Department of Education

Vision
Purpose
Goals
Overview

Admission Policies and Procedures
Overview of M.Ed. Programs
Graduate Education - MAT Licensure Programs

Department of Education

James McIntyre (Dean- School of Education), Mark Hogan, Sally Barton-Arwood, Rachael Flynn, Mona Ivey-Soto, Joy Kimmons, Lauren Lunsford, Cathy Eschete, Amanda Nelms, and Darcie Finch

Mission

The School of Education is a student-centered Christian community that equips and prepares candidates of diverse backgrounds with the knowledge, skills, and dispositions necessary to become exemplary educators and leaders who advocate for children, families, and communities.

Vision

To be a leader among educator preparation programs that “empowers men and women to transform the world” as educators and organizational leaders who champion equity, opportunity, and dignity for all.

Purpose:

To provide an innovative approach to meet the needs of today’s graduate candidates who are involved in any organization that is looking to grow and develop. A commitment to a strong theoretical base allied to the ability to successfully apply of this knowledge in a work-place context drives the purpose of these programs. Our overarching purpose is to assist candidates to effectively blend theory, research and practice, as they further their own development and assist in the development of others.

Goals:

The goals for the Master of Education degree are for our graduates to:

become scholars, skillful communicators, and competent practitioners, and reflective practitioners.
integrate theory and practice to real world applications.
facilitate the development of critical thinking, collaboration, clear communication, strong academic understanding, leadership and high ethical standards in themselves and others.

Overview:

The Department of Education offers three distinctly different graduate programs.

MAT

The MAT licensure program, leads to a state license to teach along with a graduate degree. The MAT is available with two options for clinical practice-internship or course-based. The internship is full time and can be completed in as little as 12 months. The course-based program can be structured to meet your individual time issues.

MASE

The Master of Arts in Special Education leads to a state license to teach in schools along with a graduate degree.

M.Ed. (Non-licensure)

The Master of Education is designed for graduate candidates looking to focus on their own development but who may also have an interest in assisting others in their organization to further develop their knowledge and skills. With several options designed to focus on different aspects of development or different organizational contexts graduates should be able to find a program that suits their needs. We also have a program that allows you to design over fifty percent of your program.

M.Ed. Programs:

Learning and Organizational Change
Teacher Leaders
Reading Specialist
ESL

M.S.

Strategic Communication & Leadership

Admission Policies and Procedures

Requirements for Admission to the Graduate Program

To be considered for acceptance as a graduate student, the applicant’s file in the graduate education office must include the following items:

Application Form
Application Fee
Two Recommendation Forms (non-relatives)
Resume
Letter of Intent: Submit a 1-page letter of intent on why you want to pursue the program. This letter is also used as a writing sample.
Official Transcripts: To be admitted to a graduate education program, you must
have an undergraduate degree with a GPA of 2.75, or 3.0 in the last 60 hours.
Test Scores: The following test scores are accepted: GRE (Graduate Record Examination) or MAT (Miller Analogies Test), or GMAT (Graduate Management Admission Test-M.Ed. only). Applicants must score in the top 50% of test takers to be considered for admission.
Interview with Program Director

On occasion, a limited number of applicants who do not possess the standard undergraduate grade point average or GRE/MAT scores considered necessary for regular admission (but otherwise demonstrate the probability for success) may be admitted conditionally. Conditional admission requires approval of the Program director. Further, these students may be required to complete a minimum of six graduate hours with a 3.0 GPA or above before the conditional admission is removed and these students’ enrollment is changed to regular degree-seeking status.

If non-degree student decides to pursue a graduate degree, admission requirements in effect at the time of application must be met. Upon admission to the graduate education program, a maximum of six semester hours of graduate credit earned during non-degree status may be applied toward graduation. The date of the earliest course approved for credit will be used as the beginning of the six-year time limit for completion of the degree.

Up to six hours of graduate transfer credit from a regionally accredited institution may be applied toward graduate degree requirements in education. Determination of transfer credit will be made at the time of admission by the School of Education.

Accreditation

Belmont University is a member of the National Council for Accreditation of Teacher Education, the American Association of Colleges for Teacher Education and the Association of Liberal Arts Colleges of Teacher Education. It has the approval of the State Board of Education of Tennessee as an authorized teacher education institution.

