Preparing the next generation of secondary teachers.

• Biology *

  The nature of this program focuses on investigations, laboratory, and field studies.  Kutztown’s beautiful campus and surrounding areas will be home to some of these in-depth and diverse observations that students will take part of in order to study this natural science.

  Checksheet

  Special Education Dual Cert Checksheet

• Chemistry

  Specific science courses must be taken to ensure that students are fully prepared to teach this multi-faceted natural science.  These courses include Inorganic and Organic Chemistry, Calculus, Analytical Chemistry, and Physics.  

  Checksheet

• Computer Science

  The Computer Science and Secondary Education departments at Kutztown University have collaborated to build one of the first computer science teacher preparation programs in Pennsylvania. As the number of secondary schools that offer computer science coursework grows, it is imperative that teachers in those classrooms possess the unique content knowledge and pedagogical skills required to effectively engage students in learning computer science content and developing computational thinking. 

  Checksheet

• Computer Science & Math Dual Certificate

  The Computer Science and Secondary Education departments at Kutztown University have collaborated to build one of the first computer science teacher preparation programs in Pennsylvania. As the number of secondary schools that offer computer science coursework grows, it is imperative that teachers in those classrooms possess the unique content knowledge and pedagogical skills required to effectively engage students in learning computer science content and developing computational thinking. This program includes the opportunity to earn a dual certificate in Mathematics as well.

  Checksheet

• Earth & Space Science *

  Classes such as Astronomy, Meteorology, and Historical Geology are taken to ensure that Earth & Space Science teachers are well-versed in their subject matter and ready to pass this knowledge on to their students at a professional level. 

  Checksheet

  Special Education Dual Cert Checksheet

• English *

  This program requires students to examine areas of language and composition in preparation to teach this vital subject area. Classes include experience in British, American, and world literature; linguistics; and teaching writing. 

  Checksheet

  Special Education Dual Cert (PK-12) Checksheet

  Find a list of courses that fulfill the Media and History requirements here. 

• General Science *

  Biology, Zoology, and Physical Geology are part of a list of required courses that students concentrating in General Science will take.  These students will experience a wide variety of courses in scientific areas to improve their understanding of a specific subject matter. 

  Checksheet

  Special Education Dual Cert Checksheet

• Mathematics *

  Computer science, geometry, probability, and calculus courses, among many others, will be explored by those choosing this program.  Mathematics courses are both theory and application-based in order to provide students with a rich understanding of this intricate subject.

  Checksheet

  Special Education Dual Cert Checksheet

• Math & Physics Dual Certificate

  As a dual certificate program, Physics & Mathematics majors experience courses in both areas to prepare them for teaching. These include classes such as Modern Physics I, Calculus II, and Abstract Algebra I.

  Checksheet

• Physics

  Students partake in a range of courses in physics with strong supporting courses in mathematics.  As faculty-led research is provided at a great level, Physics students will receive exceptional preparation for becoming a physics teacher.

  Checksheet

• Social Studies *

  This program consists of courses in History, Geography, Civics & Government, Sociology, Anthropology, Economics, and Psychology.  Graduates will be certified to teach all of these subjects in grades 7-12. 

  Checksheet

  Special Education Dual Cert Checksheet

• Clinical Model Flow Chart

  Restorative justice as a classroom management model is embedded in each course.

  First Year:

  • Pre-Candidacy Field Experience:   During these field experiences, students are observers and/or participants in a variety of education and education-related settings It is expected that these experiences occur with a focus on secondary schools (grades 7-12). These field experiences are meant to provide students with a broad scope of opportunities where they can learn as much as possible about learners and learning environments in the secondary setting.
  • Achieve Teacher Candidacy by 48 Credits: Candidacy requires a minimum 3.0 GPA, completing required courses and passing Basic Skills test scores.
  • Obtain Clearances: Act 34, Act 151, Act 114, Act 126 and TB testing uploaded to Anthology. 

  Sophomore Year:

  • Principles of Learning and Clinical Placement (SEU 312 & 313): Weekly urban middle school assignment with cohort and supervisor.

  Junior Year:

  • Principles of Teaching and Clinical Placement (SEU 342 & 343): Weekly suburban or rural high school assignment with cohort and supervisor.

  Senior Year:

  • Instructional Methods (SEU 410, 422, 425, 426 or 430): Separated by content area, these courses focus on the theories, methods, strategies, materials, and assessment procedures for effective teaching and learning in a secondary classroom. 
  • Clinical Experience & Practicum (SEU 390 & 391): Full-time student teaching placement in a secondary education classroom according to area of certification and weekly meetings with cohort and supervisor.
• General Education

  General Education at Kutztown University is designed to provide students with a foundation of learning a variety of subject areas and is required by the Pennsylvania State System of Higher Education. The General Education checksheet can be found here. Students must take courses (totaling 42-45 credits) that fulfill the following categories Click through each category to find the current course lists:

  • Category A:Communicating With and About the World
  • Category B: Understanding Self and Others
  • Category C: Understanding Science and Technology
  • Category D: Understanding and Creating Ideas

  It is highly recommended to plan ahead and take Gen Ed courses that also count toward your program.

  Note that students transferring to KU with an Associate’s degree do not need to complete General Education requirements.

• Teacher Preparation Courses

  The following are teacher preparation courses taken in the Secondary Education curriculum:

  • EDU 100 - Perspectives on American Education - 3 credits
  • SPU 201 - Cognitive Development of Diverse Learners in a Standards Aligned System - 3 credits
  • SPU 314 - Effective Instructional Strategies for Students with Disabilities - 3 credits
  • SEU 312 & 313 - Principles of Learning - 6 credits
  • SEU 342 & 343 - Principles of Teaching - 6 credits
  • Instructional Methods course - 3 credits
    • SEU 410 - Science Instructional Methods
    • SEU 422 - World Language Instructional Methods
    • SEU 425 - English Instructional Methods
    • SEU 426 - Social Studies Instructional Methods
    • SEU 430 - Math Instructional Methods
  • SEU 390 & 391 - Clinical Experience & Practicum - 12 credits
• Student Learning Outcomes

  All initial teacher certification programs use the ten InTASC standards, required by CAEP accreditation, as their Student Learning Outcomes. The ten InTASC standards are organized in 4 domains: The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility.

  1. Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  2. Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  3. Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
  4. Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
  5. Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  6. Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
  7. Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  8. Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  9. Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  10. Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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