ÐÔÅ«µ÷½Ì

ÐÔÅ«µ÷½Ì's School of Education provides a well-rounded liberal arts background to enhance the educational experience of students in the Bachelor of Arts in Education program.

Program Highlights

• Students enter a tight-knit community of ÐÔÅ«µ÷½Ì faculty and peers committed to innovative learning, diversity and the Jesuit tradition's intellectual ideas.
• Students are prepared to practice cura personalisÌý— care for the whole person — and work for social justice in their communities.
• Students will graduate prepared to collaborate with families, build classroom communities, have high expectations for all students and advocate for social change.

Hallmarks of ÐÔÅ«µ÷½Ì's B.A. in Education Program

• Provides a program unique to ÐÔÅ«µ÷½Ì that is grounded in Jesuit and Catholic values
• Offers a unified undergraduate teacher-education program with all concentration areas integrated into one program
• Focuses on equity guided by inquiry for the purpose of advocacy
• Embeds field experiences early and often, supporting student discernment and preparation for application
• Integrates teacher learning communities (TLCs) throughout the program
• Engages students in a yearlong internship/student teaching experience for all certification areas

What is a Reflective Scholar-Practitioner?

ÐÔÅ«µ÷½Ì's School of Education defines teachers as reflective scholar-practitioners, and this perspective is interwoven into the very fabric of our program. Reflective scholar-practitioners, including our undergraduate teacher education students and our teacher education faculty, honor each and every individual as a whole person in pursuit of the truth in the context of Jesuit values.

• Reflection includes a commitment to mission-driven action.
• We value the process of learning, embrace high academic standards, and recognize that all practitioners must be scholars to be effective educators and leaders in partnership with and for the human community.
• We are committed to preparing practitioners who think on systems levels about inequality and actively work for greater justice. To this end, reflection is a valued tool essential to the multiple roles that educators, including teacher-educators, embrace.

Curriculum Overview

ÐÔÅ«µ÷½Ì's B.A. in education consists of a minimum of 120 credits (depending on certification area), including the ÐÔÅ«µ÷½Ì Undergraduate Core, content courses and education coursework.

Many of our students choose to study abroad. Our programs allow for a study abroad semester at ÐÔÅ«µ÷½Ì-Madrid during the spring semester of a student's sophomore year. Summer abroad is also an option.

Students choose from five concentrations within the education major.

Early Childhood Education (Birth-Grade 3)

This degree is a Bachelor of Arts in Education with a concentration in early childhood education. Upon successfully completing the initial teacher certification process, the state of Missouri grants you certification in early childhood education (Birth-Grade 3).

The early childhood education program prepares and empowers highly competent, reflective professionals who are knowledgeable in their field and leaders who are known for embracing the whole child in inclusive, culturally diverse settings.

Elementary Education (Grades 1-6)

This degree is a Bachelor of Arts in Education with a concentration in elementary education. Upon successfully completing the initial teacher certification process, the state grants you certification in elementary education (Grades 1-6).

The elementary education program of study prepares reflective practitioners to become teachers in diverse elementary classrooms with a focus on social justice and equity. Throughout your time in the elementary education program, you will build a solid foundation in education, engage with current ideas in education and develop leadership qualities including risk-taking, civic responsibility and ethical character. Graduates leave the program highly qualified and well-prepared to be reflective, ethical and responsive teachers who are committed to making the world more equitable and just through their work in schools, with families/caregivers, and in the communities they serve.

Special Education for Mild/Moderate Disabilities (Kindergarten-Grade 12)

This degree is a Bachelor of Arts in Education with an emphasis in special education. Upon successfully completing the initial teacher certification process, the state grants you cross-categorical certification (Kindergarten-Grade 12).

The special education program of study prepares you to teach students with mild to moderate disabilities across various school settings. Coursework and extensive field experience equip you with the most impactful and effective skills for leading inclusive classrooms and collaborating with professionals in the field and the community. The program’s strengths-based/assets-based approach to teaching focuses on preparing highly competent, reflective professionals who understand the strengths and potential of every child in every family and advocate for quality, accessible education for all.

As a graduate of this program, you will have the tools and skills you need to create safe and inclusive learning environments for all students and be prepared to serve in roles such as:

• Special education teacher
• Resource program teacher
• Intervention specialist
• Learning disabilities special education teacher

Middle School Education (Grades 5-9)

This degree is a Bachelor of Arts in Education. Upon successfully completing the initial teacher certification process, the state grants you certification in middle school in either science, language arts, mathematics or social science (Grades 5-9).

The middle school education program is a small, personalized program that serves those who wish to teach middle school or junior high school students. Throughout your time in ÐÔÅ«µ÷½Ì's middle school education program, you will obtain a sound educational background and develop leadership qualities including risk-taking, civic responsibility and ethical character. Graduates leave the program highly qualified and well-prepared to be reflective, ethical and responsive teachers who are committed to making the world more equitable and just through their work in schools and the communities they serve. While all middle school majors take required education courses, they must also complete courses for the specific subject area they intend to teach.

