The School of Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective teachers, leaders in their communities, change agents in their schools, and advocates for learners.
The School of Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
The School of Education fully supports University policy related to employment and to student admission. Specifically, the School seeks faculty and students with a record of academic achievement, involvement in the community and good character. No applicant will be denied employment or admission on the basis of race, religion, color, national origin, age, gender, disability, sexual orientation, marital status or veteran’s status. Additionally, the School recognizes and appreciates the importance of diversity in its educational programs and actively seeks to recruit and retain faculty and students with diverse backgrounds.
School of Education Conceptual Framework
The School of Education offers a Bachelor of Science in Education with eligibility for Missouri certification in elementary, middle school education, and secondary education. Completion of the certification process enables a person to teach at the elementary, middle school, junior or senior high school level, either public or private. Philosophical, historical and modern methodological approaches to education are studied. Extensive field-based experiences are an integral and required part of these programs. They provide a variety of in-school activities and culminate in directed teaching. Because many education courses require out of classroom and off campus visits to learning facilities, students must be prepared to provide their own transportation. The School of Education also offers a Bachelor of Science in Education degree in Education Studies including non-certification emphasis areas in Young Child, Youth, and Early Childhood Education Teaching Young Children. Extensive field-based experiences are also an integral and required part of these noncertification programs.
Admission to B.S.E. Early Childhood Education Non-certification Program , Admission to Missouri Certification Programs , Admission to the School of Education , Teacher Certification
Philosophy, Purposes and Goals
A candidate who meets the School of Education’s five goals provides evidence that he/she is developing as an effective school professional, a reflective change agent, and an advocate for equity and excellence for all learners. The goals summarize the core knowledge, skills and dispositions that are at the heart of the developmental process, and are rooted in the core beliefs that make up the knowledge base that drives the SOE’s programs. These goals serve as a guideline for everything the School of Education does with its candidates as we work with them to nurture their development as professionals.
Candidates exhibit behavior that demonstrates a belief that all individuals can develop, learn and make positive contributions to society.
Candidates possess the necessary content knowledge and professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological and intellectual contexts as demonstrated by varied, evidence-based strategies, including technology.
Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments, and to use the information from assessments to develop and adapt instruction that meets learners’ needs and maintains their engagement.
Candidates exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice.
Candidates view and conduct themselves as professionals, providing leadership in their chosen field, and communicating effectively with students and stakeholders.
Core Beliefs and Knowledge Bases
School professionals are advocates for equity and excellence for all. Every person can learn, and the goal of education is to give every individual the best possible opportunities to reach his or her highest potential.
There is a definite knowledge base in education. All educators are grounded in content knowledge, educational theory, pedagogical knowledge, research and best practice, and professionalism. Educators are also connected to the professional communities and learned societies in education, in general, and in their chosen field, and are knowledgeable in the standards of those societies, as well as those of the State of Missouri.
Within the definite knowledge base in education, educators have the necessary knowledge and skills to conduct and interpret appropriate assessments, and to use the information from assessments to develop and adapt instruction that meets learners’ needs, and maintains their engagement. Throughout the assessment process, educators uphold American Psychological Association guidelines related to ethics and confidentiality. Educators also know that assessment is both formative and summative.
Educators are reflective change agents who are experts in collaborative problemsolving and critical inquiry. They are professionals who should regularly engage in high-level thinking, and should promote and nurture those same high levels of thinking in the learners they serve.
Conceptual Framework: Knowledge, Skills and Dispositions
The School of Education’s Conceptual Framework is tied to specific knowledge, skills and dispositions that should be evident in developing school professionals. These prerequisite knowledge, skills and dispositions represent interlocking, continuous levels of development that build upon one another. At the core is knowledge — knowledge is subsumed by skills, and skills are subsumed by dispositions. Knowledge is what one knows, but is not enough on its own. Skills are the application of what one knows, but even these are not sufficient; they must be lived out in the context of who each teacher is as a person and a professional. Dispositions are what one is, and how one lives; they represent the unique integration that makes each teacher what he/she is. The development of dispositions is the outer sphere of the three and represents the ultimate manifestation of a teacher’s development in the real world of teaching. Teacher candidates are assessed on knowledge, skills and dispositions throughout their program.
