About the School
The School of Education, Health and Human Performance is comprised of two departments that offer five bachelor programs, 16 teaching specializations, three minors, seven master degree programs, and four graduate certification programs.
Vision, Mission and Goals of Teacher Education program
The vision for the teacher education program is to be renowned for its innovative pedagogical practices and programs and as the first-choice institution for students seeking a transformative educational experience. The Education Preparation Provider (EPP) values the institution’s vision statement by implementing innovative pedagogical practices and programs. The EPP seeks to provide teacher candidates with a transformative educational experience as a first-choice institution distinquished for its teacher preparation history. The EPP continually strives to improve all program aspects related to innovations in teaching excellence, conducive learning environments, and supportive services. Furthermore, the EPP develops candidates with the knowledge, skills, and dispositions to be reflective, responsive, and successful educators. The Journey program, the EPP student support system, is student centered and focuses on providing an environment that facilitates the education of global citizen leaders.
The mission of the teacher education program is to prepare reflective and responsive educators who possess the knowledge, skills, and dispositions to help all students learn, is supportive of the institution’s commitment to excellence and transformational impact, but extends the meaning, specifically addressing the success of EPP candidates. The mission provides the structure and guiding principles that are necessary to prepare reflective and responsive educators. The West Virginia Professional Teaching Standards (WVPTS), the Interstate Teacher and Support Consortium (InTASC) Standards, and the Council for the Accreditation of Educator Preparation (CAEP) Standards undergird the knowledge, skills, and dispositions that candidates must possess in order to facilitate learning for all students. Diversity and technology are included in the mission, representing cross-cutting themes throughout the EPP programs. Demonstrated competencies within the Standards empower candidates to function as reflective and responsive educators. The EPP’s mission is based on research about effective teaching and best practices that apply to teacher candidates at the initial level as well as accomplished teachers at the advanced level. The mission and the respective standards are also central guiding elements of the Fairmont State School of Education, Health and Human Performance (SoEHHP) Professional Development School (PDS) Partnership. The PDS Partnership provides for an exemplary collaboration with P-12 schools that allows candidates’ multiple, quality field experiences/internships as well as professional development opportunities for all stakeholders.
The acronym SOAR represents the institution’s core values - Scholarship (to celebrate the joy and wonder of discovery), Opportunity (to grow, learn, engage, and contribute), Achievement (to reach personal and community goals), and Responsibility (to fulfill obligations to the learning community, our society, the future, and ourselves). The EPP embraces Fairmont State’s core values. The EPP goals include but are not limited to:
1. Recruiting candidates who successfully meet all the requirements for program admission and providing scaffolded and sequenced opportunities to support candidates’ success.
2. Retention of candidates by providing effective advising and support mechanisms as well as programmatic resources from candidate admission through candidate exit and beyond.
3. Graduating highly qualified teacher candidates who meet or exceed all requirements for program completion, certification, and licensure.
4. Recruiting and retaining exemplary faculty from a broad range of diverse backgrounds who positively impact candidates’ learning.
The EPP’s Recruitment and Retention Plan describes the recruitment and retention strategies geared toward all undergraduate students, but also specifically addresses the EPP’s effort to increase the number of teacher candidates from a broad range of backgrounds and diverse populations. The EPP’s mission mirrors Fairmont State’s mission/vision with its shared goal of a commitment to excellence and student success.
Journey Student Success Program
This unique program provides academic and social/emotional support services for students of all majors in the School of Education and Health & Human Performance. This program includes a discipline-specific summer orientation, welcome week group meetings, town meetings, social activities, and opportunities for creating connections with current students, faculty, and staff. Students are encouraged to participate in this program and other activities that promote their success in college.
The Teacher Education program is approved by the West Virginia Board of Education and accredited by the Council for the Accreditation of Educator Preparation (CAEP). The University is also a member of the American Association of Colleges for Teacher Education (AACTE) and Council for the Advancement and Support of Education (CASE). In addition, selected teaching specializations are nationally approved by their respective learned society and/or professional organization.
