Initial Licensure Programs

The Master of Arts in Teaching Program

Admission Requirements

Special Education Programs

Master’s Degree Programs

Previous (Old) Special Education Plans

Master of Arts or Science in Education and Continuing Teaching License Program

Master of Arts or Science in Education/Standard Licensure Program

Minor

Education Courses

Special Education Courses

Collaborative Reading Endorsement Program (CREADE) Courses

Education

541-552-6286
Geoffrey Mills, Associate Dean and Director of Teacher Education
William Greene, Chair

At Southern Oregon University, teacher education is designed to ensure that students who satisfactorily complete programs in education are prepared to meet the educational needs of a changing society. The programs enable students to meet licensing requirements set forth by the state of Oregon. All master’s degree programs adhere to the policies outlined in the School Areas Graduate Program Handbook.

Undergraduates interested in early childhood or elementary teaching licenses may choose to major in a specific academic subject. These students are advised to consult the Education Department for guidance as they develop their course of study to ensure course prerequisites will be met. Undergraduates who are interested in qualifying for middle school or high school teaching licenses are advised to major in the specific academic subject they expect to teach. Students interested in special education are urged to contact the Education Department for information regarding an appropriate undergraduate major. Since there are other admission requirements for these programs, students are advised to contact the Education Department for assistance. Undergraduates may choose to minor in Education.

Initial Licensure Programs

The Education Department offers initial licensure programs in early childhood, elementary, middle school, high school, and special education. Students who complete these programs are eligible for a master’s degree, as well as a recommendation to the Oregon Teacher Standards and Practices Commission (TSPC) for a teaching license.

Potential applicants are urged to contact the Education Department at least two years prior to the time they wish to begin a program so they can plan to meet all the admission criteria by the application deadline. Application deadlines are typically five to six months prior to the start of a program. Enrollment caps have been placed on all initial licensure programs. Contact the Education Department at 541-552-6286 for application deadlines and enrollment limitations.

The Master of Arts in Teaching Program

The Master of Arts in Teaching (MAT) Program is a yearlong program beginning in July and ending the following July. Students progress through the program in a cohort arrangement: they enter together, enroll in the same classes, and finish together as a community of learners. In addition to receiving the MAT degree, students who complete the program are eligible to teach at one or two of the following authorization levels:

Early childhood (age 3–grade 4)

Elementary (grades 3–8)

Middle school (grades 5–9)

High school (grades 7–12)

At the start of the program, students choose the two adjacent authorization levels in which they intend to be licensed. The three options are as follows:

1. Early childhood and elementary school
   
2. Elementary and middle school
   
3. Middle school and high school
   

Admission Requirements

1. Admission requirements include a baccalaureate degree in a field appropriate to the endorsement area and authorization level. These requirements do not specify a particular undergraduate major for the early childhood/elementary authorization level. Applicants to the elementary/middle school authorization level must select a subject preparation area and show competency in their area by completing a major in the subject area, passing the appropriate Praxis Specialty Area Test, or completing prerequisite courses for the subject area designated in the Education Department listing. Those applying to the middle/high school authorization levels must complete an undergraduate major in the subject they plan to teach (e.g., English or math). In addition to a major, specific courses in the subject area are required. Please contact the Education Department for the appropriate list of courses.
   
2. Applicants to the early childhood/elementary and elementary/middle school authorization levels are required to earn 12 credits in each of the following areas: a) social studies with at least one course in each of the following: history, geography, and a behavioral science; b) sciences with at least one course in the following: a biological science and a physical science; and c) language arts with at least one course in the following: communication, writing, and English.
   
3. Applicants to the program are required to have a cumulative GPA of 3.0 in the most recent 90 quarter hours or 60 semester hours of undergraduate work. Applicants to the middle/high school authorization levels must also have at least a 3.0 GPA in all graduate and undergraduate coursework in their endorsement area.
   
4. Admission requirements include a passing score on a basic skills test. Students may choose the California Basic Skills Test (CBEST) or the Praxis I Pre-Professional Skills Test (PPST).
   
5. Individuals planning to apply for early childhood/elementary and elementary/middle school levels must complete Mth 211, 212, 213 before entering the program.
   
6. The program requires applicants to document successful experiences working with children or adolescents in small or large group settings, preferably within public schools. This is a very important requirement for program admission. The Education Department recommends that students consider taking one or two undergraduate courses related to education. Courses such as Ed 251 and 252 offer academic and field-based opportunities for students to explore interest in the teaching profession.
   
