College of Education
The mission of the College of Education embodies the University's populist education vision - "that opens opportunities for university study to persons in every status and condition and that is dedicated to excellence in the education it provides them." The College's mission is based on a dynamic and delicate synthesis between two endeavors: advancing education through scholarship and service, and the preparation and development of educators. The mission is to produce and disseminate knowledge that grows from examining issues and problems relating to educational practice and contexts, and to prepare skilled, reflective educators who use scholarly knowledge, systematic inquiry, and rigorous (or carefully conducted) research in their professional practice. This mission is a commitment to improving educational institutions, professional practice and the education of educators.
In carrying out this mission, the College recognizes its special obligation and the opportunities presented by being situated in urban Philadelphia and our culturally rich metropolitan area. The College makes a primary commitment to the improvement of educational institutions and practices that can help meet the diverse needs of this region. These include, particularly, the underserved urban community where Temple University is located, and the urban contexts of the Commonwealth of Pennsylvania in general. This commitment involves:
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Undergraduate programs in the College of Education are designed for
a multitude of professional applications. While a majority of the
students seek certification to teach in elementary and secondary schools,
programs in the College also prepare athletic trainers, exercise scientists,
and those who seek to work in educational settings in business and industry.
The Pennsylvania Department of Education approves programs leading to certification.
The Pennsylvania Department of Education maintains reciprocity agreements
with many of the states in the region. The College of Education is a Member
of the Holmes Group, the American Association of Colleges for Teacher Education,
the Association of Colleges and Schools of Education in State Universities
and Land Grant Colleges, the Pennsylvania Association of Colleges and Teacher
Educators, and the University Council for Educational Administration. All
College of Education teacher education programs are accredited by the National
Council for Accreditation of Teacher Education. The Athletic Training
program is accredited by the Commission on Accreditation of Allied Health
While the official date for the founding of the College of Education is usually given as 1919, teacher preparation was part of the University almost from its start. It is clear from Temple's history that the unofficial founder of the College was Laura Carnell who began a program for the preparation of kindergarten teachers as early as 1895. This preparation program was expanded into elementary and then secondary areas largely in response to the Philadelphia School District's decision that higher positions in the City's school system would be open only to those with a college degree. In response to this need, the College began offering two, three and four year programs to teachers, as well as extension work, day and evening courses, five days a week and on Saturday morning. This intimate relationship between the College and the School District of Philadelphia characterizes almost all of the College's history. The College was one of the first institutions to schedule courses so that teachers could take them after school hours. Programs of graduate study at the master's level were introduced in 1923, with the Doctor of Education being first awarded in 1931.
The first dean of the College was George Walk who took over "Teachers College" in 1919 from Laura Carnell (the official name was changed to the "College of Education" in 1960). The College that George Walk inherited from Laura Carnell in 1919 consisted of approximately 20 faculty members who provided instruction in 7 program areas. These were:
The Kindergarten Program
The College continued to grow at a consistent rate up to the mid 60's. During these years, the College maintained a wide variety of programs. In addition to the usual programs in elementary and secondary education, and the related graduate programs in Counseling Psychology, School Psychology, Educational Psychology and Educational Administration, the College at various times contained the departments of Nursing, Social Welfare, Dental Hygiene, Sociology, Health, and Physical Education. In 1965 Temple became a "state related" university and underwent an enormous expansion in terms of students, faculty and facilities. The College's growth, in fact, exceeded the University's during the late 1960's and early 1970's, reaching its peak in the mid '70's. At that point, the College included more than 200 full-time presidential faculty, approximately 45 Dean's appointments, and over 150 support personnel. At its peak, enrollment in the college exceeded 8000 students, with about sixty percent of these students enrolled in graduate programs.
