410 David M. French Hall
Website: Center for Educator Preparation (CEP)
Unit Head: Robert Barnett, Dean, School of Education and Human Services and Susan Gano-Phillips, Dean, College of Arts and Sciences
Director of Center for Educator Preparation: Thomn Bell
Quality Assurance Coordinator and Tk20 Manager: Sade Wilson
Assistant to Education Chair and Elementary Education Advisor: Vacant
Elementary Education Coordinator: Annie Whitlock and Christine Kenney
Secondary and K-12 Education Coordinator: Suzanne Knight and Laura McLeman
Education Department Graduate Program Advisor: Rachel Gutierrez
Undergraduate Field Coordinator: Maria Salinas
Certification Officer: Debbie Seyerle
Place Based Education Manager: Leyla Sanker
Education Council: Thomn Bell (Chair), Director of the Center for Educator Prepraration; Annie Whitlock, Elementary Education Program Coordinator; Christine Kenney, Elementary Education Program Coordinator; Laura McLeman, Secondary and K-12 Education Program Coordinator; Suzanne Knight, Secondary and K-12 Education Program Coordinator; Tyrone Bynoe, Advanced Programs at Large; Mary Jo Finney, Chair, Education Department; Sapna Thwaite, Associate Dean of the School of Education and Human Services (non-voting); Roy Barnes, Associate Dean of the College of Arts and Sciences (non-voting).
Professional Education Unit Faculty and Staff: The Education Unit is comprised of those individuals from the Education Department and the College of Arts and Sciences who teach professional education content or methods courses, provide services to teacher candidates such as advising, supervise clinical experiences, or administer some portion of the unit.
The Professional Education Unit is responsible for educator preparation at the University of Michigan-Flint. Its program offerings are designed to assist prospective educators in acquiring the content knowledge, pedagogical skills, and professional dispositions necessary for excellence in teaching and to meet requirements for Michigan teacher certification.
All programs currently offered by the Professional Education Unit, unless otherwise stated, are approved by the Michigan Department of Education, Office of Professional Preparation Services, P.O. Box 30008, Lansing, MI 48909, (517) 373-3310. The Education Unit is accredited by the Council for Accreditation of Education Preparation (CAEP).
Candidates should consult the Center for Educator Preparation (CEP) website or their advisors for the most current information about program requirements. In addition, candidates are expected to check their university e-mail accounts frequently for special announcements such as orientation meetings, changes in course scheduling, and other notification occurring after publication of this catalog.
Our mission is to guide and support the growth and development of our education candidates into caring educators and engaged citizens who embrace our guiding principles in their understanding of the many aspects of their roles in schools and society.
“…. to prepare educators who, as socially responsible individuals, are committed to shaping classrooms, schools, and communities that are caring and student centered.”
- Prepare our education candidates to make instructional and leadership decisions that reflect a belief in and commitment to the potential of all learners.
- Instill our education candidates with an ethic of caring which must be nurtured and exists as a foundation for fostering a sense of student centeredness in the classroom.
- Guide our education candidates to employ effective teaching and leadership strategies through reflective practice, and create environments that encourage students’ development of critical thinking, problem solving, and performance skills so they can be academically successful.
- Teach toward the goal of preparing our education candidates to become respectful and socially responsible professionals not only in their classrooms and schools, but also in the local, national, and global communities they and their students share.
Education Unit Programs
The Education Department of the School of Education in Human Services (SEHS) offer the Elementary Education General Program (BS) and Elementary Education Honors Program (BS) program, leading to a Bachelor of Science.
A Early Childhood Certificate Endorsement program leading to early childhood endorsement is also available to candidates in the Elementary Education program.
Secondary and K-12 Education
Various departments in the College of Arts and Sciences (CAS) offer Secondary and K-12 Education Teacher’s Certificate Programs programs, leading to either a Bachelor of Arts, a Bachelor of Science, or a Bachelor of Music Education.
The SEHS Education Department offers a Secondary Education Certification Program (MAC) (Masters of Arts) leading to a Master of Arts and secondary teaching certification.
Graduate Programs in Education
In addition to the MAC program above, the SEHS Education Department offers graduate programs in Literacy Education, Special Education (currently not accepting new students), and Educational Technology, all leading to a Master of Arts (MA) degree.
The Education Department also offers a post-master’s programs with specializations in Leadership and Curriculum , leading to an Education Specialist (Ed. Spec.) degree, and a doctoral program in Education (Doctor of Education), leading to a Doctor of Education (Ed. D.) degree.
The CAS Public Administration program offers a Master of Public Administration with a concentration in Educational Administration (Principal/Building Preparation).
Refer to the Graduate Study section of this Catalog for details of all these programs.
Unit Academic Policies and Procedures
Academic policies and procedures vary somewhat between elementary and secondary teacher preparation programs. Elementary education policies may be found in the School of Education and Human Services section of this catalog. Secondary education policies may be found in the specific department within the College of Arts and Sciences section of this Catalog. Unit wide policies, including field policies, can be located in the Education Unit Handbook and/or the Student Teaching Handbook. Graduate Program policies can be located on the University Graduate Program Website.