7. Specialty area tests are required for admission. Candidates for the early childhood/elementary and elementary/middle school authorization levels must pass the Praxis Multiple Subjects Assessment for Teachers (MSAT) exams. Candidates for the middle/high school authorization levels are required to pass the Praxis test in their chosen endorsement area. Please contact the Education Department for details.
   

Sequence of Courses and Fieldwork

The first and last stages of the program take place during the summer and consist primarily of instruction. Fall through spring terms comprise field experiences and courses on campus. The curriculum is a combination of theory, research, pedagogy, content, and process, all of which are woven throughout the program.

MAT Instructional Courses

(35–39 credits)

MAT Field Experience

(32 credits)

Special Education Programs

Southern Oregon University offers two special education programs. The Dual Program is for individuals who already hold a teaching license. Completion of the Dual Program allows such persons to add the special education endorsement to an existing teaching license. This program is completed by passing a prescribed set of classes that may be taken during the school year and summer session. The Dual Program requires the candidate to complete 46 credits of coursework.

The second program is the Stand-Alone Program, which allows candidates to become licensed to teach only special education students. When successfully completed, the Stand-Alone Program results in a master of arts or science in education and our recommendation to TSPC for an initial Oregon teaching license with a Special Education Endorsement. To qualify for admission to the Stand-Alone Program, the student must have a 3.0 GPA and must pass the CBEST, PPST, or CBT basic skills admission test. The Stand-Alone Program is a full-year, full-time program. Beginning with the summer session, the candidate progresses through fall, winter, and spring quarters and completes the coursework at the end of the second summer session.

Candidates for both programs must possess a valid first-aid card, complete an antidiscrimination workshop, and pass the Praxis Specialty Test in Special Education. In addition, Dual Program candidates must complete a work sample during their internship, while Stand-Alone candidates must complete two work samples during their practica in accordance with Teacher Standards and Practices Commission requirements.

Dual Program Course Requirements

(45 credits)

Prerequisites

Summer Term

Fall Term

Winter Term

Spring Term

Stand-Alone Program Course Requirements

(70 credits)
Candidates for the Stand-Alone Program take a combination of special education courses required of all endorsement seekers and a selection of courses from the MAT program.

Prerequisites

First Summer Term

First Four-Week Summer Session

Second Four-Week Summer Session

Post-Summer Session

Fall Term

Winter Term

Spring Term

Second Summer Term

Education Report Card

Under Section 207 of Title II of the Higher Education Act (HEA), SOU is required to submit annual reports on its teacher education program. This policy took effect beginning with the 1999–2000 academic year.

Testing Required for Program Completion

In Oregon, a system of multiple measures is used to determine the status of “program completer.” One component of this system requires the educator to pass both a basic skills test and a battery of subject matter tests. For basic skills testing, the educator may choose to take the California Basic Educational Skills Test (CBEST) or the PRAXIS I: Preprofessional Skills Tests (PPST). Authorizations in early childhood, elementary, and middle level teaching require passing scores on the Multiple Subjects Assessment for Teachers (MSAT).

Test Pass Rates

Because the passing of basic skills and subject matter tests is required for program completion in Oregon, the state pass rate is 100 percent. Those who do not pass the required tests are not considered program completers and are not eligible for Initial Teaching Licenses.

Student-Teaching Supervision

In 2001–02, 117 students were enrolled in initial licensure programs at SOU and were supervised in student-teaching experiences by twenty-nine full-time and part-time faculty (with a student-to-faculty ratio of 4.03:1). Students spent 600 hours in student-teaching experiences during the program.

Accreditation

SOU’s MAT and Special Education programs are currently fully accredited by the state-licensing agency, the Teacher Standards and Practices Commission (TSPC).

Performance

The SOU MAT and Special Education programs are not under a designation of “low-performing” by the state (as per section 208[a] of the HEA of 1998).

Web Site Information

A complete version of the SOU “report card” may be viewed at www.sou.edu/education.

Master’s Degree Programs

The master of arts and master of science degrees in education are offered under two programs. The first is for those who have completed the Fifth Year Teacher Licensing Program at SOU. The second is for those who have met the requirements for basic or initial licensure by completing an undergraduate teacher education program at this or another regionally accredited institution. The second is described under Master of Arts or Science in Education and Continuing Teaching License Program on page 136.

