Education – Major (Elementary) and Co-Major (Secondary)
For information, contact Mary Beth O’Connell.
The education major prepares professional educators to meet the many challenges
of the 21st century classroom. Prospective elementary teachers (K-6) should
major in elementary education. Prospective secondary (7-12) teachers should
co-major in secondary education while majoring in one of the following content
areas: biology, chemistry, history or political science (citizenship), English, general
science, mathematics or Spanish.
Prospective teachers may also pursue a dual certification in elementary/early
childhood education, elementary/special education or secondary/special
education. Acceptance into the College does not constitute acceptance as a
declared education major or co-major. All certification candidates must meet
the Pennsylvania Department of Education Chapter 354 Requirements as well as
the liberal arts requirements of Cedar Crest College.
Mission Statement of the Education Program
The Education major is committed to the preparation of education professionals
who have the knowledge base, skills and pedagogy that allow them to provide
high-quality experiences for K-12 students. The Department seeks to prepare
teachers to become active participants and to engage in the development of
policies to improve the education of our nation’s children and adolescence. Teachers will learn to become advocates for both
students and for the profession. Through partnerships with the local school
districts, the community and the college, the department fosters the
development of teachers who are role models who actively seek to increase their
knowledge, expand their abilities and to work with a diverse population.
Admissions Credentials-Teacher Certification
The Pennsylvania Department of Education Chapter 354 regulation requires that
all candidates for teacher certification have a cumulative grade-point average
of a 3.0 for acceptance into the program. Furthermore, those seeking secondary
teacher certification must have a 3.0 GPA in their major course work. Official
transcripts from all colleges attended previous to Cedar Crest College must be
submitted prior to receiving a statement of advanced standing.
Prospective teachers must also have six credits of college course work in
mathematics; three credits in English composition; and three credits in
American or British literature with a grade of C or higher and no grade below a
B in education courses prior to declaration (full acceptance) into the teacher
certification program.
Candidates teaching on emergency certifications issued by a school district must
meet with the education department chair or his/her designee prior to
registering for courses. (Please note, we are able to accommodate supervision
of emergency certified teachers in the following school districts only:
Allentown, Bethlehem Area, Catasauqua, East Penn, Nazareth Area, Northampton
Area, Parkland, Salisbury, Saucon Valley, Southern Lehigh, and
Whitehall-Coplay.) Our student teachers also are placed in these districts.
Education Department Outcomes
The teacher candidate understands the central concepts, tools of inquiry, and
structures of the discipline(s) she/he teaches and can create learning
experiences that make these aspects of subject matter meaningful for students.
• The teacher candidate plans and presents instruction based on knowledge of
subject matter, students, the community, national and PDE curriculum standards
and district curriculum goals.
• The teacher candidate understands how children learn and develop, and can
provide learning experiences that support their intellectual, physical, social
and personal development.
• The teacher candidate uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
• The teacher candidate uses knowledge of effective verbal, nonverbal and media
communications to foster active inquiry, collaboration and supportive
interaction in the classroom.
• The teacher candidate understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse
learner needs.
• The teacher candidate understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
• The teacher candidate understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social and
physical development of the learner.
• The teacher candidate demonstrates reflection and self-evaluation, appropriate
responses to supervision, and self direction in improving in competencies.
• The teacher candidate demonstrates appropriate professionalism to support
student well-being and learning through relationships with colleagues, parents,
etc.