Department of Education
Dr. Sharon Smith, Interim Department Chair
333 Education Building
Department of Education provides opportunities for candidates seeking initial or advanced certification in a variety of teaching specializations with both undergraduate and graduate programs. Our programs are designed to fulfill the mission and vision of Fairmont State and to reflect our Conceptual Framework and our commitment to prepare Reflective and Responsive Educators who have the Knowledge, Skills and Dispositions to Help All Students Learn. The Teacher Education Program Learning Outcomes support the assessment and development of educators who are prepared to meet the needs of students with:
Effective curriculum and planning based on current knowledge of content, pedagogy, assessment, instructional design, and the integration of 21st century tools to help all students learn.
Essential knowledge of learner development and how to create a culture and learning environment that meets the learning needs of all students.
Best teaching practices in the integration of knowledge of content, pedagogy, the learner, and the learning environment to involve all students in relevant, engaging, and effective learning opportunities (TE Outcome 3)
Individual and collaborative processes of reflective renewal of teaching practice and the teaching profession to improve learning for all students.
Strategies for engagement in a school community and the larger community of parents and stakeholders to maintain an environment that fosters learning for all students.
Transforming teaching and learning to engage all students through the meaningful integration of technology.
Culturally responsive teaching practices that create ideal learning conditions for all students under a broad definition of diversity.
Effective face-to-face and media communication techniques in interactions with all students, colleagues, parents, and community.
Responsible, reflective, and responsive professional dispositions that demonstrate a commitment to help all students learn.
Candidates who complete the Teacher Education Program at Fairmont State are prepared to meet the certification standards of West Virginia and many other states. Nationally and throughout West Virginia there is a need for special education, science and mathematics teachers, and in communities across our state there are needs for teachers with a variety of other specializations. In addition to encouraging candidates to consider these high-need, shortage areas, Fairmont State actively seeks to increase the diversity of its teacher candidates and the faculty who work with them.
Department of Health and Human Performance
Jan Kiger, Department Chair
307 Colebank Hall
Exercise Science is the discipline that engages in the comprehensive study of human movement, where this knowledge is applied to a wide range of human performance areas and allied healthcare. The Department of Health and Human Performance offers both undergraduate majors and minors, graduate programs, and multiple courses emphasizing Lifetime Physical Activity and Physical Fitness.
Exercise Science, B.S. .
Elementary Education K-6, B.A.
Physical Education Pre-K-Adult Teaching Specialization, B.A.
Pre K-Adult Education Specializations, B.A.
School Health Education 5-Adult Teaching Specialization, B.A.
Exercise Science Minor
Nutrition Science Minor
Outdoor Recreation Leadership Minor
Teacher Education Graduation and Licensure Requirements
The Core Curriculum requirement for Fairmont State teacher education students differs for elementary and middle/adolescent education programs; however, each consists of a minimum of 30 credit hours distributed over humanities, mathematics, natural sciences, and physical education and health. The Core Curriculum requirements for elementary education also fulfill selected requirements for the Elementary/K-6 specializations and are included with the Elementary and the Early/Middle Specialization in determining the 2.75 grade point requirement for eligibility for the Clinical (Student Teaching) component of the program.
To meet the requirements for the Bachelor of Arts in Education, the candidate must:
- earn a minimum of 120 hours’ credit in approved subjects, with a quality point average of 2.75 or better for all courses attempted;
- attain a 2.75 average in each teaching specialization and professional education;
- meet the general and specific requirements for the curriculum and teaching specialization(s) elected;
- achieve acceptable scores on the CORE and Specialty Area Content tests;
- achieve a minimum grade of “C” or better in all EDUC classes.
Fairmont State recommends for professional licensure only those persons who have graduated and have satisfactorily completed a teacher education curriculum approved by the West Virginia Board of Education. Students who satisfactorily complete a teaching curriculum in a given area and achieve passing scores on the CORE, PLT, and appropriate content exams will be recommended for a Professional Certificate in one of the following grade areas:
- Pre K-Adult
Teacher Education Policies and Procedures
Pre-Admission Requirements to Teacher Education
Any student may enroll in EDUC 2200 or EDUC 2201 . While enrolled in EDUC 2201 , teacher candidates will complete a “Declaration of Intent” to be used as the initial step in the application process.
In order to be admitted to teacher education a candidate must have:
Earned passing scores on all three sections of the CORE Academic Skills for Educators Test
2.75 overall GPA
2.75 education GPA
2.75 GPA in each teaching specialization
Submitted a Declaration of Intent
Completion of all Early Field Experiences
To apply for the admission to the teacher education program, students are required to submit a portfolio in TaskStream to verify all requirements are met. Students will be notified in writing of the decision to admit or not admit. The SOE Teacher Education Selection Committee reviews all applications. Applications must be submitted by either March 1 or October 1.
