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Secondary Education
Secondary Education, B.S.Ed.
Preparing the next generation of secondary teachers.
The B.S.Ed Secondary Education certificate programs at Kutztown University provide teacher candidates with the skills and tools for effective education of secondary students, as well as knowledge of their academic specialization.
Our teacher candidates will:
- gain professional and pedagogical knowledge, skills, and dispositions.
- learn to encourage active participation in learning and class time through effective lesson planning.
- be prepared to take on leadership roles in education and advocate for social justice.
- learn to use Restorative Justice as a classroom management model.
ACADEMIC SPECIALIZATIONS:
We currently offer 7 academic specializations in grades 7-12 certification. Our Modern Language Spanish and German programs result in Pre-K-12 certification, as well as our Special Education Dual certificate programs (denoted with as asterisk below).
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English *
This program requires students to examine areas of language and composition in preparation to teach this vital subject area. Classes include experience in British, American, and world literature; linguistics; and teaching writing.
Special Education Dual Cert (PK-12) Checksheet
Find a list of courses that fulfill the Media and History requirements here.
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Social Studies *
This program consists of courses in History, Geography, Civics & Government, Sociology, Anthropology, Economics, and Psychology. Graduates will be certified to teach all of these subjects in grades 7-12.
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German *
A strengthened knowledge in the German language will be acquired through this program. In addition to the language courses, students will have the opportunity to study abroad, and can explore German background in preparation for teaching courses like German Culture and Civilization.
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Spanish *
Choosing to specialize in Spanish provides students a quality grasp of this language through required courses ranging from Spanish Composition to Advanced Syntax & Stylistics. Study abroad experiences can also be explored in preparation for teaching Spanish.
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General Science *
Biology, Zoology, and Physical Geology are part of a list of required courses that students concentrating in General Science will take. These students will experience a wide variety of courses in scientific areas to improve their understanding of a specific subject matter.
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Biology *
The nature of this program focuses on investigations, laboratory, and field studies. Kutztown’s beautiful campus and surrounding areas will be home to some of these in-depth and diverse observations that students will take part of in order to study this natural science.
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Earth & Space Science *
Classes such as Astronomy, Meteorology, and Historical Geology are taken to ensure that Earth & Space Science teachers are well-versed in their subject matter and ready to pass this knowledge on to their students at a professional level.
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Chemistry
Specific science courses must be taken to ensure that students are fully prepared to teach this multi-faceted natural science. These courses include Inorganic and Organic Chemistry, Calculus, Analytical Chemistry, and Physics.
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Mathematics *
Computer science, geometry, probability, and calculus courses, among many others, will be explored by those choosing this program. Mathematics courses are both theory and application-based in order to provide students with a rich understanding of this intricate subject.
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Physics
Students partake in a range of courses in physics with strong supporting courses in mathematics. As faculty-led research is provided at a great level, Physics students will receive exceptional preparation for becoming a physics teacher.
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Math & Physics Dual Certificate
This program requires students to examine areas of language and composition in preparation to teach this vital subject area. Classes include experience in British, American, and world literature; linguistics; and teaching writing.
Additional Program Information:
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Clinical Model Flow Chart
Restorative justice as a classroom management model is embedded in each course.
Freshman Year:
- Pre-Candidacy Field Experience:   During these field experiences, students are observers and/or participants in a variety of education and education-related settings It is expected that these experiences occur with a focus on secondary schools (grades 7-12). These field experiences are meant to provide students with a broad scope of opportunities where they can learn as much as possible about learners and learning environments in the secondary setting.
- Achieve Teacher Candidacy by 48 Credits: Candidacy requires a minimum 3.0 GPA and passing Basic Skills test scores.
- Obtain Clearances: Act 34, Act 151, Act 114, Act 126 and TB testing uploaded to Taskstream.
Sophomore Year:
- Principles of Learning and Clinical Placement (SEU 312 & 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 & 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:
- 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.
- Student Teaching (SEU 390 & 391): 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.
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General Education
General Education at Kutztown University is designed to provide students with a foundation of learning a variety of subject areas and is required by the Pennsylvania State System of Higher Education. The General Education checksheet can be found here. Students must take courses (totaling 42-45 credits) that fulfill the following categories Click through each category to find the current course lists:
- Category A:Communicating With and About the World
- Category B: Understanding Self and Others
- Category C: Understanding Science and Technology
- Category D: Understanding and Creating Ideas
It is highly recommended to plan ahead and take Gen Ed courses that also count toward your program.
Note that students transferring to KU with an Associate’s degree do not need to complete General Education requirements.
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Education Instruction
The following courses comprise the education instruction in the Secondary Education curriculum:
- EDU 100 - Perspectives on American Education - 3 credits
- SPU 201 - Introduction to Special Education - 3 credits
- SPU 314 - Effective Instructional Strategies - 3 credits
- SEU 312/313 - Principles of Learning/Clinical - 6 credits
- SEU 342/343 - Principles of Teaching/Clinical - 6 credits
- Methods of Teaching course - 3 credits
- SEU 390/391 - Clinical Experience/Practicum - 12 credits
- Teacher candidates will participate in two clinical field experiences and practicums as their capstone experiences. Each experience will be for an eight week period. Teacher candidates will be placed in classrooms according to their 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.
- Minor in Secondary Education
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Student Learning Outcomes
All initial teacher certification programs use the ten InTASC standards, required by CAEP accreditation, as their Student Learning Outcomes. The ten InTASC standards are organized in 4 domains: The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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. - 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.
- 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.