With the decline in enrollments in education, which occurred throughout the nation from the late 1970's until the mid '80's, the College of Education underwent a significant reduction in students, faculty and staff. Ultimately, the College realized that a major reorganization was necessary if the historic mission of the College was to be maintained and if new initiatives were to be mounted. Toward this end, in 1985 the faculty participated in an extensive review of all existing programs and departments. From this review came a plan for reorganizing the College from thirteen (13) departments to three (3): the departments of Curriculum, Instruction and Technology in Education (CITE), Psychological Studies in Education (PSE) and Educational Leadership and Policy Studies (ELPS). The College remained in a three department configuration until 1998 when, as a result of a University-wide reorganization, Physical Education (PE) moved from the College of Health, Physical Education, Recreation and Dance to the College of Education, and thereby became the College's fourth department. In 1999, by action of the Board of Trustees, the name of the department was changed from Physical Education to Kinesiology.
There have been many notable achievements of the College during its history. For example, Temple's College of Education was:
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PROFESSIONAL EDUCATOR PROGRAMS AND/OR TEACHER CERTIFICATION
Professional Educator Programs
The College of Education strives to prepare caring, competent, and qualified professionals for educational settings. Aspiring teachers, must know the content they will teach, know how to teach the content, and meet high standards of teacher professionalism. To this end, programs in the College of Education are conceptualized around the notion of valuing the diversity of individual learners. We believe in the inherent worth of learners and that in schools and classrooms, as in society, diversity is a resource for learning, not an obstacle to be overcome. The diversity of learners is addressed through the following:
Temple provides a variety of ways to obtain certification to teach in
public elementary and secondary schools. The major routes to certification
are as follows:
The College of Education offers an array of post-baccalaureate programs. See the Graduate Bulletin for more information.
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Students are considered for admission to the College of Education upon meeting University criteria. Entrance is encouraged at the freshman level. Note that admission to the College of Education does not assure admission to a teacher certification program. Admission to teacher certification programs is highly selective and only a limited number of students can be accepted. Preference is given to students whose grades are exemplary and who have demonstrated a high potential for excellence in teaching in their early professional education courses.
In order to be considered for admission to the undergraduate degree program, students must meet high school proficiency requirements as determined by Temple University admissions criteria. To be admitted to a professional certification program, students must meet the following requirements:
•Completion of a minimum of 48 semester hours and a minimum overall GPA of 2.8 for Fall 2002, and 3.0 by Fall 2003.
•Completion of the University Core requirements, including 6 credits of mathematics and 6 credits of English/literature.
•A grade of C or higher in courses required for the undergraduate degree at Temple.
•Basic skills proficiency/pass scores for the Pre Professional Skills Test (PPST) in the areas of Reading (172), Writing (173), and Mathematics (173). (Note: These scores are required pass scores as of February 13, 2000 by PA Department of Education.)
•Pass a speech assessment (certified clinician; standards-based).
•Pass with a C+ of higher and receive faculty recommendations in the 1st two general professional education courses: Ed 255 and Ed 122 (or the first two courses in Education taken at Temple if the student transfers to Temple).
•Additional information as may be required by the Pennsylvania Department of Education, including options for admissions if selected criteria are not met.
Students must be admitted to a certification program in order to enroll in the professional certification sequence and student teaching.
Recipients of baccalaureate degrees from other colleges (including those within Temple University) and universities should apply directly to the Graduate School for admission to post-baccalaureate degree or certification programs.
Changes in Program Requirements
Students admitted into the College of Education prior to July 1, 1999, who have been continuously enrolled, are affected by the requirements in place when they were admitted.
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FINANCIAL AID, SCHOLARSHIP INFORMATION
See Financial Aid
Special Scholarships and Aid
The Mario D. Fantini Scholarship
Benjamin Rosner Memorial Loan Fund
Dr. Alfred and Shirley Freeman Scholarship
Dr. Mildred Rice Jordan Scholarship
Students should be graduates of Bartram High School, Benjamin Franklin High School, Edison High School, Germantown High School, Martin Luther King High School, Simon Gratz High School, South Philadelphia High School, West Philadelphia High School or University City High School.
