Department of Teacher Education
The Rochester College Department of Teacher Education prepares students to successfully enter a teaching career. Our goal is to prepare teachers with Christian values, integrity and with an orientation for seeing teaching as more than a job, but as a service to their students, their schools and their communities.
Let RC help you be that teacher who makes an impact on students!
Rochester College is authorized by the Michigan Department of Education (MDE) to recommend teacher candidates to the state for certification. Candidates may major and receive endorsements to teach in one or more of the following content areas:
|Elementary Options:||Secondary Options:||Continuing Education:|
The mission of the teacher education program at Rochester College is to prepare teachers with Christian values who can effectively serve in the diverse and challenging schools and global communities of the twenty-first century. Graduates of the program are teachers of understanding because they have gained a rich liberal arts education, acquired specialized knowledge in academic content areas, and completed a Professional Studies program. They are teachers with integrity because they have developed Christian values and high ethical standards. Lastly, they have hearts to serve because they have developed the attitudes and dispositions necessary to act as change agents in the diverse and challenging schools and communities of the twenty-first century.
What Are My Career Opportunities?
Graduates who receive Elementary Certification may teach all subject areas in grades K-5 or in their major content areas in grades 6-8, and all subject areas in grades K-8 in self-contained classrooms. Graduates who earn the Comprehensive Elementary Education major with the Early Childhood minor may teach all subjects in a self-contained K-5 classroom. Together with the early childhood minor, graduates are prepared to teach in an early childhood general or special education program (birth – preschool). Graduates who receive Secondary Certification may teach in grades 6-12 in their major and/or minor content areas. Graduates with the Learning Disabilities major (under development) may work with students with learning disabilities in grades K-12.
Since the process of becoming a teacher includes both a baccalaureate degree and professional certification, students must declare their intent as early as possible in order to plan with an education adviser. The advising process is a critical aspect of teacher preparation; for example, some courses meet both General Education and Teacher Education requirements at the same time.
Education advisers work with each student to plan appropriate progress toward the completion of requirements of the teacher education program. Lynne Stewart, Teacher Certification Specialist, advises all teacher education students. She also works with prospective students as they prepare to attend Rochester College. For questions about our programs, Mrs. Stewart may be contacted at email@example.com or at (248) 218-2092.
The study of pedagogy is essential to any teacher education program. Not only is a teacher expected to understand the depth and breadth of content knowledge, but a good teacher must also be competent with and be able to utilize instructional strategies that promote student learning. The Rochester College professional studies core prepares teacher candidates with historical and practical knowledge for becoming effective classroom teachers.
Professional Studies Core
|EDU 2263 Media and Technology||3|
|EDU 3211/3214 Educational Psychology/Field Experience||5|
|EDU 3223 Classroom Teaching Strategies||3|
|EDU 3221 Classroom Teaching Strategies Field Experience||1|
|EDU 3243 Teaching Exceptional Students||3|
|EDU 3251 Professional Preparation Workshop||1|
|EDU 3264 Ethics, Philosophy, and Culture||4|
|EDU 3271 Ethics, Philosophy, and Culture Field Experience||1|
|EDU 4253 Classroom Management Strategies||3|
|EDU 4584 Educational Foundations and Assessment (Elementary/Secondary)||4|
|EDU 4721/4821 Student Teaching Seminar||1|
|EDU 4728/4828 Student Teaching||8|
|RDG 4403 Literacy in Secondary Schools (Secondary only)||3|
|TOTAL FOR PROFESSIONAL STUDIES CORE||37-40|
|Elementary Options:||Secondary Options:||Continuing Education:|
Admission to the Teacher Education Program
All students seeking Michigan Provisional Teacher Certification must apply for and be admitted to the Teacher Education Program. The following must be documented at the time of application for admission:
Criteria for admission to the Teacher Education Program include the following:
The application package is reviewed by the Admission Subcommittee. All recommended candidates for admission to the Teacher Education Program are reviewed and approved by the Advisory Council at their meetings in December and May. Candidates are notified of admission status through a letter from the dean of the School of Education.
The application package deadline for the fall semester is November 1. The spring semester deadline is April 1. Admission is valid for six years; however, changes mandated by the Michigan Department of Education may impose additional requirements during that time period.
Approval for Student Teaching
Student teaching is often considered the most exciting and demanding aspect of the Teacher Education Program. It is the final field experience; therefore, it is the doorway into the teaching profession. Prospective employers place a premium on the successful completion of student teaching.
The field placement sites for student teaching are established in the Educational Foundations and Assessment course. With the approval of the mentor teacher and coordinator for student teaching, placement for Educational Foundations and Assessment will also be the student teaching placement.
The following requirements must be met prior to beginning the student teaching experience:
Applicants for student teaching are reviewed and approved by the Teacher Advisory Council.
If student teaching is to be done in the fall semester, an updated résumé must be submitted to the field placement coordinator by October 1 the year PRIOR to enrollment in student teaching. The student teaching application must be submitted by April 1 the semester prior to student teaching.
If student teaching is to be done in the spring semester, an updated résumé must be submitted to the field placement coordinator by April 1 the year PRIOR to enrollment in student teaching. The student teaching application must be submitted by November 1 the semester prior to student teaching.
- Dr. Vikki Bentley, Associate Professor of Education & Chair, Department of Teacher Education
- Dr. Mel Blohm, Associate Professor of Education & Dean, School of Education
- Ann Bryan, Field Placement Coordinator
- James Dawson, Associate Professor of Education
- Dr. Linda Park, Associate Professor of Education