Functions 4 STAT 230 Applied Statistics 4

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RETP 101 Rhetoric and Poetics I 4 RETP 102 Rhetoric and Poetics II 4 HIST 101 Western Civilization I 4 HIST 102 Western Civilization II 4 Elementary Foreign Language 4 Intermediate Foreign Language 4 or Science II with Lab Total 16 Total 16 Sophomore Year Fall Semester Credits Spring Semester Credits PHIL 205 Nature and Person 4 PHIL 206 Ethics 4 THEO 105 Sacred Scripture 4 THEO 205 Sacred Doctrine 4 Science I with Lab 4 POLT 203 American Civilization 4 ECON 202 Principles of Microecon 4 ECON 201 Principles of Macroecon 4 Total 16 Total 16 Junior Year Fall Semester Credits Spring Semester Credits ECON 302 Intermediate Microecon 4 ECON 301 Intermediate Macroecon 4 Economics Elective 4 Economics Elective 4 General Elective 4 General Elective 4 General Elective 4 General Elective 4 Total 16 Total 16 Senior Year Fall Semester Credits Spring Semester Credits Economics Elective 4 ECON 490 Senior Seminar 4 Economics Elective 4 THEO 400 Living in Christ 4 PHIL 300 Metaphysics 4 General Elective 4 General Elective 4 General Elective 4 Total 16 Total 16 Quantitative Economics (B.S.) - Typical Plan Freshman Year Fall Semester Credits Spring Semester Credits MATH 151 Calculus I 4 MATH 250 Calculus II 4 RETP 101 Rhetoric and Poetics I 4 RETP 102 Rhetoric and Poetics II 4 HIST 101 Western Civilization I 4 HIST 102 Western Civilization II 4 Elementary Foreign Language 4 Intermediate Foreign Language 4 or Science II with Lab Total 16 Total 16 Sophomore Year Fall Semester Credits Spring Semester Credits PHIL 205 Nature and Person 4 PHIL 206 Ethics 4 THEO 105 Sacred Scripture 4 THEO 205 Sacred Doctrine 4 Science I with Lab 4 STAT 230 Applied Statistics 4 ECON 202 Principles of Microecon 4 ECON 201 Principles of Macroecon 4 Total 16 Total 16 Junior Year Fall Semester Credits Spring Semester Credits ECON 302C Interm Micro w/Calc 4 ECON 301C Interm Macro w/Calc 4 ECON 403 Econometrics 4 MATH 330 or DATA 201 or DATA 220 4 General Elective 4 POLT 203 American Civilization 4 General Elective 4 General Elective 4 Total 16 Total 16 Senior Year Fall Semester Credits Spring Semester Credits Economics Elective 400-level or above 4 ECON 490 Senior Seminar 4 Economics Elective 4 THEO 400 Living in Christ 4 PHIL 300 Metaphysics 4 General Elective 4 General Elective 4 General Elective 4 Total 16 Total 16 Elementary Education Chair: Dr. Abigail Fuller, Associate Professor of Education The Educator Preparation Program The Educator Preparation Program (EPP), housed under the Education Department at Ave Maria University, is a Florida state-approved program offering a Bachelor of Arts in Elementary Education (K-6). As such, the program is aligned with the Florida Educator Accomplished Practices (FEAPs) standards. Graduates of the program are eligible for a Florida state teaching license. Further, the program is designed to meet the requirements of the Florida Reading and English for Speakers of other Languages (ESOL) Endorsements. Aspiring educators receive training with the knowledge, skills, and professional dispositions needed to make a positive impact on K-6 student learning. Integrated throughout the program are methodologies to deliver comprehensive instruction to Engl ish learners, to work with special populations, and to integrate technology for greater student engagement. Students officially accepted to the final internship may be eligible for the Florida Department of Education’s Internship Temporary Certificate pathway to be the teacher of record during final internship. Interested students must meet all requirements outlined by FDOE and the AMU Education Department. Applications are due to the Department Chair by September 1st of the senior year. Mission The Education Department strives to prepare highly qualified, creative, culturally competent, ethical , and critically reflective educators. Animated by a conceptual framework emphasizing character, knowledge and service, we seek to form teachers committed to personal integrity and good moral character, who are dedicated to providing the best possible education for all students. The Education Department has adopted the following specific goals to fulfill its mission: (1) provide a challenging undergraduate program with a focus on Catholic and classical education that encourages creativity, intellectual depth, breadth, and curiosity; (2) instill in its graduates an appreciation for the human condition (especially as rooted in Catholic understandings vis - à-vis the nature and dignity of the human person) and a commitment to service of others and life -long learning; (3) provide high quality, standards -based instruction, including the modeling of best