They must have a strong interest in and desire to teach, particularly in urban school districts or districts having significant populations of minority students.
Dalibor W. Kralovec Scholarship
Candidates must be undergraduate seniors (90 credits as of May 18, 2000) with 3.5 GPA or better to apply for this scholarship.
Candidates must be engaged in college/campus organizations and promote Temple University.
Dr. Margaret J. Messinger Scholarship
Candidates must be an academically excellent (GPA of at least 3.5) student pursuing an undergraduate degree in education, and must maintain a GPA of at least 3.3 to continue receiving this scholarship.
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Every freshman upon enrolling in the College of Education is assigned an academic adviser by the Advising Office. Transfer students are assigned an adviser in the Advising Office for at least one semester. After students have been admitted to a Teacher Certification program, they are assigned a faculty adviser. Students must meet with their advisers at least once each semester for course selection purposes. Academic difficulties should be discussed immediately with one's adviser.
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ACADEMIC POLICIES AND REGULATIONS
University policies and regulations apply to all undergraduate students and provide a framework within which schools and colleges may specify further conditions or variations appropriate to students in their courses or program. The Handbook for Undergraduate Teacher Education Programs in the College of Education contains additional regulations for education students.
Courses Inapplicable to Graduation Requirements
Courses Inapplicable for Certification
Grades in Professional Education Courses
Graduation without Certification
Probation and Dismissal
The University requires that all students maintain a 2.0 overall average for all academic work completed at Temple University. Failure to do so will result in scholastic probation for the subsequent semester. Students who fail to raise their overall average to 2.0 during this subsequent semester will be dismissed from the College of Education. Students whose semester GPA with a minimum of 12 s.h. of graded coursework falls below 1.0 or who fail to remove themselves from probation are subject to dismissal. In addition, students must remember that maintaining a minimal GPA of 2.0, while not jeopardizing their standing within the University, will not be sufficient for admission to a teacher certification program nor for recommendation for teacher certification in the Commonwealth of Pennsylvania.
Students who are on probationary status will not be allowed to carry a roster of more than 12 semester hours.
Students who have an overall GPA of 2.0 or better but who drop to a GPA of 1.0 to 1.99 for a single semester will be given an academic warning. Students who receive academic warnings for two consecutive semesters are subject to dismissal from the College of Education.
Any student in a teacher certification program whose overall GPA drops below 2.8 in 2002-2003 or 3.0 in 2003-2004 will be given an academic warning. If, after one semester of academic warning, a student has not re-established the required cumulative GPA, the student may be subject to dismissal from the certification program. The College of Education will maintain the same level of achievement as required by the State of Pennsylvania for its minimal GPA for certification and for the student to not be subject to academic actions.
The total record of an undergraduate student seeking readmission to the College of Education or to a certification program after an absence of three or more semesters shall be subject to review by an academic adviser, the Associate Dean for Teacher Education, and the Associate Dean for Academic Affairs. If readmitted, the student's program for completion of degree requirements will then be planned in accordance with those degree requirements currently operative in the program. See Undergraduate Admissions for further information about the readmission process.
Transfers Within the College of Education
Transfers Within the University
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REQUIREMENTS FOR THE DEGREE OF BACHELOR OF SCIENCE IN EDUCATION
The degree of Bachelor of Science in Education, with a recommendation for certification to the State of Pennsylvania, may be conferred upon a student by recommendation of the faculty and upon the successful completion of a minimum of 128 semester hours with a minimum cumulative GPA of 2.8 for students admitted for Fall 2002, and 3.0 for students admitted for Fall 2003. These credit hours must be earned in three requirement categories: University Core Curriculum requirements; College of Education requirements, including the Professional Course Sequence and, for teacher certification, the General Studies Requirements; and program requirements.