All education candidates are expected to use the Tk 20 data management system in courses where key assessments and field evaluations are being administered using the system. They will be provided with information regarding Tk 20 during their orientation to the program and receive training within the context of specific courses and field experiences.
Michigan law mandates a testing program as part of Michigan’s teacher certification requirements. The examinations of the Michigan Test for Teacher Certification (MTTC) program, currently the only tests that satisfy the testing requirement for teacher certification in Michigan, are designed to help identify those candidates who have the level of knowledge required to perform satisfactorily as entry-level teachers in their fields of specialization. The MTTC program currently consists of subject-area tests, including the world language tests, and a Professional Readiness Exam (PRE). Successful completion of the PRE is expected for entrance into Phase II of a teacher’s certificate program and required by Michigan law for student teaching placement.
Teacher candidates are cautioned not to attempt MTTC subject-area tests too early in their academic programs. Prior to registering for these tests, they should consult with an advisor to confirm appropriate timing for testing. To improve likelihood of passing, it is strongly recommended that approximately 90% of their content area coursework be completed prior to taking the corresponding subject-area test. Student materials and other assistance are available from the Center for Educator Preparation (CEP).
MTTC scores may be disclosed to the faculty and program advisors directly upon entry into the Education program. It is understood that by allowing test scores to be disclosed, a candidate may be offered additional support or resources to aid in their progress towards successful completion of the Teaching program.
Dispositions and Professionalism
All teacher candidates will be assessed on the professional dispositions in their respective academic programs. On rare occasions, a teacher candidate may demonstrate professional weaknesses that are so severe they must be addressed before completion of the program prior to the program capstone. In these cases a faculty member will work with the Education Unit process and the educator candidate to address concerns.
Weaknesses could and do typically fall under any of the following five categories: Inadequate oral communication skills, inadequate written communication skills, indications of unprofessional behavior, breaches of professional ethics, or other circumstances that are sufficient to call into question the candidate’s ability to succeed as a professional educator despite adequate achievement in course work.
Except under extraordinary circumstances (such as behavior that could merit dismissal from the university), no single report of professional weakness is sufficient to impede a candidate’s progress toward completion of program. A candidate who accumulates multiple dispositional concerns during the course of the educator preparation program will be considered to have demonstrated significant professional weaknesses and will be potentially dismissed from the educator preparation preparation program. Candidates may appeal this decision in writing following the process of their host College or School. The decision of the appeal will be final.
General Requirements for Teacher Certification
Application for Admission
Before they can be considered candidates for teacher certification, students must complete a written application and be admitted formally to a teacher certificate program (TCP). If a teacher education student has been away from the University for one calendar year or more, the student must reapply for admission to the teacher certificate program and must satisfy the admission and degree requirements in effect at the time of readmission.
Applications for elementary teacher candidates are accepted on a rolling basis after successful completion of Phase I of their program.
Secondary and K-12 teacher candidates apply to enter each of Phases II and III after having completed all transition requirements; the applications are accepted twice a year, January 1-15 for Fall admission and September 1-15 for Winter admission.
Application information is posted on the Center for Educator (CEP) website and bulletin board.
- Admission to the University of Michigan-Flint.
- An overall grade point average (GPA) of 2.7 or higher. The GPA will be computed using all courses which are earned at the University of Michigan-Flint, as well as courses potentially transferrable to the University of Michigan-Flint, including courses for which the student received a grade below C (2.0).
- Completion of all courses in the Phase I cycle of an elementary, secondary or K-12 TCP with a minimum grade of C (2.0) in each one. Secondary and K-12 teacher candidates also must complete all requirements for acceptance to Phase II and Phase III.
- Favorable dispositions assessments during Phase I (and Phase II, for admission to secondary and K-12 Phase III).
- Successful completion of the Michigan Test for Teacher Certification (MTTC) Professional Readiness Exam (PRE) and/or appropriate alternate scoring approved by the Michigan Department of Education (MDE).
Requirements for Completion
Candidates must have a 2.7 or better GPA, overall and in education courses, and must maintain grade point averages specified above in order to move into Phase II and III or to be eligible to enter student teaching and apply for certification.
At all points in the teacher certification program candidates must exhibit dispositions appropriate to the teaching profession and must remain in compliance with student responsibilities detailed in the “Student Rights and Responsibilities” section of this Catalog.
Student Teaching Eligibility
Candidate must successfully complete the MTTC PRE examination and/or appropriate alternate scoring approved by the Michigan Department of Education (MDE) to be eligible for student teaching.
