Please Note: The Five-Year Teacher Education Program will no longer be accepting students beyond the freshmen class entering in Fall 2016. Later groups (i.e., incoming freshmen of Fall 2017 and beyond) are encouraged to pursue other WVU teacher preparation programs.
- CAEP does not accredit individual licensure areas.
- The WVU EPP is currently accredited by NCATE, and is undergoing CAEP accreditation review for the first time.
- Under the EPP, all individual programs must be “state approved”. Most seek to become “nationally recognized” by their specialized professional association (SPA) affiliated with CAEP.
- Some programs under that EPP are accredited by another accrediting agency, which has the accrediting authority from the Council for Higher Education Accreditation or the US Department of Education (e.g., CACREP, ASHS, NASAD, NASM).
This program is an integrated five-year, dual-degree program in which students simultaneously pursue a Bachelor of Arts or Science and a Master of Arts in Education. The program boasts a clear set of research-based program goals and carefully sequenced learning experiences. Students will learn to integrate what one teaches with how it is taught and will receive more than 1,000 hours of experience in public school classrooms. The program functions in close collaboration with exemplary local public schools and has selective and rigorous standards for admission and retention of students as well as rigorous performance requirements that are relevant to effective teaching practice.
Areas of Study
Students in the WVU Five-Year Teacher Education program have the following areas of study to choose from:
Students who want to become elementary teachers (grades K-6) complete the Multi-Disciplinary Studies undergraduate program in elementary education.
Students who want to become secondary teachers (grades 5-Adult) complete a series of Secondary Education Course Requirements. In addition, Secondary Education students need to complete at least one of the following certification areas:
- English (grades 5-Adult)
- Foreign Language
- French (grades 5-Adult)
- Spanish (grades 5-Adult)
- German (grades 9-Adult)
- Math (grades 5-Adult)
- Social Studies (grades 5-Adult)
- General Science (grades 5-Adult) and one of the following:
- Biology (grades 9-Adult)
- Chemistry (grades 9-Adult)
- Physics (grades 9-Adult)
Students may choose to add one of the following fields as an additional area of certification. These certifications may require another year or more of academic preparation.
- Journalism (grades 9-Adult)
- Clinical Experiences
60 Hours must be completed prior to registering for EDUC 200. All hours must be approved by the Five-Year Teacher Education office before volunteer hours can begin.
All students must complete a West Virginia criminal background check if you plan to volunteer in a West Virginia public/private school or a Five-Year Teacher Education Program Professional Development School ONLY. If you plan to complete your volunteer hours outside the State of West Virginia, please check the policies for that public/private school.
Volunteer Work Experience Overview
The volunteer work experience is an early program requirement that involves prospective teacher education students in 60 hours of field work with children or youth. This experience is completed in appropriate settings approved by the program director or his/her designee. This set of activities occurs prior to submitting an application to be officially admitted to the Five-Year Teacher Education Program. It occurs under the supervision of a professional and in a setting which emphasizes extended interaction with children and adolescents.
To help prospective teachers assess their interest in teaching, at least 40 hours of the experience must be done with the age group they wish to teach, in the context of a public or private school. Since teachers typically work with students who are different from themselves, prospective teachers are encouraged to choose or volunteer with diverse populations.
The volunteer experience must be documented with a daily log as well as with an overall reflection of the experience. InEDUC 200(Professional Inquiry) the prospective teacher will develop a reflective paper about the volunteer work experience. Therefore, it is important to keep accurate records.
NOTE: It is imperative that 60 hours be completed before registering for EDUC 200. Documentation of completed contract, daily logs, and evaluations must be presented to the Five-Year Teacher Education Office before a student will be permitted in EDUC 200.
The setting for the volunteer work experience must be approved in advanceby the Five-Year Teacher Education Office and the “site” supervisor must agree to verify the prospective teacher participation time and activities. The supervisor must also agree to provide feedback on the prospective teacher’s performance on a Final Evaluation Form provided by the program.