practices, that prepare aspiring educators to meet the needs of diverse learners; (4) provide aspiring educators with the content knowledge, pedagogical knowledge and skills, and professional dispositions requisite in the field; (5) provide field and clinical experiences that empower aspiring educators to make theory -to-practice connections in diverse K-6 settings. Philosophy Founded on the belief that the human person seeks knowledge, love, and happiness and is naturally oriented toward truth, we believe that education is a powerful tool to help others flourish. We believe that the role of an educator is to be a role model: to be a living, coherent, and sincere witness to a love for life, knowledge, and service to others. A deep concern about others, their welfare, dignity, and freedom, is at the core of the student-teacher relationship. The degree to which our teacher candidates hold a passion for the subject under consideration and a love for others is the degree to which they will be successful educators. All of the state-of-the-art pedagogical skills and professional practices our teacher candidates master during their time in our program will build on this foundation. While implementing methodologies and practices proper to the discipline and compliant with state guidelines, the program will maintain a deliberate and explicit foundation in the philosophical and theological insights of the Catholic tradition, especially its understandings related to the nature and dignity of the human person, the nature of Truth, and the unity of all knowledge is ultimately rooted in the order of God and creation. Holding that education is more than simply preparing students for college and career, our teacher candidates will also attend to human liberation and orient their students to the transcendental realities of truth, beauty, and goodness. Teacher Candidate Learning Outcomes for the B.A. in Elementary Education Goal 1: Students will demonstrate understanding and successful practice of each of the six Florida Educator Accomplished Practices (FEAPs). Outcome 1: Teacher candidates will demonstrate understanding and successful practice of each of the following Florida Educator Accomplished Practices (FEAPs): A1. Instructional Design and Lesson Planning A2. Learning Environment A3. Instructional Delivery and Facilitation A4. Assessment B1. Continuous Professional Improvement B2. Professional Responsibility and Ethical Conduct Teacher candidates will also demonstrate competency in all elements of the Unified Core Curricula as outlined by the Florida Department of Education. Outcome 2: Teacher candidates will demonstrate the ability to successfully develop, teach, and manage a classroom in a one-semester, full-time student internship. Outcome 3: Teacher candidates will articulate the unique elements of Catholic and classical educational philosophy. Outcome 4: Teacher candidates will demonstrate the following professional dispositions: 1. Character a. integrity, transparency, consistency, and honesty - one who exhibits the highest professional ethics; b. fairness and openness - one who is committed to recognizing the worth and dignity of all students in their care through healthy and cooperative relationships. 2. Knowledge a. passionate about learning; b. intellectually and academically curious; c. joyful and engaging in sharing what has been learned; d. active and willing in seeking out and accepting suggestions for professional improvement toward continued growth and learning; e. knowledgeable about research-based best practices in education. 3. Service a. supportive and encouraging of all students; b. considerate of student learning style, background, and need when determining learning strategies and how best to meet and accommodate the needs of individual students in light of research -based best practices; c. uses quality assessments to identify signs of student difficulty, especially in reading and computational processes, and thereby designs and adjusts instruction to affect student improvement; d. clear in establishing high expectations for all students in the belief that all students can learn. Admissions Policies All policies and department guidelines are presented in the Education Department Administrative Handbook and are designed to meet all requirements expected by the State of Florida as an approved Initial Teacher Preparation Program. The Ave Maria University Major in Elementary Education (K -6) is designed to fulfill Florida certification requirements for teaching grades K-6 with ESOL and Reading Endorsements. Typically, teacher candidates formally begin the major in the Fall of their j unior year after completing prerequisite courses in Educational Foundations, Educational