2024-2025 Undergraduate Catalog
Teacher Education Programs
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Division Dean: J. Stuckey
Program Faculty: D. Kittelberger, B. Noll, J. Webb
The Teacher Education Preparation Program provides oversight for all educator preparation programs and is accredited through the National Council for the Accreditation of Teacher Education (CAEP). Its mission, in collaboration with the liberal arts faculty and P-12 educational partners, is to provide a biblically based education which prepares knowledgeable, reflective, collaborative educators committed to serving others in order that all individuals may learn and develop to their fullest potential and interact with each other and their environment with respect, compassion, and fairness.
The Teacher Education Program includes state-approved programs leading to Ohio licensure. Students meeting all degree and licensure program requirements and Ohio Assessments for Educators requirements are eligible for an Ohio four-year resident educator license. Consult licensure program requirements listed within specific division sections of this catalog (noted in brackets in the list following) and program guides available upon request in the Division of Humanities, Education, and Ministry. Students expecting to be certified for teaching in other states should become aware of requirements in those states.
Undergraduate Licensure Areas/Majors:
[Division and program area in which program is housed]
The Division of Humanities, Education, and Ministry also house one non-licensure major: Professional Education and one education minor: Coaching .
Teacher Education Candidate Proficiencies
The Malone University Teacher Education Program prepares candidates who are committed to serving collaboratively and reflect the following proficiencies:
- Demonstrate ways in which a Christian worldview informs educational practice.
- Apply sound principles of teaching, learning, and advocacy.
- Master the content for which they have educational responsibility.
- Demonstrate competence in the process of planning developmentally appropriate practices.
- Exhibit effective techniques which promote learning for all students regardless of race, culture, gender, creed, or ability.
- Identify organizational and behavioral management strategies that create an educational environment conducive to effective learning and growth.
- Evaluate and support student learning and growth by utilizing varied assessments to inform instruction and interventions.
- Display professionalism and ownership of professional growth.
- Use technology as a tool for instruction, communication, collaboration, and creativity.
- Collaborate with family, teachers, community, and other stakeholders in student learning and growth.
- Initiate and sustain conversation in an organized, clear, and confident manner, using standard English, in written and oral form.
- Exhibit dispositions for educators committed to serving together by:
- providing service,
- practicing fairness,
- promoting stewardship,
- believing all students can learn and grow.
Program-Intended Learning Outcomes (PILOs)
The Teacher Education Program has developed Program-Intended Learning Outcomes (PILOs) for each of its non-content specific majors. These are in addition to the 12 Teacher Education Candidate Proficiencies which are listed above.
Primary Childhood candidates:
- Demonstrate competence in planning developmentally appropriate lessons for young learners with diverse needs.
- Demonstrate the ability to build family and community relationships.
Middle Childhood candidates:
- Demonstrate their knowledge of the unique developmental characteristics of middle level students concerning their physical, emotional, social, and cognitive nature and needs.
- Demonstrate their knowledge of the philosophical foundations and programmatic structures of developmentally responsive middle level schools.
Intervention Specialist candidates:
- Demonstrate their ability to use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs.
- Demonstrate their ability to use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress.
Professional Education candidates:
- Demonstrate competence in knowledge of schools, curriculum, and student development.
- Demonstrate competence in educational theory and philosophy.
Acceptance into the Major, Gateway One
In addition to the University requirements for admission to the major, the initial licensure programs require students to have both a major GPA and an overall GPA of 2.75; positive faculty recommendations; satisfactory field and student teaching experiences; and BCI/FBI report. In addition, the Teacher Educaton Program requires a cumulative gpa minimum of 2.75 to register for any education course at the 300 level or above. Candidates are required to earn a minimum grade of C (2.0) for all EDUC and SPED courses and may repeat a course only once. For information regarding gateway requirements, please refer to the Teacher Education Handbook.
To register for education courses at the 300 level or above, acceptance into Teacher Education and a cumulative gpa minimum of 2.75 are required.
ProgramsEndorsementUndergraduate MajorUndergraduate MinorCoursesEducationIntervention SpecialistPhysical Education
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