Prospective teachers will be given a list of local settings where they might arrange to complete the requirement. Prospective teachers may choose a setting in the Morgantown area, at home, or an appropriate alternate location that has been reviewed and approved in advance by the Five-Year Teacher Education Program director or his/her designee. It is the responsibility of the prospective teacher to document the volunteer work experience and make sure it meets the criteria for the experience.
In assessing the acceptability of a potential site, please examine the supervision available and the opportunity for extended interaction with children or adolescents. Activities such as: babysitting; supervision of lunch, recess, or bus duty; work in coaching; or church settings related to religious instruction will not fulfill the requirement. Additionally, being supervised by a relative will not be accepted. Completion of the volunteer requirement requires at least some direct classroom experience.
Important Facts to Know
- The Volunteer Experience must be approved in advance by the Five-Year Teacher Education Program Office.
- It is required that the 60 hours be done in (3) three separate settings of 20 hours each.
- Individuals are encouraged to include a variety age levels rather than completing all 60 hours at one level.
- Sixty (60) hours must be completed prior to registering for EDUC 200.
- Forty (40) of the total sixty (60) required hours must be spent in the context of a public/private school. Each block of twenty hours must be with a different supervisor. It is highly recommended that these hours be done with the age group you wish to teach.
- Twenty (20) hours may be completed with a community agency/organization that serves children of public school age.
- Each voluntary experience must be 20 hours in length
- A separate contract for each 20 hour increment is required even if you are planning to complete more than one block of 20 hours within the same public/private school setting
- Maximum of 5 hours per day can be credited at a public/private school setting
- All 60 hours must be completed by December of the school year in which you plan to enroll in EDUC 200
Possible Sites (see Community Agency List)
NOTE: Even though these sites are listed by our office, you still need to obtain prior approval from the WVU Five-Year Teacher Education Office before completing ANY volunteer hours.
Examples from the list follows:
- Energy Express (only 20 hours of unpaid“volunteer service” will be counted)
- Alternative learning centers (no more than 20 hours)
- Literacy programs
- Public/Private schools (if you choose to do all 60 hours in a public/private school, the hours must be completed in increments of 20 hours with 3 different supervisors.)
Most of these types of sites are available in the Morgantown area. However, the volunteer experience may be completed in other appropriate locations, providing that each has been approved in advance. The goals behind the volunteer experience are (1) to expose the prospective teacher to experiences different from his or her own and (2) to help assess his or her commitment to teaching.
Experiences NOT ACCEPTABLE for Volunteering:
- Religious settings
- Volunteering with parent or relative
- Supervision of lunch, recess or bus duty, planning period, or during the administration of summative assessments (state testing, etc.)
- Band camp or any other summer camps
- School field trips
Forms and Information Helpful in the Volunteer Process
STEP ONE — Arranging the Placement
- Look at your schedule to determine when you would be available to volunteer.
- Call the organization and/or personal contact at the school to get approval to volunteer.
- When calling, be prepared with the following:
- Reason for calling
- Phone number,
- How many volunteer hours you would like to do at that location
- Times you will be available
- Ask what kinds of activities you will be engaged in during this placement
- If the person is not able to answer your call, leave your name, phone number, (and possibly e-mail) and request that the volunteer supervisor contact you.
- Get directions to the volunteer placement, how, and to whom to report.
- Complete the Volunteer Experience Acceptance Contract application form. Hand-deliver,
mail, or fax the contract to the agency or school for their initial approval. Once you receive approval from the agency or school, bring the contract to the Five-Year Teacher Education Office, 606 Allen Hall, for final approval. Once final approval is received (allow 7-10 days), you may begin your volunteer experience.
Important Note: You cannot begin volunteering until you have received FINAL approval from the Five-Year Teacher Education Office, otherwise your hours will be considered as invalid at the time of admission.
- Upon reporting to the site for volunteer experience, check to see if there is a “sign-in” and “sign-out” policy at the placement.