In addition to the general studies requirements, all undergraduate students in the College of Education must complete the Professional Education Course sequence.
These courses, along with a selected list of courses which meet the general studies requirement or the University Core requirements, are listed below:
Professional Course Sequence 23 s.h.
Other Requirements for College of Education
In addition to Composition C050, all students must complete five writing intensive courses. Three of these courses will be Intellectual Heritage X051 and X052, and the College of Education capstone course in the student's major area.
A minimum of one course in literature offered by the English or Foreign Language departments is required. 3 s.h.
In addition to C055 (College Mathematics) all students must take at least one additional second semester mathematics, statistics, or logic course from those meeting Core requirements. 6 s.h.
All students must take a minimum of two courses, one first semester and one second semester, from one scientific field. 8 s.h. (Note: Students in the Elementary Education program must take an additional semester of science.)
In addition to C060 (Psychology as a Social Science), all students are required to take at least one additional course selected from the departments of African American Studies, Anthropology, Economics, Geography and Urban Studies, Political Science, Psychology, or Sociology. 3 s.h.
All programs in the College requires that students take either C067 (History of the United States to 1877) or C068 (History of the United States since 1877). 3 s.h.
At least one Core course in performance, appreciation, or history of the arts is required. 3 s.h.
At least two courses are required. The list of courses meeting the Core requirements is available from advisers. 6 s.h.
At least one course is required. This requirement can be met through X060/C060 (Education, Schooling, and the Individual in U.S. Society) or by History C067 or C068. 3 s.h.
One course in race and racism is required (see your adviser). 3 s.h.
All curricula leading to the Commonwealth certification are organized to meet the standards established by the Pennsylvania Department of Education. Certificates for which Temple University, College of Education, undergraduate students may be recommended include the following:
Students not obtaining Pennsylvania State Teacher certification within five years of completing their programs must take additional coursework before the College of Education will recommend them for certification.
In addition, all students seeking certification are required by the State of Pennsylvania to pass the relevant parts of the Pennsylvania Teacher Certification Testing Program in order to be eligible for teacher certification. As of September 1, 2000 the required tests include the Praxis I and Praxis II batteries. Students should check with the Office of Student Services for the current regulations. Data on temple Student's performance on the PRAXIS Tests are contained in the following table:
Data for Temple Students on State Certification Tests: 2000 - 2001
Physical and Medical Standards
Physical and medical standards for certification and employment vary considerably from one state to another and from one school district to another within the same state. Students expecting to apply for positions in certain school districts should determine what the standards are in evaluating their own prospects for employment. The specific requirements for a given school district may be determined by writing to the appropriate official. Some representative statements of standards are on file in the Office of the Dean. Any student with a medical problem or physical handicap is urged to consult this office and the Health Services staff to ascertain suitability for the teaching profession.
State law provides that each student participating in the school must take the same tuberculosis test required of teachers and other school employees. A report of the test obtained no earlier than six months prior to the first contact with school children shall be valid for a period of two calendar years.
Diagnostic Speech Assessment
In addition to the teacher certification tests (Praxis I and Praxis II tests) required by the Pennsylvania Department of Education, students are required to complete three performance assessments in order to gauge the extent to which they (a) know the content they will teach, (b) can teach the content, and (c) embody the professional attributes required of professional educators. The performance assessments occur at three points in the undergraduate program: early on when prospective students are being admitted to certification programs (candidacy); in the junior year, prior to student teaching (intermediate assessment); and before graduation, during/after student teaching (senior assessment). In addition to assessing and informing candidates about their teaching, the performance assessments are intended for use by faculty as a tool for program evaluation.
being admitted to a teacher certification program and for the duration
of the degree program, students will be required to maintain a professional
education portfolio in either electronic or hard copy form. Faculty will
use the portfolio to complement the performance assessment activity described
above. The specific requirements for the portfolio will be available from
the student’s faculty adviser.
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