Transfer of Graduate Credit
No more than six hours of graduate credit transferred from another academic institution may be used to meet master’s degree requirements in the School of Education. Transfer is granted only after an evaluation of the appropriateness of the courses by the program director. Other criteria that must be met in order for credits to be considered are:
- Transfer course content is appropriate to the program. Only transfer credit earned from an acceptable accredited institution of higher education, or its equivalent, if the institution is an acceptable foreign institution .
- The grade earned in the course is “B” or better.
- Earned master’s thesis credits may not be transferred.
- The credit is not more than 7 years old. A program director may waive the requirements on a course-by-course basis if, in his/her judgment, the content of the course has not changed appreciably during the applicable period.
- The transfer credit must be requested prior to acceptance into the program, unless otherwise approved by the program director
Certificate Endorsement Policy for Non-Degree Seeking Students in Graduate Programs Leading to Certification in Missouri
Certification endorsement is available to students with non-degree seeking status who wish to be recommended by Park for certification in applicable areas and as required by the Missouri Department of Elementary and Secondary Education.
- have received a passing grade for any courses earned as part of undergraduate work to be considered to meet certification requirements (i.e., the course equivalents for ED520 and/or ED527)*.
- have received a grade no lower than “B” for any courses earned as part of graduate work at another institution to be considered to meet certification requirements*.
- complete a minimum of 15 of the required 30 graduate hours at Park University with no grade lower than “B”.
- complete a portfolio in programs where applicable.
- complete all other Missouri Department of Elementary and Secondary Education (DESE) requirements for certification.
*All undergraduate or graduate course work from other institutions to be considered to meet certification requirements is subject to a review and approval by the program’s area coordinator.
Candidates will be recommended for certification at the discretion of Park University School of Education.
*Note – Federal funds are not available for non-degree seeking students.
The graduate faculty of the School of Education at Park University attempts to bring the best and most current practices to the classroom, in order to enable educators to bring the best to their students. The faculty is committed to the belief that education can improve the lives of students and, in turn, positively impact our society.
As practicing educators, the faculty is aware of the demanding schedule that teachers maintain. Therefore, graduate education programs have been designed to be accessible to the working professional. Programs are available in an eight-week format meeting one night per week, as well as online.
Graduate education programs are structured to utilize the educational experiences of students in the program. Degrees are designed to allow students to explore issues, design curriculum and learn new strategies and techniques that will enable them to become more effective educators, through the application of theory and research to their educational practice.
Students maintaining enrollment of one course per 8-week fall and spring terms, and two courses in the summer, may complete the degree in two calendar years.
The programs have been accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and approved by the Missouri Department of Elementary and Secondary Education.
ProgramsBachelor of Science in Education
MinorMaster of Education
- Education Studies: Early Childhood Education: Teaching Young Children, B.S.E.
- Elementary Education, B.S.E.
- K-12 Education (Mild/Moderate Cross-Categorical Disabilities), B.S.E.
- K-12 Education, Art, B.S.E.
- K-12 Education, Spanish, B.S.E.
- Middle School Education, Language Arts Concentration, B.S.E.
- Middle School Education, Mathematics Concentration, B.S.E.
- Middle School Education, Science Concentration, B.S.E.
- Middle School Education, Social Science Concentration, B.S.E.
- Secondary Education, Biology Concentration, B.S.E.
- Secondary Education, Chemistry Concentration, B.S.E.
- Secondary Education, Earth Science Concentration, B.S.E.
- Secondary Education, English Concentration, B.S.E.
- Secondary Education, Mathematics Concentration, B.S.E.
- Secondary Education, Social Science Concentration, B.S.E.
- Master of Education, Educational Leadership/Principalship, M.E.
- Master of Education, Educational Technology for Teachers, M.E.
- Master of Education, Language and Literacy, M.E.
- Master of Education, Organizational Leadership and Adult Learning, M.E.
- Master of Education, Teacher Leadership, Curriculum and Instruction Concentration, M.E.
- Master of Education, Teacher Leadership, Literacy Concentration, M.E.