Pre-Admission Field Experience 1
The Teacher Education Program at Fairmont State includes an Early Field Experience (EFE) Field Experience 1 designed to help introduce prospective teacher certification candidates to the teaching profession, work of educators in the school and community settings and program of study. The Early Field Experience is also designed to create a community of pre-education majors by providing increased support, communication, and contact with pre-majors prior to actual admission to Teacher Education.
Focus on Diversity: As much as settings, agencies and contexts for the Early Field Experiences allow, candidates should seek out locations that support interactions, relationship-building and activities with communities who represent diversity. Diversity may represent a broad range of identities, experiences, and lives that include race and ethnicity, class, gender, and special learning needs. At Fairmont State the School of Education, Health and Human Performance uses CREDE (Center for Research on Education, Diversity, and Excellence) standards to frame how we think about diversity and what it means to be an educator who believes that engagement with and learning for diverse communities is central to being an educator. We believe that experiences such as these for the pre-service teachers are essential to the process of deciding to major in education and becoming a member of the profession. The CREDE standards can be located at https://manoa.hawaii.edu/coe/credenational/the-crede-five-standards-for-effective-pedagogy-and-learning/.
Potential program candidates will complete a field experience prior to admission to Teacher Education. The field experience must be pre-approved by the teacher education program and include:
EFE Professional Development School (PDS). In this first field experience, students are placed in a local PDS school. PDS sites are schools that formally partner with Fairmont State. The PDS-based experiences must total a minimum of 20 clock hours scheduled over at least 5 days. Candidates will be assessed on their dispositions and must keep a time log.
Students will be asked to complete an evaluation of their experience in each setting. The EFE-PDS experience must be completed during the same semester it was initiated.
Transfer students must complete all Fairmont State teacher education admissions requirements. Any substitute experiences completed at another institution must be approved as having met Fairmont State program requirements prior to application for admission to Teacher Education.
Note: During the file review period, a request for information on candidates will be sent to all School of Education, Health & Human Performance faculty, staff and administrators. Feedback on a candidate’s “dispositions” is a significant part of this process. According to the Council for Accreditation of Educator Preparation (CAEP) a disposition is defined as those “professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues and communities.” Candidates should be aware of how personal and professional behaviors may reflect on their pursuit of a career in Teacher Education.
Policy on Criminal Background Checks and TB Testing
Fairmont State does not require a criminal background check or TB test for entrance into the teacher education major. However, the State of West Virginia does have policies related to who may enter public schools and work directly with children. Students will be required to provide documentation of these two procedures prior to entering any public school facility for the purpose of field experiences and student teaching. It is important that pre-majors plan on completing the criminal background check and TB test prior to the start of Early Field Experience PDS. More information about these requirements can be found on the Fairmont State School of Education web site.
Post Admission Requirements
Once a student is admitted to the Teacher Education Program, students are required to complete additional field and clinical experiences. Fairmont State adheres to the requirements of WV State Policy 5100. This policy mandates the following for each teacher candidate.
A clinical practice at both the elementary and middle or secondary levels.
Field based experiences and/or clinical practice must be completed at a minimum of three different programmatic levels in the Pre K-Adult degrees.
A third programmatic level will be determined by the institution of higher education.
This sequence is required for all teacher education candidates. At the present time, placements are made at the Professional Development Schools (PDS), which encompass public schools in a six-county area. These schools are sites of “best practice” and are schools who work collaboratively with Fairmont State to ensure quality teacher education and professional development for practicing teachers. All such experiences are cooperatively arranged by university and public school personnel. All assessments are aligned with the new West Virginia Professional Teaching Standards (WVPTS).
Field Experiences 2 and 3
Progression to the student teaching clinical experience requires the following field experiences and the co-requisite courses:
EDUC 2265 Field Experience II (1)
This is a one-credit-hour lab that must be completed as a clinical experience in the public school setting. This clinical experience will be 30 clock hours and allow the teacher candidate the opportunity to apply and reflect on his/her content, professional and pedagogical knowledge, skills, and dispositions. This is a co-requisite with EDUC 2265 Instructional Design I.