Changing Authorization Levels or Adding Endorsements

Students interested in changing authorization levels or adding subject area endorsements are encouraged to inquire about their specific cases by calling the Teachers Standards and Practices Commission (TSPC) at 503-378-3586. A practicum may be required involving a school district (misassignment) and is to be arranged by the individual seeking the change in licensure.

Fifth Year Program Applicants for Master’s Degree

Persons who completed elementary and secondary licensing requirements under the Fifth Year Education Program by the end of the 1997–98 academic year are not required to finish their master’s degree to be eligible for a basic or standard teaching credential. Therefore, continued enrollment in the program to obtain the master’s degree is optional. The following information is provided for those who finished the licensing phase of the Fifth Year Education Program and plan to complete all work required for the master’s degree in either elementary or secondary education.

All education coursework offered in the Fifth Year Licensing Program was at the graduate level and counted toward the master of arts or master of science in education. Student teaching does not count toward a master’s degree. The master’s degree may be completed by taking 21 to 24 additional credits beyond those required for licensing. These additional credits must be completed within seven years of the date that the first course in the fifth year program was completed. Typically, courses for the master’s degree are scheduled in the late afternoons, evenings, and summer to enable employed teachers to attend.

Requirements for the Master of Arts or Science in Elementary Education for Fifth Year Graduates

As previously stated, the state of Oregon does not require teachers to complete a master’s degree to be eligible for a basic or standard teaching license if they earned their basic license through the SOU Fifth Year Program by the end of the 1997–98 academic year. Completion of the master’s degree program is optional for these students.

Students who completed the coursework for their basic elementary license choose an option for completing the additional credits for a master’s degree in elementary education. They may choose to complete a program of study in curriculum and instruction, special education, early childhood education, or reading. Regardless of the option chosen, all candidates for the master’s degree must complete a course on research.

These courses may be taken in any order. Students are advised to take Ed 512 (Educational Research) or 519 (Action Research) early in the program.

The rules governing completion of the fifth year master’s degree in elementary education allow students to take some or all of the remaining 21 to 23 credits at other accredited institutions. This should be done only after the Proposed Completion of Master of Arts or Science Degree form has been approved by the Education Department. In each case where a course from another institution is to be substituted for a course at SOU, the student must gain prior permission for the substitution from the SOU Education Department graduate coordinator.

Curriculum and Instruction Option

(21 credits)

Early Childhood Education Option

(23 credits)

Reading Option

(21–22 credits)

Exit Requirements for Elementary Fifth Year Master’s Degree

Candidates for the elementary fifth year master’s degree must have obtained passing scores on the Multiple Subjects Assessment for Teachers Exam (MSAT) or passing scores on the former NTE Core Battery exams in Communication Skills and General Knowledge to complete the master’s degree program. These tests are required at the time the basic license application is submitted.

Requirements for the Master of Arts or Science in Secondary Education for Fifth Year Graduates

The state of Oregon does not require teachers to complete a master’s degree to be eligible for a basic or standard teaching credential if they earned their basic license through the SOU Fifth Year Program no later than the 1997–1998 academic year. Enrollment in the remainder of the master’s program is optional for these students.

Master’s degree requirements for the Fifth Year Program consist of 21 additional credits. Secondary candidates must take 12 credits in subject area coursework and 9 credits in education.

Courses in this section may be taken in any order. Students are advised to take Ed 512 or 519 early in the program.

The rules governing completion of the fifth year master’s degree in secondary education allow students to take some or all of the remaining 21 credits at other accredited institutions. This should be done only after the Proposed Completion of Master of Arts or Science Degree form has been approved by the Education Department. To substitute a course from another institution for an SOU course, students must gain prior consent from the Education Department graduate coordinator.

Required Education Courses

(21 credits)

Exit Exam Requirements for the Secondary Fifth Year Master’s Degree

Candidates for the secondary fifth year master’s degree must have obtained a passing score on one or more Praxis Specialty Area tests in the endorsement (subject) area of the degree. These tests are required at the time the basic license application is submitted.

Previous (Old) Special Education Plans

Standard License and Standard Endorsement

Students who have completed a Basic Handicapped Learner Endorsement at any institution may complete the Standard Handicapped Learner Endorsement at SOU. Because the department’s courses have changed significantly since the inception of these programs, each student’s program is individually determined. Programs established prior to the course changes are individually altered to result in the least disruption possible. Students needing these changes should see a special education advisor.

