bachelor of arts in education
the common attributes of each major include the following:
residency requirement for student teaching/internship:
individuals who have earned a bachelor’s degree or higher in education (i.e. elementary or early childhood) from any regionally accredited college or university and have not completed the certification requirements as set forth by the guam commission for educator certification, must meet the following university requirements:
students successfully completing their degree program, and become certified educators, should be well educated individuals who possess:
double major available
specializations available in
the academic quality of program offerings within the school of education is monitored by the academic affairs committee (aac). soe programs/units are designed to meet the needs of public education and focus on teaching, practice, in-service, and research programs to prepare educators in both the pre-service and in-service areas at both the undergraduate and graduate levels.
the academic affairs committee works with the soe advisory council typically composed of the educational leadership from the public and private schools, as well as related service agencies such as mental health and public health.
the courses of instruction offered by the school of education are organized into undergraduate and graduate levels in a developmental sequence that promotes the acquisition of knowledge and competencies at increasingly complex levels and in important areas of specialization.
there are two categories of student status at the undergraduate level: pre-education and teacher candidate. during the freshman and sophomore years, students who are interested in investigating and understanding teaching as a career can explore their interest as a pre- education major. through interactions with school of education advisors, students plan an initial course of study and participate in entry- level experiences with these goals in mind. the school of education encourages interested students to explore the teaching profession through actual involvement in school classrooms beginning in the freshman year. these experiences help students to become familiar with pupils' attitudes, values and abilities. additionally, they provide an increasingly important opportunity to acquaint interested students with pupils from diverse cultural environments and schools at a variety of levels. these early experiences assist interested students in making an informed decision about their further participation in the program as a teacher candidate. admission to teacher candidacy typically comes at the beginning of the junior year. a formal application is required during the sophomore year. during the junior and senior years, students gain detailed experiences and training in their specific program area.
the student teaching assignment (ed492) in the senior year is the culminating experience of the teacher education program. the student is placed with a classroom supervisor at the appropriate level where he/she is guided through an induction period of observation, a period of participation and observation and a final period of increasing responsibility for teaching full- time during his/her hours at school. faculty members of the school of education provide supervision and assistance to the student teacher.
all students must take two praxis tests and pass with a score as set by the guam commission for educator’s certification (gcec):
scores must be presented prior to acceptance for student teaching or internship. because of the importance of the student teaching experience, there are specific requirements for admission candidates for student teaching must contact the office of the field experience coordinator in the semester preceding student teaching to be apprised of the various requirements and to submit materials and information required prior to acceptance into the student teaching experience.
students are cautioned about the need to concentrate their full resources during the student teaching semester on student teaching. students are not allowed to carry an overload as student teaching is a full time job. students are urged to review the contents of the student teaching handbook available from the office of the field experience coordinator prior to enrollment.
the school of education believes that an effective educator must possess the knowledge, skills and dispositions necessary to carry out the roles of facilitator, collaborator, motivator, manager, mentor, evaluator, and change agent. the development of knowledge, skills and disposition draws from the various activities in each program intended to assist candidates to become knowledgeable scholars, effective communicators and reflective decision-makers.
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