Secondary Education and Special Education

Bachelor of Science in Education Dual Certification

The Department of Secondary Education, with the assistance of the Department of Special Education, is pleased to introduce the Secondary Education/Special Education dual certification program. This program has been developed to give students the opportunity to add the Special Education certification to their Secondary Education degree. 

  • Clinical Model Flow Chart

    Kutztown University Clinical Model for Secondary Education Students

    *Restorative justice as a classroom management model is embedded in each course.

    Freshman Year

    • Education Exploration: 40 hours including 10 hours in a diverse setting.
    • Achieve Teacher Candidacy by 48 Credits: Candidacy means clearances, minimum 3.0 GPA, initial licensure test, and Education Exploration.

    Sophomore Year

    • Principles of Learning and Clinical Placement (SEU 312 and SEU 313): Weekly urban middle school assignment (Reading SD-Northeast MS and Northwest MS; Allentown SD-Harrison Morton MS and South Mountain MS) with cohort and supervisor.

    Junior Year

    Principles of Teaching and Clinical Placement (SEU 342 and SEU 343): Weekly suburban or rural high school assignment (Schuylkill Valley HS, Kutztown Area HS, Fleetwood Area HS and Brandywine Heights Area HS) with cohort and supervisor.

    Senior Year

    1. Methods and Service Hours: During the semester prior to the student teaching experience, while attending their Methods course (SEU 321, 322, 323, 325 or 410) the teaching candidate will commit to a minimum of 20 service hours in the classroom where they will student teach.

    2. Student Teaching: This cadre will meet periodically to review student teacher effectiveness and preparation program. Compensation will be $500 for hosting a student teacher. KU faculty will select Classroom Teacher Educators by working with the districts/principals. This gives the schools a chance to illuminate their strengths, and KU will be able to "cluster" student teachers according to content areas, allowing students to work as a cohort group. Student teachers will be assigned to the cooperation teacher in a middle or high school for the full semester, working more as a co-teaching model and eliminating the two placement model.

    3. Developing a cadre of "Classroom Teacher Educators": Kutztown will work with districts to develop a cadre of off-site preparers who are part of the Kutztown Secondary Education Teacher Preparation program at urban, suburban and rural middle and high schools. They will agree to take a student teacher every 2-3 years.

  • General Education

    General Education classes are taken by all students.

    The Secondary Education undergraduate curriculum consists of four categories of coursework, and 40 hours of education exploration.

    General Education: 60 semester hours 

      1. University Core: 12 s.h.
        1. Oral Communication - 3 hrs.
        2. Written Communication - 3 hrs.
        3. Mathematics - 3 hrs.
        4. Wellness - 3 hrs.
      2. University Distribution: 15 s.h.
        1. Natural Sciences - 3 hrs.
        2. Social Sciences - 3 hrs.
        3. Humanities (English Literature) - 3 hrs.
        4. Arts - 3 hrs.
        5. Free Elective - 3 hrs.
      3. College Distribution: 21 s.h.
        1. Foundations - 3 hrs.
        2. Special Education - 6 hrs.
        3. Literacy - 3 hrs.
        4. Diversity - 3 hrs.
        5. Technology - 3 hrs.
        6. Mathematics - 3 hrs.
    • Academic Specialization

      The Department of Secondary Education, with the assistance of the Department of Special Education, is pleased to introduce the Secondary Education/Special Education dual certification program. This program has been developed to give students the opportunity to add the Special Education certification to their Secondary Education degree. 

      The dual certification is available in the following eight content areas:

      • Biology
      • Earth and Space Science
      • English
      • General Science
      • German
      • Mathematics
      • Social Studies
      • Spanish

      View dual certification grid sheets

    • Professional Education: 42-45 semester hours

      Secondary Education students will also complete field experiences and Education Exploration, which is made possible by the Professional Education component in our requirements.  All students must apply for Candidacy by the time they reach 48 credits.  Candidacy is required for all higher-level Education classes.  Clearances need to be submitted on TaskStream when admitted to an education program and renewed before student teaching.  These clearances are required for all field and clinical experiences. 

      The following courses comprise the education instruction in the Secondary Education curriculum.

      Education Curriculum

      • EDU 100 - Perspectives on American Education - 3 hrs.
      • SPU 201 - Introduction to Special Education - 3 hrs.
      • SPU 314 - Effective Instructional Strategies - 3 hrs.
      • *SEU 312/313 - Principles of Learning/Clinical - 6 hrs.
      • *SEU 342/343 - Principles of Teaching/Clinical - 6 hrs.
      • *SEU 321-325, 410 - Methods of Teaching - 3 hrs.
      • +EDU 411 - Methods of Teaching Foreign Languages to Early Second Language Learners - 3 hrs.
      • EDU 326 - Introduction to Middle-Level Education (elective in some programs) - 3 hrs.
      • ITC 321 - Instructional Technology in Education - 3 hrs.
      • SEU 390/391 - Clinical Experience/Practicum - 12 hrs.
      • Clinical Field Experience & Practicum
        Secondary Education teacher candidates will have the opportunity to participate in two clinical field experience and practicums as their capstone experiences. Each experience will be for an eight week period. Teacher candidates will be appropriately placed for these experiences according to their major areas of certification. Most teacher candidates will be placed at the middle level and the high school level to better prepare them for the job market. If possible, rural, urban, and suburban placements are used to give teacher candidates diversity in their preservice experience. Modern language teacher candidates will be certified for K-12 and will receive additional training in learning to teach a modern language to early level language learners. Clinical field experience and practicum opportunities in England are also available.


      *In the Secondary Education program, field experiences increase in complexity and intensity as the student moves from pre-candidacy to candidacy.  Field hours are embedded in courses to allow for guided exploration, reflection
      and discussion.  The Secondary Education model utilizes school partnerships so that teaching candidates have an opportunity to work in diverse school settings and grades.

      +Foreign languages certification only

    Student Learning Outcomes

    • Teacher Certification Programs

      All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).

      1. Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
      2. Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
      3. Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
      4. Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
      5. Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
      6. Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
      7. Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
      8. Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
      9. Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
      10. Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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