In addition, candidates must complete an online application and attend a mandatory first seminar meeting. The application for Fall student teaching is made available in early December; the application for Winter student teaching is made available in late April/early May. Missing the application deadline may and could result in waiting until the next application period. The dates and time for the mandatory first seminar meetings are in August for Fall semester student teaching and in December for Winter student teaching. Failure to attend the first seminar will result in needing to wait until the next application period. Announcement of student teaching seminar meetings will be emailed to applicant’s university email accounts and posted on the Center for Educator (CEP) website and bulletin board.
Elementary teacher candidates must complete on online application to student teach. The application for Fall student teaching is made available in early December; the application for Winter student teaching is made available in late April/early May. Missing the application deadline may and could result in waiting until the next application period.
Secondary and K-12 candidates apply for student teaching as part of application for Phase III of their programs.
All candidates for student teaching must attend a mandatory first seminar meeting. The dates and times for the mandatory first seminar meetings are in August for Fall semester student teaching and in December for Winter student teaching. Failure to attend the first seminar will result in needing to wait until the next application period. Announcement of student teaching seminar meetings is emailed to applicant’s university email accounts and posted on the Center for Educator (CEP) website and bulletin board.
Prospective teachers must be of good moral character, have suitable personality traits, dispositions, and aptitude for teaching, as well as possess good physical and mental health. The Administrative Rules Governing the Certification of Michigan Teachers impose the following conditions on teacher certification:
Rule 101. “The state board may refuse to grant or renew, or may revoke or suspend for a fixed term, or may impose reasonable conditions on, a teaching certificate pursuant to these rules for the following reasons:
- Fraud, material misrepresentation, or concealment in the application for certificate.
- Failure or ineligibility of the applicant or certificate holder to meet the criteria for eligibility for the certificate.
- Conviction, as an adult, of an act of immoral conduct contributing to the delinquency of a child, or of a felony involving moral turpitude.
Certificate applicants are required to sign a statement declaring that the conditions stated in Rule 101 do not apply to them and must also take the oath of allegiance as prescribed by the laws of Michigan.
Recommendation for Teaching Certification
To be recommended for a teaching certificate, the candidate must:
- Complete the degree requirements in a prescribed curriculum in education for the state elementary, secondary or K-12 provisional certificate.
- Maintain a minimum 2.7 or better grade point average in professional education courses as well as in the teaching majors or minors, or as specified by the specific TCP program.
- Successfully meet and pass criteria set forth in Phases I-III and earn a satisfactory rating in Student Teaching.
- (Elementary education candidates) Pass the Michigan Test for Teacher Certification Elementary Education Test prior to certification and take appropriate subject area tests (Language Arts) and (Elementary Education Mathematics) if they seek additional certification in grades 6-8. Candidates for Specialist Endorsement in Early Childhood Education must in addition pass the MTTC Early Childhood Education examination.
- (Secondary teaching certificates) Pass the appropriate MTTC subject area test for each subject area in which they are to be certified prior to certification.
- Submit proof of completion of an advanced and valid course in first aid and adult and child CPR. See the list of approved providers.
- Apply online for a teaching certificate after program completion on the Michigan Department of Education Michigan Online Educator Certification System (MOECS). Continued updates and more information are available on the MOECS website.
Certification Requirements in Other States
The teacher’s certificate issued by the State of Michigan is valid only in the state of Michigan. A candidate who plans to teach in a state other than Michigan should become fully acquainted with the certification requirements of that state.
Many states now require that the applicant pass a test before a teaching certificate is issued. For information and addresses of state departments please consult the following link: http://education.uky.edu/AcadServ/content/50-states-certification-requirements
Certification for Students Holding Bachelor’s Degrees
A student who has completed a bachelor’s degree at an approved accredited institution may meet state requirements for teacher certification without earning a second degree. Students should contact the Office of Admissions and Recruitment for information concerning a coursework evaluation.
University of Michigan-Flint Institutional Report Card on the Quality of Teacher Preparation
In response to the Title II - Higher Education Act, Section 207, Accountability for Programs that Prepare Teachers, the University of Michigan-Flint provides the following Institutional Report Card on the Quality of the Teacher Preparation Program.
The pass rate on the State of Michigan’s Teacher Certification assessments for students who are recommended for teacher certification upon completion of a teacher education program at the University of Michigan-Flint is 100% for all certification programs. The pass rate is equal to or exceeds the pass rate for all other Michigan colleges and universities that prepare teachers.
There are 437 candidates enrolled in the teacher preparation program. Candidates are required to complete a minimum of fourteen (14) weeks of supervised student teaching as part of the culminating program requirement. The total number of hours required is four hundred and ninety (490). The faculty-student ratio in the supervised student teacher experience is 1-10 (one full-time faculty member is responsible for supervising a maximum of 10 student teachers in supervised practice teaching).
The teacher education program at the University of Michigan-Flint is approved by the Michigan Department of Education (MDE) and the Council for Accreditation of Educator Programs (CAEP) to offer programs in elementary education, early childhood education, selected secondary education programs, and selected programs that prepare teachers for teaching in all grades.