The Post–Baccalaureate Teacher Preparation Certification Program is designed for post-baccalaureate students with appropriate academic credentials who have a high aptitude for scholarship and a strong desire for teaching. Candidates will earn the West Virginia teaching certificate and AMU/APU Certificate of program completion simultaneously. The program provides the required professional education courses at the graduate level, although students found deficient in a particular content area may need to complete additional undergraduate courses. The Post–Baccalaureate Teacher Preparation Certification Program includes a requirement for student teaching on site, and all courses other than the student teaching are offered online, with a school-based observation requirement at a location of the student’s choosing. To graduate from the program students must have a West Virginia state-approved endorsable major in order to receive a recommendation for certification. While students who enroll in the Post–Baccalaureate Teacher Preparation Certification Program have completed an endorsable major as part of their undergraduate degree, it is necessary to have undergraduate transcripts evaluated to determine whether additional coursework is required to meet State requirements. Applicants are encouraged to request a transfer credit evaluation prior to accepting admission to this program. Degree Program Objectives:
Graduates in this program will be able to do the following: - Apply the central concepts, tools of inquiry, structures, contemporary theories, and paradigms in education that develop a classroom climate to enhance the social, emotional, physical, and psychological aspects of students.
- Create and deliver lesson segments that reflect theory and practice.
- Demonstrate effective interpersonal communication skills of speaking, listening, reading, and writing when interacting with pupils, parents, teachers, and other school personnel.
- Design performance-based assessments and implement assessment, instruction, evaluation, and intervention plans.
- Use media and technology as tools for professional development and to promote student learning.
- Adjust teaching style and strategies without influence of bias in order to meet the needs of students regardless of cultural background, ethnicity, gender, learning style, at-risk condition and/or disability.
- Model professionalism and high ethical standards in the classroom, and develop appropriate strategies for self-evaluation as a means of assessing one’s own professionalism and teaching effectiveness.
- Follow guidelines established by School Board policies, negotiated agreements, and school law.
- Demonstrate knowledge and skill in classroom management and discipline, using effective means to develop and maintain a positive classroom climate.
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