Existing Master’s Degrees Requiring Special Education Courses

Students who have an existing plan for the master’s degree requiring special education courses should see a special education advisor to make the changes necessary to conform with the new course offerings. Existing plans are honored with the least number of course changes possible.

Master of Arts or Science in Education and Continuing Teaching License Program

MEd/CTL Program for Teachers Who Completed an Undergraduate or Postbaccalaureate Initial Licensure Program

Under the Oregon Teachers Standards and Practices Commission (TSPC) Division 17 regulations, all teachers seeking a Continuing Teaching License (CTL) must also have a master’s degree. To continue teaching in the state after January 15, 1999, teachers who come under the provision of Division 17 must meet the master’s degree requirements.

Written in the form of teacher competencies, these regulations are expected to be met by teachers completing the MEd who are seeking the Continuing Teaching License (CTL). The CTL standards differentiate between initial and continuing license candidates. It is the intent of the MEd/CTL Program to provide candidates with the knowledge and skills necessary to demonstrate the advanced competencies defined by TSPC. Upon completion of this program, participants will be able to demonstrate:

1. instructional excellence;
   
2. use of action research and assessment to evaluate and validate instructional pedagogy, programmatic choices, and educational policies;
   
3. integration of research-based educational theory and social, psychological, anthropological, and sociological foundations into educational practice;
   
4. understanding of the needs of diverse and special student populations, as well as the ability to describe and implement instructional approaches that explore our interconnectedness, while also accommodating and appreciating our racial, ethnic, and cultural differences;
   
5. leadership skills within the school and the local community; and
   
6. contributions to the profession through leadership in local, state, and national organizations and to the knowledge base through publications and presentations at professional events.
   

Overview of the MEd/CTL Program

The Master’s Degree and Continuing Teaching License Program at SOU comprises four major elements:

1. The Core Competency Areas: research, assessment, pedagogy, diversity, foundations, and leadership;
   
2. Field-Based Practica and Follow-Up: includes professional portfolio production, reflective dialogue training, and an advanced curriculum work sample;
   
3. Individualized Professional Development Plan: technology, specializations, authorizations, subject area endorsements, or areas of special interest; and
   
4. Opportunities for students to explore special programs and offerings.
   

General Outline of the MEd/CTL Program

Core Competency Areas

(18 credits)

Field-Based Practica and Follow-Up

(6 credits)

Comprises a variety of options, all based on the assumption of the importance of formative evaluation opportunities in changing instructional proficiencies and subject matter delivery. The field-based portion includes practica experiences, as well as benchmark and portfolio assessment.

Individualized Professional Development Plan

(15 credits)

Secondary Education Endorsement Areas

Elementary Education Areas of Concentration

Requirements for Admission to the MEd/CTL Program

1. Possess a baccalaureate degree from an accredited college or university.
   
2. Complete an approved teacher education program, making the applicant eligible for an Oregon Basic or Initial Teaching License.
   
3. Complete and submit the SOU application for graduate admission and application fee to the Admissions Office. Transcripts of undergraduate and previous graduate work must accompany the application.
   
4. Possess a cumulative GPA of at least 3.0 for the last 90 quarter hours (60 semester hours) of undergraduate work.
   
5. Demonstrate basic literacy skills in reading, writing, and mathematics by completing one of the following:
   
1. Pass the California Basic Educational Skills Test (CBEST) with a total score of at least 123, with no scores less than 37 on each of the three content areas of the test;
   
2. Pass the Praxis I Pre-Professional Skills Test (PPST) with a score of at least 174 on Reading, 171 on Writing, and 175 on the Math sections of the test;
   
3. Pass the former Praxis I Computer-Based Test (CBT) with a score of at least 321 on Reading, 317 on Writing, and 320 on Math;
   
4. Pass the former National Teacher’s Exam (NTE) Core Battery Communication Skills with a score of at least 659 and General Knowledge with a score of at least 654; or
   
5. Document five years of successful full-time employment in a licensed position in public schools.
   
6. Pass one of the following tests for entry into the master’s program:
   
1. Praxis II Multiple Subject Assessment for Teachers (MSAT) Content Knowledge and Content Area Exercises with a total score of at least 310 and no score less than 147 on each section of the test.
   
