delaware Professional Teaching Standards and the Division of Education Conceptual Framework. Teacher candidates will demonstrate knowledge, skills, and dispositions required to:

1. Create learning experiences that make content meaningful to students and reflect an understanding of the core concepts and structure of education.
2. Provide learning opportunities that support the intellectual, social, emotional, and physical development of students based on an understanding of childhood development and learning.
3. Adapt instruction for diverse learners based on an understanding of how students differ.
4. Demonstrate proficiency in oral and written communication.
5. Create a learning environment that fosters active engagement, self-motivation, and positive social interaction by understanding individual and group behavior.
6. Design instruction based upon knowledge of the disciplines, students, the community, and Delaware’s student content standards to demonstrate knowledge of instructional planning.
7. Apply a variety of instructional approaches that promote student thinking, understanding, and application of knowledge.
8. Use multiple assessment strategies for the continuous development of students.
9. Pursue opportunities to improve teaching and thereby enhance professional growth.
10. Collaborate with colleagues, parents/guardians, and other members of the community to support student learning and well-being and demonstrate knowledge of the role of the school in the community.
11. Use educational technology as an instructional and management tool.
12. Understand and maintain standards of professional conduct guided by legal and ethical principles.
13. Exhibit enthusiasm, vigor, strength of inner self, humor, fairness, and concern for students.
14. Obtain and retain successful employment in the profession of education.

Outcomes Assessment

Assessment of knowledge components and performance competencies is accomplished through satisfactory attainment of specific course objectives; successful completion of assignments linked to program competencies and graduation competencies; practicum evaluations from advisors and mentors; student teaching evaluations from clinical advisors, supervising teachers, and mentors; the completion and presentation of a professional portfolio; and post-graduation surveys.

Clinical Requirements

Applicants for student teaching must meet required application procedures and deadlines. Applications for student teaching must be submitted to the appropriate Office of Clinical Studies; Applications are due by October 1 for spring semester placements, or by March 1 for fall semester placements. Applications for student teaching may be downloaded from the Wilmington University website. Applications for student teaching do not replace the need to register for the student teaching course. The following are also required:

1. A cumulative GPA of 2.5 before receiving a student teaching placement (ECE 450 or EDU 451)
2. A portfolio documenting achievement of program competencies for graduation
3. Completion of all course prerequisites
4. A completed Health and TB form
5. A Criminal Background Check
6. Passing scores on Praxis I and Praxis II
7. Co-registration In EDU 499

Completion of the student teaching requirement Is contingent upon the successful completion of an electronic portfolio documenting achievement of program competencies.

PRAXIS I Requirements

All students must meet Delaware minimum score requirements on all three sections of the PRAXIS I and the appropriate PRAXIS II test prior to registering for any of the following courses in the Bachelor of Science program:

ECE 203, EDU 204
EDU 402, EDU 403, EDU 404, EDU 405, EDU 407, EDU 408, EDU 409, EDU 410RDG 401

Teacher Dispositions and Values

A significant element of programs for the preparation of teacher candidates deals with their proficiency in working with students from diverse backgrounds and exceptionalities to ensure that each student has an opportunity to learn. The required clinical experiences in the BS program are designed to encourage candidates to interact with exceptional students and students from different socioeconomic, gender, racial, language, geographic and ethnic groups.

A second area of importance for teacher candidates is the realization that they work with students, families, and communities in ways that reflect the dispositions expected of teachers as delineated in professional, state, and institutional standards. BS candidates must recognize, develop, and model dispositions that are expected of professional educators.

In order to assess a teacher candidate’s initial dispositions and multicultural values, the Division of Education administers the “Inventory of Beginning Teacher’s Dispositions” and “Multicultural Inventory” during clinical courses in the undergraduate program.

Because of the importance accorded to these surveys, teacher candidates are expected to participate fully and to comply with these tasks as assigned.