Psychology, and a career discernment seminar in the Spring semester of their sophomore year. Teacher candidates must maintain a 3.0 grade point average throughout the program and a minimum grade point average of 3.0 in all education coursework. A grade below a C- in any education course requires repeating the course. A student with a GPA below 3.0 would receive proactive support and intervention through the initiation of a performance improvement plan. Most Education courses contain clinical placement-based activities, which are completed via practicum experiences. Teacher candidates need to reserve either one full day or two half -days a week to complete the clinical placement components. Teacher candida tes are responsible for their transportation to the clinical placement sites. An application, including completion of all testing, must be completed in the Fall semester of their senior year prior to the capstone internship. During the capstone internship in the Spring semester of the senior year, teacher candidates assume the full schedule and duties of a classroom teacher. Therefore, any outside employment, sports or extracurricular activities during the internship semester is strongly discouraged and should be discussed with the Department Chair. Candidates who meet the requirements to enroll in the final internship may also be eligible for the FDOE Internship Temporary Certificate, in which the intern serves as the teacher of record and paid employee of Collier County Public Schools. Application to FDOE and the Education Department must be submitted by September 1 of the senior year. Teacher candidates will incur additional expenses for state tests, fingerprinting, data portfolio access, and transportation to fieldwork assignments and should plan accordingly. Candidates without their own transportation should inquire about carpooling through asking other members of the cohort. Department faculty are not responsible for organizing transportation for students. The Florida Teacher Certification Examinations (FTCE) are the statewide assessments required by the Florida State Board of Education to become a certified teacher in Florida. Official score reports must be submitted directly from the testing service to the Educator Preparation Program (EPP) at Ave Maria University and the Florida Department of Education. Candidates must meet the requirements in effect prior to submitting their certification application to the Florida Department of Education. Advising is essential for successful completion of the Educator Preparation Program. Variations from the planned program of study without the consent of your advisor may result in failure to be recommended for certification. Regular consultation with an advisor is necessary so that candidates can be apprised of program revisions that result from mandated changes in State certification requirements. Faculty advisors generally do not recommend credit overloads during the junior and senior years of the program due to the rigorous and time-consuming nature of the coursework and field experience application. Educational Organization: Kappa Delta Pi (KDP) is the International Honor Society in Education. Ave Maria University is proud to have sponsored an active chapter, Alpha Iota Xi, since 2018. Membership in Alpha Iota Xi is by invitation to education majors a nd minors in good standing with a minimum cumulative GPA of 3.0 and at least 8 hours of completed Education coursework. Other requirements listed in the Bylaws of the chapter also apply. Benchmarks for Progress for the Education Major Teacher Licensure Program The Educator Preparation Program at Ave Maria University requires candidates to meet all criteria according to the decision points/benchmarks noted below. These benchmarks allow students to progress successfully through the Elementary Education (K-6, Reading and ESOL infused) program, thereby earning licensure eligibility with the Florida Department of Education (FDOE). Each benchmark must be passed before the teacher candidate may proceed to the next benchmark. The Education Admissions Committee is composed of all members of the Education Department at or above the rank of Assistant Professor. The Committee is led by the Department Chair who will also hold the deciding vote on an Educator applicant in the event of a tie. Benchmark #1, Preparation and Application to the Elementary Education Licensure Program To be completed by end of Second Semester (Spring) Sophomore Year: • A grade of C- or higher in the following courses: EDUC 201, EDUC 302, and EDUC 203 • Completion of the Myers-Briggs Indicator Type Assessment • Passing scores on all subtests of the FTCE General Knowledge exam mandated by the state of Florida • One