2. Graduate Record Exam (GRE) with a minimum score of 1200 on combined verbal, quantitative, and analytical sections and a minimum score of 400 on the verbal section.
   
3. Former NTE Core Battery Tests: Test of Communication Skills with a score of at least 667 and the Test of General Knowledge with a score of a least 666.
   
4. Praxis II Specialty Area Exam(s) in endorsed subject.
   
7. Complete the Character Question form provided with admission materials.
   
8. Submit two favorable recommendations from immediate supervisors employed by educational or social agencies attesting to the applicant’s competence to work with school-aged children.
   
9. Apply for admission to the teacher education program within the first 12 credits of graduate work. Failure to comply with this requirement may result in delayed completion of the degree program.
   

Exit Exam Requirements for the Master’s in Education Degree

Candidates for the master’s in elementary education must obtain passing scores on the Multiple Subjects Assessment for Teachers Exam (MSAT) or the former NTE Core Battery Tests in Communication Skills and General Knowledge to complete the master’s degree program.

Candidates for the master’s in secondary education must obtain a passing score on one or more Praxis Specialty Area tests in the endorsement (subject) area of the degree to complete the master's degree program.

Master of Arts or Science in Education/Standard Licensure Program

Graduates of a basic licensure program who wish to obtain a standard license and master’s degree should complete the Master of Arts or Science in Education/Continuing Teaching License Program. See the MEd/CTL Program section for admission and program details.

English for Speakers of Other Languages (ESOL)/Bilingual Endorsement Program

This endorsement program is for licensed teachers who teach or who would like to teach English to speakers of other languages (ESOL) or in a bilingual classroom. The ESOL endorsement program consists of seven courses and a field-based practicum. Teachers wishing to add the bilingual endorsement must also demonstrate proficiency in a second language.

The program provides a strong foundation related to language acquisition and linguistic structures and functions. This foundation is enhanced by an understanding of the relationships between language and culture, as well as an awareness of and sensitivity to cultural issues. The history, growth, and current status of ESOL/bilingual education form a significant portion of the program, which also offers a strong foundation in effective teaching strategies and methodology. The practicum requirement provides a practical and experiential base to enhance the learning of students from Hispanic, Native American, and other language backgrounds.

Teachers and Personnel Grant

In consortium with thirteen local school districts in Jackson, Josephine, and Klamath Counties, SOU is implementing a Title VII grant program to help alleviate the shortage of qualified teachers for limited English proficient students in the three-county area. The Teachers and Personnel Grant is housed in the Education Department and provides financial support for qualified preprofessionals and in-service teachers to obtain their ESOL or ESOL/Bilingual Endorsement. Those who are already bilingual may work to improve their proficiency in Spanish and the Klamath language. The ESOL/Bilingual Endorsement Program is committed to the development of education environments and teaching practices that enable students from diverse racial, ethnic, and linguistic groups to succeed.

Career Ladder

The Career Ladder Grant for Bilingual Education was created in 1999. The purpose of the program is to alleviate the shortage of qualified bilingual teachers in Jackson, Josephine, and Klamath Counties. The intent of the program is to support excellent teaching candidates who can finish their degrees during the lifetime of the grant.

The project helps participants overcome financial, logistical, and academic barriers in the pursuit of degrees and licensure by supporting costs for tuition and books, in addition to providing ongoing academic counseling.

Early Childhood Development Program

In collaboration with the Early Childhood Education Program at Rogue Community College (RCC), the Education Department offers a bachelor’s degree in Early Childhood Development (ECD) at SOU. As a cooperative venture between SOU and RCC, this undergraduate degree offers knowledge and application components drawn from the curricula at both institutions. Students who complete the coursework in ECD may choose an option for applying to a Master of Arts in Teaching (MAT) Program at SOU to achieve a teaching license for early childhood/elementary levels.

For a program plan and list of degree requirements, contact SOU's Early Childhood Development Coordinator Younghee Kim at 541-552-8247 in the Education Department.

Minor

(24 credits)
The Education Department offers a 24-credit undergraduate minor for persons interested in gaining skills working in educational settings.

Required Courses
(9 credits)

Educational Technology
(4 credits)

Practica (choose 3 credits from the following):

Electives
Choose at least 8 credits from the following:

Education Courses

Lower Division Courses

Upper Division Courses

Graduate Courses

Special Education Courses

Collaborative Reading Endorsement Program (CREADE) Courses