STEP ONE: FORMS
- Volunteer Experience Acceptance Contract
- Community Agencies
- Public Schools affiliated with WVU Five-Year Teacher Education Program
- Directions to the WVU Five-Year Teacher Education Program schools
- Volunteer Letter (This letter alerts potential volunteer sites that this volunteer experience is a required activity associated with the WVU Five-Year Teacher Education Program)
STEP TWO — Documenting the Experience
- Complete the Daily Activity Log after each session. It will be a more accurate and thorough reflection if you do it in a timely manner. The daily logs must besigned by your supervisor. Typing is preferred, however not required, and the typed page can be attached to the written log. You will keep these logs as they will be included in your admission portfolio.
- Complete the Volunteer Experience Reflection after you have completed all of your hours at the volunteer site. Please attach this sheet (about 1-2 pages) as a cover to the Daily Activity Logs. You will keep this reflection as it will be included in your admission portfolio.
- Be sure to provide your supervisor with the Final Evaluation Form. The completed Final Evaluation Form should be mailed or hand delivered in a sealed & signed envelope to The Five-Year Teacher Education Office, 606 Allen Hall to be copied. The original evaluation will be returned to you to be included in your admission portfolio.
STEP TWO: FORMS
- Daily Activity Log
- Daily Activity Log - Microsoft Word File
- Volunteer Experience Reflection
- Final Evaluation Form
Items from this volunteer experience that you will include in your admission portfolio which will be completed during EDUC 200
- Volunteer Experience Acceptance Contract
- Daily Activity Log
- Volunteer Experience Reflection
- Final Evaluation Form
- Intent to Apply
- Recommendation Form (optional)
- Year 2 Portfolio Cover (Fillable PDF version)
- Year 2 portfolio inclusions
- Student Handbook
Professional Development School Partnerships
The WVU Five-Year Teacher Education Program is one of the largest nationally recognized school/university partnerships in the country. Our professional development school (PDS) work couples public schools and the university together to model and create research-based professional development and teacher preparation practices that are strong enough to enhance learning opportunities for children.
In the mid-1980s, West Virginia became one of the first states in the country to establish such a school-university partnership through the Benedum Project. The PDS concept is based on three central ideas about how public schools and universities work together for the profession:
- They collaborate as sites of experimentation and innovation to create “best practices”.
- They work collaboratively to be “centers of inquiry” where research and development on best practice and best professional development and preparation occur.
- They are “empowered communities” where all stakeholders share in decision-making and participate in determining the learning needs and opportunities for students.
Clinical Experiences in Professional Development Schools
To build the knowledge, skills and dispositions of an effective teacher, students enrolled in theWVUFive-Year Teacher Education Program begin their clinical experiences early in their programs of study and progress gradually toward more complex learning assignments within school settings. In the Five-Year Teacher Education Program there are six sequenced, intense, supported clinical experiences that take place in the professional development schools (PDSs) associated with the Benedum Collaborative. By the time a student graduates from this program, s/he will have spent more than 1000 hours in clinical experiences in aPDS.
Our Partnership Vision and Mission
“We are a community of inquiry, working within a global society, where both school and university-based professionals collaborate to benefit the learning of all.”
Deconstructing the Vision
We – West Virginia University, its students, its faculty and its administration. Each of the professional development schools, their students, their faculty and staff, and their school-based and county-based administration.
- Community of Inquiry – A partnership in which all stakeholders engage in research to further their own professional development and the learning of all stakeholders.
- Professionals – All university and professional development school faculty, the Deans of both The College of Education and Human Services as well as The Eberly College of Arts and Sciences, principals, department chairs, assistant principals, superintendents, and any other professional development school-based or university-based stakeholders who wish to further our shared vision.
- Collaborate – All stakeholders working together and understanding that simultaneous renewal requires that improvement of one requires improvement of all.
- Learning of All – We focus first on student learning; both PK-12 public school students and West Virginia University students. We also focus on the professional development of all of our stakeholders including faculty, staff and administrators.
- Working within a Global Society- All stakeholders focused on developing the knowledge, skills, and abilities required to educate diverse students (race, class, gender, and ability) within a global world. Includes the use of technology to allow our students to create a global perspective.