professional letter of recommendation • Preferred minimum GPA of 3.0 or higher; 2.5 or higher may be considered with a support plan • Acceptable pre-evaluation of Professional Dispositions (1 st Administration) • A well-written philosophy of education • Fingerprinting and background clearance with the local school district • Letter of intent to the Elementary Education (K-6) Program Department Chair highlighting areas of strengths and reasons why the candidate should be admitted • A dated and signed copy of the “Benchmarks for Admission, Progress, and Completion of the Elementary Education (K-6) Program” • Formal application • Successful mini-teaching demonstration • A successful interview by the Education Department Admissions Committee • An official notice of acceptance or denial into the program will be issued to the candidate by August 15 Benchmark #2, Admission to and Progress in the Elementary Education Licensure Program To be completed by end of First Semester (Fall) Junior Year: • Minimum of 3.0 GPA or higher • Purchase of the TK20 online portfolio software package by September 1 • Passing score on all the sections of the FTCE Professional Education Test (PET) mandated by the State of Florida. The test is not part of a course and should be taken independently by the Elementary Education candidate • Candidates successfully complete the following EDUC courses: EDUC 220, EDUC 230, EDUC 240, EDUC 250, and EDUC 204 • Passing score of 75% or higher and demonstration at Proficient or Exemplary level on all FEAPs -related sections of critical assignments. All FEAPs-related critical assignments must be archived in candidates’ TK20 accounts To be completed by end of Second Semester (Spring) Junior Year: • Minimum of 3.0 GPA or higher • Passing score on all the subtests of the FTCE Elementary Education K-6 Test mandated by the State of Florida is required. Candidates must complete the FTCE Subject (K-6) Test by November 1of their Senior year • Candidates successfully complete the following EDUC courses: EDUC 210, EDUC 330, EDUC 340, EDUC 350, and EDUC 304 • Passing score of 75% or higher and demonstration at Proficient or Exemplary level on all FEAPs -related sections of critical assignments are required. All FEAPs-related critical assignments must be archived in candidates’ TK20 accounts Benchmark #3, Application and Admission to Student-Teaching/Internship in the Elementary Education Licensure Program To be completed by end of First Semester (Fall) Senior Year: • Minimum of 3.0 GPA or higher • Completion of a minimum of 200 hours of practicum/early -field clinical experiences (as documented in EDUC 204, 304, and 404) • Continued acceptable evaluation of Professional Dispositions • Passing score of 75% or higher and demonstration at Proficient or Exemplary level on all FEAPs -related sections of critical assignments. All FEAPs-related critical assignments must be archived in candidates’ TK20 accounts • Candidates successfully complete the following EDUC courses: EDUC 310, EDUC 360, EDUC 370, EDUC 380, EDUC 390, and EDUC 404 • Completion of a student-teaching/internship application (passing scores of all three state-mandated FTCE tests – General Knowledge, Professional Knowledge, and Subject K-6 – must be received and archived no later than November 1) • Mandatory attendance at pre-student teaching/internship meetings (topics covered include Grade Preference Placement Form, Fingerprinting/Badge procedures, Student Teaching/Internship Handbook, EDUC 400 Internship and Seminar course format and requirements, etc.) • The Education Department Admission Committee will determine whether the candidate has met the requirements for student teaching and will notify the candidate in writing of his or her status by December 1 To be completed by end of Second Semester (Spring) Senior Year: • 14-week long student-teaching/internship at cooperating school • Participation in EDUC 400 seminar • Completion of student-teaching/internship capstone projects • Passing score on all student-teaching/internship evaluative criteria as assessed by the cooperating teacher and the university supervisor • A grade of C or higher in the EDUC 400 course and performance of all FEAPS at a proficient and/or exemplary level Benchmark #4, Graduation and Follow-up To be completed by end of Second Semester (Spring) Senior Year and beyond (as an alumna/alumnus) : • Completion of all courses for core and major • Completion of Program Effectiveness Survey and Program Completer Contact Information Form • Employer Verification and Satisfaction Survey • Filing with the FDOE for a license is a separate process for which the graduate is responsible Required Courses for the Major (64 total credits) EDUC 201 Educational Foundations