EDUC 3365 Field Experience 3 (2)
This is two-credit-hour lab that must be completed as a clinical experience in the public school setting. The clinical experience will be 75 clock hours and allow the teacher candidate the opportunity to apply and reflect on his/her content, professional and pedagogical knowledge, skills and dispositions. In addition, the teacher candidate will be provided with experiences that allow for immersion in the learning community so that s/he is able to demonstrate proficiency in the professional role for which s/he is preparing. This is a co-requisite with EDUC 3340 Instructional Design II and EDUC 3351 Inclusive Classroom Practices for Individual Differences.
* Field Experiences 2 and 3 are sequential and cannot be taken in the same term. EDUC 2203 and EDUC 2240 must be completed prior to Field Experience 2.
Clinical Experience - Student Teaching 16 Weeks
Student teaching is required in all programs. Students must complete student teaching or comparable experience at state required developmental levels and in all of the teaching specializations for which they expect to be licensed. At the present time, placements are made at the Professional Development Schools (PDS), which encompass public schools in a six county area. All such experiences are cooperatively administered by college and public school personnel.
Student teaching is comprehensive immersion into the public school setting at two developmental levels. Teacher candidates apply and reflect on content, professional, and pedagogical knowledge, skills and dispositions required of a teacher. During this experience, teacher candidates will design and implement an action research project to demonstrate its effect on student learning. West Virginia Department of Education Policy 5100 requires that teacher candidates pass the PRAXIS II content area tests prior to placement in the student teacher clinical experience.
Due to the uniqueness of the off-campus student teaching experience, a candidate may be administratively removed if there is cause.
Admission Requirements to Student Teaching
To participate in student teaching, a teacher candidate must apply for and receive a student teaching permit as required by the West Virginia Department of Education. In addition, the student must meet the requirements listed below:
All core curriculum requirements of the University as well as the minimum requirements of the teaching specialization must be completed before student teaching can be scheduled.
Be officially admitted to teacher education.
Complete all required hours with a minimum grade point average of 2.75 overall in education foundation and professional education courses, and each teaching specialization. All courses in the teaching specialization (major) must be completed prior to admission to Student Teaching.
Have a grade of “C” or better in all EDUC classes.
Adherence to the West Virginia Teacher Code of Conduct with regard to dispositional behaviors.
Successful completion of the appropriate PRAXIS II Specialty Area Test.
Successful completion of the appropriate PRAXIS II Specialty Area test(s) and Principles of Learning and Teaching (PLT)are requirements for licensure. A report of the Specialty Area Test(s) and PLT scores must accompany the application for licensure to the West Virginia Department of Education. If the test scores do not meet the state minimum score, the application must be held pending receipt of acceptable scores. Candidates should keep in mind that a denial of licensure at the time of graduation may subject them to changes in program requirements if they seek licensure later.
Early/Middle Education. Candidates expecting to be licensed for Elementary Education K-6 and an academic specialization must achieve acceptable scores in both areas.
Middle/Adolescent Education. Candidates expecting to be licensed for teaching in grades 5-Adult or 9-Adult must take the Specialty Area Test consistent with the specialization(s) to be named on the license. If they expect to be licensed in two specializations, they must achieve acceptable scores in both specializations.
Pre K-Adult Education. A candidate expecting to be licensed for teaching in grades Pre K-Adult must achieve acceptable scores on the Specialty Area Test consistent with the Pre K-Adult specialization to be named on the license.
In order to identify the appropriate testing dates, times, locations, etc., for any given year, candidates should check the ETS.org website.
University Recommendation Prerequisite to Certification
University recommendation shall take into consideration Chapter 18A, Section 3, Article 1, of the West Virginia School Law, which reads “(1) A certificate to teach may be granted only to any person who is: (A) A citizen of the United States, except as provided in subdivision (2) of this subsection; (B) Is of good moral character; (C) Physically, mentally and emotionally qualified to perform the duties of a teacher; and (D) At least eighteen years on or before the first day of October of the year in which his or her certificate is issued.”
The issuance of an original certificate shall require:
The recommendation of the Dean of Teacher Education, in consultation with the supervisor of student teachers and chairperson of the department offering the student’s chosen specialization. This recommendation is expected to reflect, in addition to academic criteria, satisfactory performance on the part of the applicant in a typical classroom situation.
An official statement by the Dean of Teacher Education that the approved program has been completed in full.