Licensure

Candidates who have completed the 18 credit hour professional education minor at Belmont University in the undergraduate program, with grades of C or above in each course, and a GPA in the minor of 3.0 or above, may be considered as meeting these competencies. With the approval of the Chair of the Department of Education, these specific candidates may have up to fifteen (15) hours of the 45 hours required for the Master of Arts in Teaching (M.A.T.) waived. Belmont University does not accept transfer courses as having met the professional competencies. To be eligible for this waiver in the M.A.T. program, candidates must take at least 60 credit hours at Belmont and complete the undergraduate degree at Belmont University. Students who elect the Montessori track may have up to six (6) hours of the 42 hours required for the Master of Arts in Teaching (M.A.T.) waived. Candidates for teacher licensure who replace Student Teaching with full-time teaching are required to enroll in a one or two-hour Practicum course for Belmont faculty supervision.
Teacher candidates are required to successfully pass through four Gateways in completing the requirements for licensure. Gateway 1 is Admission to the University. Gateways 2-4 are as follows:

Gateway 1: Acceptance into Belmont University

Gateway 2: Acceptance into Teacher Education Program

Gateway 2 occurs at the completion of the Professional Core courses. Requirements of passing Gateway 2 include: (1) a minimum EDU GPA of 3.0, (2) a minimum score of 1.5 on Gateway 2 interview, (3) background check, (4) liability insurance, and (5) exhibit appropriate professional dispositions. The department makes a recommendation to the Teacher Education Council (TEC) for formal acceptance into the program.

Satisfactory progress through the program: Failure to satisfy any requirement at a second opportunity is deemed as an appropriate circumstance to exclude the candidate from the program. Candidates have a right of appeal (in writing) to the Chair of the Department of Education.

Gateway 3: Retention in Reflection Professional Practice

Undergraduate and M.A.T. Post-bac initial licensure:

Gateway 3 occurs PRIOR to the beginning of Student Teaching. Requirements of passing Gateway 3 include: (1) a minimum EDU GPA of 3.0, (2) a minimum score of 2.0 on Gateway 3 interview,(3) passing scores on the Praxis II Content Areas Assessment* and the Praxis PLT Assessment*,(4) background check, (5) liability insurance, and (6) exhibit appropriate professional dispositions. The department makes a recommendation to the Teacher Education Council (TEC) for formal acceptance into Gateway 4.

*Note: The Praxis II Content Area Assessment and the Praxis PLT must be passed before the start of Student Teaching.

M.A.T. Internship initial licensure

Gateway 3 occurs in NOVEMBER OF THE FIRST SEMESTER of the Internship. Requirements of passing Gateway 3 include: (1) a minimum EDU GPA of 3.0, (2) a minimum score of 2.0 on Gateway 3 interview,(3) passing scores on the Praxis II Content Areas Assessment* (passed as part of the admission process) and the Praxis PLT Assessment*, (4) background check, (5) liability insurance, and (6) exhibit appropriate professional dispositions. The department makes a recommendation to the Teacher Education Council (TEC) for formal acceptance into Gateway 4.

*Note: The Praxis II Content Area Assessment must be passed prior to admission to the Internship Program. The Praxis PLT must be passed before November 1st of the Intern’s first semester.

Gateway 4: Completion of Reflection Professional Practice

Gateway 4 occurs at the completion of the program. The requirements for passing Gateway 4 include: (1) a minimum EDU GPA of 3.0, (2) exhibit appropriate professional dispositions, and (3) a satisfactory teaching evaluation. The department makes a recommendation to the Teacher Education Council (TEC) for formal approval of completion of program.

The regulations which are in effect at the time the student is admitted to the Teacher Education Program (Gateway 2) shall be considered binding unless directed otherwise by the licensure office of the Tennessee State Department of Education. Elementary Education candidates must complete all technical requirements relevant to licensure area and ALL CANDIDATES must complete the appropriate Praxis tests, as prescribed by the TN Department of Education. Completion of the specified courses in the Teacher Education Program does not guarantee a recommendation for licensure and/or a teaching position.

Placement of Interns / Student Teachers

The placement of student teachers / interns is determined by the Belmont Department of Education. Every candidate is placed in two different schools based on grade level, student demographics, and location for their enhanced student teaching experience. In this way, the department ensures that the licensure candidates participate in experiences with culturally diverse and exceptional populations. This program is in conformity with the regulations for licensure of teachers in the state of Tennessee and meets the requirement of the teacher’s license.

In addition to fulfilling the General Education core requirements and the Professional Education requirements, candidates must have an academic major in addition to education, referred to as the partnering major in order to become teachers. Candidates will not be placed in schools where family members attend / work.

Admission to Candidacy in the M. Ed.

Students apply for admission to candidacy after completing EDU 6040 , EDU 6050 , 6060, EDU 6070 . At this point in the program, a Mentor Committee is formed.
Students granted probationary admission may apply for admission to candidacy when they have completed prerequisites and have a minimum 3.0 GPA.

M.Ed. Thesis/Project

Each student submits a proposal and preliminary bibliography for a thesis or project to the chair of the Mentor Committee. The committee approves or disapproves the proposal and, on acceptance, oversees the student’s completion of the thesis or project.

