The Post-Baccalaureate Teacher Preparation Certification program is designed for secondary teacher candidates interested in preparing students for the future by improving the quality of teaching and learning in the public schools and ensuring that equal education opportunities exist for all students, including, but not limited to: rigorous high quality 21st century curriculum, engaging instructional strategies, and experiential learning programs. This is not a degree program, but rather meets the pedagogical requirements for teacher certification and is supplemented by teaching experience and/or testing, as per West Virginia state certification requirements. Twenty four hours of coursework are required at the graduate level, although students found deficient in a particular content area may need to complete additional undergraduate courses in order to meet state content guidelines. This West Virginia state approved program is aligned with Interstate New Teacher Assessment and Support Consortium (INTASC), National Council for the Accreditation of Teacher Education (NCATE), and International Society for Technology in Education (ISTE) standards. The Post-Baccalaureate Teacher Preparation Certification program seeks the following specific learning outcomes of its graduates: - Apply the central concepts, tools of inquiry, structures, contemporary theories, and paradigms in education that develop a classroom climate to enhance the social, emotional, physical, and psychological aspects of students
- Create and deliver lesson segments that reflect theory and practice
- Demonstrate effective interpersonal communication skills of speaking, listening, reading, and writing when interacting with pupils, parents, teachers, and other school personnel
- Design performance-based assessments and implement assessment, instruction, evaluation, and intervention plans
- Use media and technology as tools for professional development and to promote student learning
- Adjust teaching style and strategies without influence of bias in order to meet the needs of students regardless of cultural background, ethnicity, gender, learning style, at-risk condition and/or disability
- Model professionalism and high ethical standards in the classroom, and develop appropriate strategies for self-evaluation as a means of assessing one’s own professionalism and teaching effectiveness
- Demonstrate knowledge and skill in classroom management and discipline using effective means to develop and maintain a positive classroom climate
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