Secondary Education (Grades 9-12)

This degree is a Bachelor of Arts in Education. Upon successfully completing the initial teacher certification process, the state grants you certification in either English, mathematics or social science (Grades 9-12).

The secondary education program is a small, personalized program that serves those who wish to teach high school students. Throughout your time in the secondary education program, you will obtain a sound educational background and develop leadership qualities including risk-taking, civic responsibility and ethical character. Graduates leave the program highly qualified and well-prepared to be reflective, ethical and responsive teachers who are committed to making the world more equitable and just through their work in schools and the communities they serve. While all secondary majors take required education courses, they must also complete courses for the specific subject area they intend to teach.

Careers

A degree in education offers a wide range of career opportunities. While most graduates pursue a career in teaching, some choose to continue their studies in a graduate program before entering the workforce.

• Public or private schools
• Other teaching venues, such as
  • Alternative schools
  • Boys & Girls Clubs of America
  • Camps
  • Education centers (museums, zoos)
  • Nonprofit organizations
  • Outdoor or nature centers
  • Religious centers
  • Youth centers
  • Before- and after-school programs
  • Corporate training
  • Instructional design

Job placement rates are high for graduates who have a degree in education. You can find immediate work when you graduate. Salaries can vary depending on where you live.

Fieldwork

Practical experience, classroom observations and a culminating yearlong internship/student teaching are integrated into the education curriculum experience at ÐÔÅ«µ÷½Ì. Students spend a significant amount of time in urban and suburban settings throughout the program, including local public, private and charter schools.

The culminating yearlong internship/student teaching experience affords the unique opportunity to be a member of a faculty and professional learning community within a host school. Students engage in real-life teaching over a longer period of time while gaining greater knowledge of school policies and procedures, and reflective practice, leading to a more knowledgeable transition to the first year of teaching.

The School of Education houses the PRiME Center, where undergraduates can apply for additional research opportunities.

Admission Requirements

First-Year Students

Solid academic performance in college preparatory coursework is a primary criterion in reviewing a first-year applicant’s file. ÐÔÅ«µ÷½Ì's admission process is standardized-test optional. "Test-optional" means that you can choose whether or not to submit ACT/SAT scores as part of your application for admission. Test scores are not required for admission or scholarships. International students are still required to demonstrate English proficiency, which may require submitting a test score.

To be considered for admission to any ÐÔÅ«µ÷½Ì undergraduate program, you must be approaching graduation from an accredited high school or have an acceptable score on the General Education Development (GED) test.

Transfer

Applicants must be graduates of an accredited high school or have an acceptable score on the GED. An official high school transcript and/or official GED test scores are required only of those students who have attempted fewer than 24 credits at a regionally accredited higher education institution. Those having completed 24 credits at a regionally accredited higher education institution need only submit a transcript from previously attended college(s).

In reviewing a transfer applicant’s file, the Office of Admission holistically examines the student’s academic performance in college-level coursework as an indicator of their ability to meet the academic rigors of ÐÔÅ«µ÷½Ì. The School of Education's admission committee reviews completed courses to determine which fulfill requirements for state certification.

Continuing Students

First-time students at ÐÔÅ«µ÷½Ì in a college or school other than education who wish to change their major to education must complete the following before admittance:

• Assessment of disposition: teacher candidate assessment disposition-student (TCAD-S)
• Discernment conversation with an education faculty member
• 2.75 cumulative GPA
• 3.00 education GPA and any EDUC courses taken prior to admission
• 3.00 content GPA and any content courses required for certification

Please contact the School of Education's undergraduate academic advisor for more information and to obtain the major-change application form. Once accepted into the School of Education, students are assigned an academic advisor and faculty mentor. Students who change their major to education after their first semester at ÐÔÅ«µ÷½Ì may need to complete additional courses and/or add time to earning their degree.

International Students

• Non-native English speakers must score a minimum of 6.5 on the IELTS, 80 on the iBT or 550 on the paper-based TOEFL exam. They must also score a 6 on the speaking section of the IELTS or the iBT, or pass an interview with personnel from ÐÔÅ«µ÷½Ì’s Office of International Services.

All admission policies and requirements for domestic students apply to international students. International students must also meet the following additional requirements:

• ¶Ù±ð³¾´Ç²Ô²õ³Ù°ù²¹³Ù±ðÌýEnglish Language Proficiency
• Academic records, in English translation, of students who have undertaken postsecondary studies outside the United States must include:
  • Courses taken and/or lectures attended
  • Practical laboratory work
  • The maximum and minimum grades attainable
  • The grades earned or the results of all end-of-term examinations
  • Any honors or degrees received.
• WES and ECE transcripts are accepted.
• In order to be issued an I-20 for your F-1 visa application, students must submit financial documents. Proof of financial support that must include:
  • A letter of financial support from the person(s) or sponsoring agency funding the student's time at ÐÔÅ«µ÷½Ì
  • A letter from the sponsor's bank verifying that the funds are available and will be so for the duration of the student's study at the University

Tuition

Additional charges may apply. Other resources are listed below:

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Information on Tuition and Fees

Miscellaneous Fees

Information on Summer Tuition

Scholarships and Financial Aid

There are two principal ways to help finance a ÐÔÅ«µ÷½Ì education:

• Scholarships: Scholarships are awarded based on academic achievement, service, leadership and financial need.
• Financial Aid: Financial aid is provided through grants and loans, some of which require repayment.

