Mission Statement
The Cedarville University School of Education seeks to prepare
compassionate, professional educators who are committed to the
integration of faith, learning, and life as demonstrated in teaching
competence and Christlike character through leadership and
service.
School Distinctives
•
Accreditation:
Cedarville University is accredited by the
North Central Association of Colleges and Schools and
National Council for the Accreditation of Teacher Education
Council. The University’s teacher preparation programs are
approved by the Ohio Department of Education.
• Each year approximately 10 percent of the senior education
students pursue cross-cultural student teaching experiences.
They teach under the supervision of experienced, certified
teachers in approved, accredited, overseas institutions that
use an American curriculum.
• The University’s award-winning technology resources enable
upper-level students to develop lessons and curriculum
resource materials for K–12 partner schools. Because of
training in the use of educational technology, graduates are
sought by schools to help integrate technology into their
curricula.
• Intensive clinical experiences accompany methods classes.
As a result, many schools comment that Cedarville graduates
possess experience and confidence uncommon in most first-
year teachers.
• Cedarville’s reputation for producing exceptional teachers
generates significant demand from school systems. Each
year Christian and public schools visit the campus to recruit
teacher education graduates.
Licensure – Public Schools
All programs leading to licensure at Cedarville University
are approved by the Ohio Department of Education. Ohio
bases its requirements and approval processes on standards
set by the Council for the Accreditation of Teacher Preparation
(CAEP). Cedarville is a member of CAEP and thus programs are
approved directly by CAEP. Ohio is a participant in the Interstate
Agreement on Qualifications of Educational Personnel and
has an implementation agreement (reciprocity) with 42 states.
This agreement provides for recognition of Ohio Department of
Education-approved programs by member states.
Although reciprocal licensure contracts exist with 42 states, in
many cases, students must meet additional requirements to obtain
extended or permanent licensure for those states. Also, because
of the nature of Ohio’s teacher licensing standards, graduates with
an Ohio license will normally be granted a license of “best fit” with
the state in which the graduate wishes to teach. State licensure
requirements are continually changing; therefore, students who
wish to teach outside of Ohio should obtain a current description
of certification requirements from the department of education for
each state in which they would like to teach. Most states have their
certification requirements posted electronically.
Individuals completing the program receive certification from the
Association of Christian Schools International (ACSI). Christian
schools around the world recognize this certification.
The education licensure programs listed in the catalog are
subject to revision at any time given changes in national and
state requirements for the Teacher Education programs in
Ohio, which may also result in adjustment to your graduation
requirements.
Demographic Profile
The number of Teacher Education Program completers for
the 2011–12 reporting period was 71. The demographic profile of
program completers for the 2011–12 reporting period is:
Number
Percent
White
63
88.7
African American 2
2.8
Hispanic
0
0.0
Asian
0
0.0
Native American 0
0.0
Other
6
8.5
Male
10
14.1
Female
61
85.9
Personal Requirements
Students interested in the Teacher Education Program should
enjoy the teaching and learning process and enjoy working with
people. The best teachers are those who are lifelong learners
and enjoy serving others; they are people who are motivated
more by making a difference in others’ lives than in making a lot
of money. Cedarville University desires to work with students
who are becoming professionals in their treatment of others, in
their dispositions, and in responsibility for tasks. Because of the
increasingly stringent standards for teachers nationwide, teacher
candidates must be able to demonstrate their preparedness to
teach by achieving good grades and passing state-mandated
assessments for teachers.
Cocurricular Opportunities
Numerous opportunities exist for tutoring in public schools,
mentoring K–12 students, and becoming involved in local church
ministries to children and adolescents. In addition students may
choose to join Chi Delta Epsilon, a student organization for
Christian educators.
Teacher Education Program
Admission Requirements
Students admitted to Cedarville University must also make
application for formal admission to the Teacher Education Program
(TEP) usually early in the junior year. To be admitted, students
must meet the following requirements at least one semester
before enrolling in the first methods of teaching course for their
particular program. These requirements apply to all students
seeking a degree and/or license in either early childhood
education, middle childhood education, special education,
multi-age education, or adolescent/young adult education (i.e.,
secondary education). Students seeking a degree/licensure
in a program offered by another department should review the
requirements of that department as well.
1. Minimum cumulative GPA of 2.7 in all courses and 2.7 GPA
in all TEP core curriculum courses. All TEP core courses
must be completed with a grade of “C-” or higher.
2. Minimum GPA of 2.5 in the teaching field content area(s),
and content core for early childhood education.
3. No grade of less than “C-” in teaching field or concentration
area courses. For early childhood and special education,
this includes general education courses in the content
areas of humanities, science, mathematics, and social
science.
4. Minimum passing scores on the Praxis I (Pre-Professional
Skills Test): Reading, 175; Writing, 174; Mathematics, 175.
5. Satisfactory completion of all introductory field experiences:
EDUC-1050 Preliminary Student Involvement, EDUC-
2200 Multicultural Field Experience, and EDSP-2050 Field
Experience: Exceptional Learning Needs.
6. Valid “No Record” background check for the state of Ohio
and an additional FBI background check.
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2013–14 Undergraduate Academic Catalog
School of Education
Mission Statement