In light of our vision, a changing educational climate, and constant changes amongst the stakeholders which make up the Collaborative, we collaborate to meet the vision set forth. This includes on-going attention to rethinking our work in ways that maximize vitality and sustainability. We will strive to share an understanding of our vision and we believe that our work is noble.
Our mission should simply be to work towards our shared vision. To do this we must:
- Acknowledge the vision and our role in its realization.
- Act on opportunities which serve to realize our vision.
- Be Accountable to other stakeholders for the work we do.
The Benedum Collaborative PDS work is driven by a set of beliefs that support and sustain learning in schools. These “PDS Belief Statements” include:
- Inquiry is a stance that all PDS participants embrace.
- The PDS encourages all to be empowered within an environment of mutual respect.
- A PDS promotes continual renewal that reflects a vision for improvement in both PK-12 and Higher Education.
- A PDS promotes the cultivation of a global perspective and attention to developing educator ability to work with diverse populations.
When these conditions and beliefs are in place, PDSs serve as innovation sites that offer opportunities for systemic and ongoing improvement in teaching and learning.
The following professional development schools, located within five counties, are associated with the WVU Five-Year Teacher Education Program.
- Anna Jarvis Elementary
- Blackshere Elementary
- Bridgeport Middle
- East Dale Elementary
- East Fairmont High School
- East Park Elementary
- Eastwood Elementary
- Fairmont Sr. High
- Grafton High School
- Mason-Dixon Elementary
- Morgantown High
- Mountainview Elementary
- Mylan Park Elementary
- North Elementary
- North Marion High School
- Rivesville Elementary
- Skyview Elementary
- South Harrison High School
- Suncrest Middle
- Taylor County Middle
- University High
- Valley Elementary
- Watson Elementary
- West Milford Elementary
- White Hall Elementary
- Wilsonburg Elementary
For specific school information, please see appendix 2 from the handbook.
What is a professional development school (PDS)?
A professional development school is an innovative partnership between teacher education programs and P-12 schools designed to improve both the quality of teaching and student learning. Professional development school partnerships have a three-fold mission: (1) the preparation of new teachers, (2) faculty development, (3) inquiry directed at enhanced student achievement.
Why are high functioning professional development schools important to West Virginia’s children?
Professional development schools, like teaching hospitals, provide support for learning in a real-world setting for children, preservice teachers, inservice teachers, administrators, and university faculty. Because of the geography of West Virginia, Professional development schools spread across the state can be forums for high quality professional development and teacher preparation even in remote areas long distances from any institution of higher learning.
The National Association for Professional Development Schools released a policy statement, “What It Means to Be a Professional Development School,” at its annual meeting April 12, 2008.
“The purpose of the statement is to share with the educational community the NAPDS’s articulation of the term, ‘Professional Development School,’ ” said President Dr. Elliot Lessen. “This statement is not intended to be either an evaluation or a critique of the phenomenal work that has punctuated PDSs over the past 20 years but, rather, the association’s recognition that there is a tendency for the term ‘PDS’ to be used as a catch-all for various models of school-university partnership work that may or may not be best described as PDS.”
At an August 2007 summit, the association gathered educators from across the P-20 continuum, along with leaders from national education organizations, to hammer out Nine Essentials which define the PDS mission. The NAPDS encourages all those working in school-university relationships to embrace the Nine Essentials of PDS work communicated in this statement. The essentials are written in tangible, rather than abstract, language and represent practical goals toward which PDS work should be directed.
The nine required essentials of a PDS:
- A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community;
- A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community;
- Ongoing and reciprocal professional development for all participants guided by need;
- A shared commitment to innovative and reflective practice by all participants;
- Engagement in and public sharing of the results of deliberate investigations of practice by respective participants;
- An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved;
- A structure that allows all participants a forum for ongoing governance, reflection, and collaboration;
- Work by college/university faculty and P-12 faculty in formal roles across institutional settings; and
- Dedicated and shared resources and formal rewards and recognition structures.