ÐÔÅ«µ÷½Ì makes every effort to keep our education affordable. In fiscal year 2023, 99% of first-time freshmen and 92% of all students received financial aid and students received more than $459 million in aid University-wide.

For priority consideration for merit-based scholarships, apply for admission by December 1 and complete a Free Application for Federal Student Aid (FAFSA) by March 1.

For more information on scholarships and financial aid, visit the Office of Student Financial Services.

The following five key learning outcomes are the driving force of the curriculum in ÐÔÅ«µ÷½Ì's undergraduate education program. Our program is intentionally designed to develop in each graduate an awareness and understanding of their sense of identity, sense of purpose, sense of context, sense of inquiry, and sense of Praxis as described in the Compass Themes.

1. As reflective scholar-practitioners, teacher candidates will analyze the rich complexities of an individual’s identity.
2. As reflective scholar-practitioners, teacher candidates will defend an evolving sense of purpose grounded in Jesuit values.
3. As reflective scholar-practitioners, teacher candidates will critically examine how education is influenced by context.
4. As reflective scholar-practitioners, teacher candidates will engage in critical inquiry.
5. As reflective scholar-practitioners, teacher candidates will demonstrate responsive teaching praxis in service to the human community.

Early Childhood Education (Birth-Grade 3)

In addition to the University's core requirements, the following courses must be successfully completed:

Elementary Education: (Grades 1-6)

In addition to the University's core requirements, the following courses must be successfully completed:

Special Education for Mild/Moderate Disabilities: (Kindergarten-Grade 12)

In addition to the University's core requirements, the following courses must be successfully completed:

Middle School Education Language Arts (Grades 5-9)

In addition to the University's core requirements, the following courses must be successfully completed:Ìý

Middle School Education Science (Grades 5-9)

In addition to the University's core requirements, the following courses must be successfully completed:

Middle School Education Mathematics (Grades 5-9)

In addition to the University's core requirements, the following courses must be successfully completed:

Middle School Education Social Science (Grades 5-9)

In addition to the University's core requirements, the following courses must be successfully completed:

Secondary English (Grades 9-12)

In addition to the University's core requirements, the following courses must be successfully completed:

Secondary Mathematics (Grades 9-12)

In addition to the University's core requirements, the following courses must be successfully completed:

Secondary Social Science (Grades 9-12)

In addition to the University's core requirements, the following courses must be successfully completed:

Teacher Learning Community Seminars

Teacher learning community seminars (TLCs) (EDUC 1015, EDUC 1025, EDUC 2015, EDUC 3015, EDUC 3025, EDUC 4015, and EDUC 4025) are co-requisite courses, by phase, to all education courses and allow for repeatable registration. Education majors must repeat a co-requisite teacher learning community seminar until all coursework within each phase is completed.ÌýIt is recommended that majors follow the concentration area roadmap for course registration. The roadmap presents the minimum number of TLC credit hour requirements.

Non-Course Requirements and Continuation Standards

For a complete list of non-course requirements and continuation standards, see theÌý.

Note: All EDUC courses in Phase I (1000-level) and Phase II (2000-level) can be taken together (following the required prerequisite and co-requisite courses), but all Phase I and II courses must be completed and passed before beginning Phase III (3000-level) courses. All courses in Phase III must be completed and passed before beginning Phase IV (4000-level).

A 2.75 cumulative GPA is required to be in good standing in the program. A 3.00 GPA is required for all EDUC coursework and all content area course requirements to be in good standing. A final grade of "C-" in any EDUC course, or any content course required for certification, is not accepted as a passing grade. In any course with a final grade ofÌý "C-" or below, the course must be repeated and passed. Please note this may delay program completion and require additional coursework/teacher learning community seminars.

Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollmentÌýunless otherwise noted. Ìý

Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.

This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.

Early Childhood Education (Birth-Grade 3)

Elementary Education: (Grades 1-6)

Special Education for Mild/Moderate Disabilities: (Kindergarten-Grade 12)

Middle School Education Language Arts (Grades 5-9)

Middle School Education Science (Grades 5-9)

Middle School Education Mathematics (Grades 5-9)

Middle School Education Social Science (Grades 5-9)

Secondary English (Grades 9-12)

Secondary Mathematics (Grades 9-12)

Secondary Social Science (Grades 9-12)

Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollmentÌýunless otherwise noted. Ìý

Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.

This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.

Apply for Admission

For additional admission questions, please contact:
ÐÔÅ«µ÷½Ì School of Education
314-977-3292
slued@slu.edu