Most of the three hours allotted to Thesis in Education will be thesis or project preparation. The student submits a final copy of the thesis or project, prepared according to the style manual agreed upon with the Mentor Committee. The committee will be available to the student for consultation during the preparation of the thesis/project and apprises the student of any deadlines for submission. Students must register for a Continuation of Study course each semester until the completion of the thesis/project. The Mentor Committee approves the thesis or project. The thesis or project must be submitted for binding one month before graduation.

Overview of M.Ed. Programs

The Master of Education programs are for individuals interested in developing knowledge and skills that promote learning, communication, and best organizational leadership practices as a way to create innovation and transformation into any professional setting. The program is 30 - 36 credit hours long and culminates in a thesis or project.

The Master of Education programs at Belmont University are based on a common twelve-hour core followed by a fifteen to twenty-one hour focus area. There are four core courses plus a thesis that will usually be completed with a topic that matches the content of the focus area. The current options for areas of focus in the M.Ed. include:

M.Ed. (Organizational Leadership and Communication).

This option provides a focus on communication both inside and outside an organization.

M.Ed. (Non Profit Leadership).

Provides students with an excellent understanding of leadership within non profit organizations and will broaden the knowledge base on what makes non profit organizations different.

M.Ed. (Teacher Leader).

This option allows students to engage in learning about and becoming teacher leaders.

Goals of the M.Ed. programs:

The goals for the Master of Education degree are:

To develop graduates who are scholars, skillful communicators, and competent practitioners.
To integrate theory and practice.
To facilitate the development in students of the qualities of effective leaders with an emphasis on: critical thinking, clear communication, strong academic understanding, leadership of a learning community, and high ethical standards.

Graduate Education - MAT Licensure Programs

Goals:

The goals for the Master of Arts in Teaching (MAT) degree are:

To develop effective teachers who are scholars, skillful communicators, and competent practitioners.
To integrate theory and practice.
To facilitate the development in students of the qualities of effective teachers with an emphasis on: critical thinking, clear communication, strong academic understanding, leadership and high ethical standards.

There are two different clinical practice pathways for students to utilize to complete an MAT: a year-long internship or a semester of student teaching.

Applicants for the MAT program are screened for admission by the Department of Education Graduate Admissions coordinator and interviewed by Belmont faculty. Admission decisions are made by the faculty, and additional placement interviews are conducted by the program directors and advisors to identify appropriate placements for students.

Professional Core

The Professional Core is composed of competencies embedded in four courses: EDU 5010 Contemporary Issues in Education , EDU 5110 Advanced Educational Psychology , EDU 5500 Child Development (elementary) OR EDU 5230 Human Development and Education (secondary), and EDU 5800 Introduction to Exceptional Learners . These courses may be taken either as undergraduate or graduate level courses.

Curriculum and Instruction

Curriculum and Instruction courses are tied to the level of licensure sought (i.e., Early Childhood, Elementary, or Secondary). These courses are specific methods and instructional practice courses tied to content.

Clinical Practice Courses

Clinical practice has at least two placements enabling candidates to have experiences at different grade levels within their area of desired licensure, and with diverse student populations. Belmont partners with local public school districts, charter and private schools to ensure that our candidates are placed with expert mentor teachers.

Evaluation

Evaluation of each candidate’s progress occurs using formative evaluation at the midpoint of each semester, with summative evaluations at the end of each semester. A summative evaluation by the school principal or their designee takes place each semester. The Director of the Clinical Program works with the principals to complete all probationary status paperwork. Candidates are responsible for maintaining a daily record of their attendance and participation at their schools to submit to the state and earn the year of experience.

Licensure

The M.A.T. offers licensure in PK-3, K-5 or 6-12 subject areas. Candidates for the 6-12 subject areas are required to have an undergraduate major in their licensure area or the equivalent of 24 hours. Candidates for the PK-3 and K-5 licensure must also meet technical requirements in addition to the course work for the M.A.T: a course in school health, a course in arts for education (can be one art and one music class), a biological science course, a physical science course, a U.S. history course, a world history course (a course on history outside the U.S.), a course in math competency, and two courses in math for elementary teachers. Previous coursework, life experience, or successful PRAXIS content knowledge examination may be used to satisfy these technical requirements.

Transcript analysis: A transcript analysis is completed for all MAT candidates to determine any missing coursework and/or competencies required for Tennessee licensure. Candidates need to be aware that, depending on their licensure area and undergraduate program of studies, there may be additional coursework required for licensure purposes that is not required as part of the MAT program.

Applications for licensure are submitted by Belmont University after a teacher candidate has completed all Belmont coursework and all other relevant coursework as stipulated by the state’s licensure requirements. After students receive their licensure, they can apply to have that license transferred to other states