Bachelor of Arts or Bachelor of Science in Secondary Education

The certification track allows students to pursue Missouri certification upon program completion. Students must meet all criteria for Missouri licensure to be awarded an initial teacher certification. This initial certification is NOT applicable to other states. Students who wish to teach in another state must meet that state’s requirements for licensure, which may mean additional coursework and/or assessment. The non-certification track allows students to receive a degree in education studies for positions that do not require teaching certification or for students who may wish to pursue alternate routes toward teacher certification after graduation. The education minor is for students who think they may want to teach in the future but are committed to a different academic program. The minor may reduce the number of required hours for certification if the student decides to pursue an alternate route to certification.

All programs are aligned with current requirements for educator preparation accreditation by the Missouri Department of Elementary and Secondary Education (DESE). Students living in a state other than Missouri, as designated by their location (see location policy), must sign an attestation form indicating their awareness that The Relational Teacher educator preparation program at Cottey College meets educator preparation requirements for initial teaching licensure in Missouri only. It is the student’s responsibility to seek out a particular state’s licensure board or agency/entity to determine eligibility for licensure in that state, if they choose to seek licensure in another state. 

Cottey College students desiring to become a Secondary Education major will need to apply for acceptance into the Educator Preparation Program. Students begin the application process during EDU 210, Foundations of Education.

The application process is based upon three criteria:

1. Academic performance
2. Disposition
3. Evidence(s) of commitment to teaching and learning

In an effort to identify these three criteria in an applicant, to be accepted into the Secondary Educator Preparation Program the student must:

1. Academic performance
   • Complete EDU 210 Foundations of Education with a grade of "C" or higher.
   • Provide evidence of adequate grade point average (3.00 Content, and 3.00 Education) with an official transcript.
2. Disposition
   • Provide two faculty recommendations for the purpose of identifying academic performance dispositions, and potential as a future educator.
   • Provide one non-faculty recommendation for the purpose of identifying dispositions, experience with youth, and potential as a future educator.
3. Evidence(s) of commitment to teaching and learning
   • Submit a completed application to the Education Department coordinator
   • Submit a 500-600 word essay reflecting personal philosophy of education and reasons to enter the teaching profession
   • Complete portfolio checkpoint 1
   • Background check
   • Minimum of 15 documented field experience hours
   • Field experience summaries
   • Interview with Education Admission Program Committee

When all parts of the application have been received, the Education Admission and Program Committee will consider the application. The committee will either admit the student unconditionally, conditionally, or deny admission. If the student is conditionally admitted, they will be provided with a statement of actions to complete for unconditional admission. If the student is denied admission, they may appeal the decision.

The field experiences involve activities in professional education, which include observations, tutoring, and assisting teachers in off-campus classroom settings.

The field experiences include a minimum of 75 hours of field visits in secondary schools (grades 9-12) with diverse school populations and in diverse settings (urban, suburban, rural) with 30 hours at entry level and 45 hours at a mid-level point. Student teaching requires 12 weeks. These entry and mid-program field visits include observations and practice teaching in the presence of a secondary school teacher licensed in the appropriate certification area.

Written documentation of these field experiences, candidate reflection, and teacher evaluation of candidates are required for all observations.

Candidate assessment and readiness are measured through systematic data collection and analysis that includes, but is not limited to:

• Course embedded assessments (rubrics correlating with course assignments)
• Candidate field experience evaluations (entry, mid-level, and student teaching)
• Candidate portfolio artifacts and reflective summaries integrated throughout the program
• Candidate ETS-Praxis Content Assessments
• Candidate Missouri Educator Evaluation System (MEES)

Continuation in the program is contingent upon maintaining an adequate GPA and appropriate disposition assessments.

The table below identifies the benchmarks at which candidates would be expected to complete these assessments.