Mission Statement: The School of Education at Missouri Baptist University seeks to develop reflective, problem-solving, professional educators of excellence from a Christian perspective; to enhance the lives of students in the classroom intellectually, spiritually, physically, and socially; and to significantly influence students through the demonstrated integration of Christian faith and learning in the classroom, so that they may become positive change agents in a globally and culturally diverse society.
This means more than simply valuing human diversity; it includes an imperative to promote equity and social justice and to intentionally prepare candidates to develop the knowledge bases, interpersonal skills, and dispositions for serving diverse populations. Preparing candidates to become agents of social change is consistent with the Christian perspective and is reflected not only in the classroom, but also in field experiences in diverse settings. Based on its mission, the unit has undertaken the task of ensuring each candidate has experiences in schools with students from varied socioeconomic backgrounds, varied racial and ethnic groups, English language learners, and exceptional learners.
The following nine standards serve as the guiding principles by which MBU’s educator preparation programs are measured:
Missouri Baptist University prepares licensure candidates who:
Consistently demonstrate the content, pedagogical, and pedagogical content knowledge necessary to facilitate learning for all students, and to demonstrate the knowledge, skills, competencies, and dispositions defined as appropriate to their area of responsibility.
Analyze and reflect on their practice using a variety of assessment strategies, including action research, and are committed to continued professional development.
Observe and practice solutions to problems of practice in diverse clinical settings and with diverse PK-Grade 12 student populations.
Use their self-awareness and knowledge of diversity to create learning environments that support their belief that through active hands-and-mind-on learning, all students can learn challenging curricula.
Demonstrate and promote the strategic use of technology to enhance learning and professional practice.
Support schools, students, and community through leadership, service, and personal involvement.
Develop effective and supportive relationships that enhance communication among students, parents, and colleagues to facilitate learning.
Exhibit empathy for and sensitivity to students and colleagues.
Actively practice the profession’s ethical standards.
Drawing from a rich combination of broad-based experiences and academic preparation, the professional education faculty seeks to facilitate in each student:
The development of an educational posture which is child-centered, experientially and authentically based, and consistent with a Christian perspective;
The enhanced awareness of Christian moral and ethical responsibilities relative to education in a diverse and changing society;
The development of critical thinking and effective problem-solving skills through a variety of traditional technologically-based experiences;
The application of experiential and research-based theories into the pedagogical process.
This program fosters in students a reflective and problem-solving heuristic (model) so that Missouri Baptist University graduates are able to make informed decisions as professional educators. The program consists of a planned, integrated system (pattern) of coursework and authentic learning (field) experiences designed to enable the student to acquire a strong knowledge base and core of subject competencies, as well as to develop constructive social and personal attitudes to serve as a reflective professional in the education field. To that end, all students seeking state certification within the School of Education at Missouri Baptist University are expected to know and to be able to demonstrate their competency.
Those seeking initial certification to teach must demonstrate their competency in nine (9) standards as adopted by the Missouri State Board of Education as a part of the Missouri Teacher Standards.
Content Knowledge Aligned with Appropriate Instruction
Student Learning, Growth, and Development
Positive Classroom Environment
Student Assessment and Data Analysis
More detailed information concerning the Professional Development Folio requirements may be found in the Professional Development Folio Guide for Teachers and Library Media Specialists, available online.
1 Teacher must be certificated in another elementary, middle school, or secondary teaching field. 2 Library Media Specialist is available as a stand-alone certification at the graduate level; students may pursue this certification in conjunction with the Master of Arts in Teaching or for certification only. Students already certified in another area may add a Library Media Specialist endorsement. 3 A valid Missouri teacher’s certificate in another elementary, middle, or secondary teaching field, two (2) years of classroom teaching experience, and recommendation from an educator preparation program are required. 4 A valid Missouri teacher’s certificate or student services certificate is required. 5 A valid Missouri teacher’s certificate plus three (3) years of classroom teaching experience are required. 6Certification in special education or student services, a Master of Educational Administration degree, and a minimum of three (3) years teaching experience in special education or student services are required. 7 A minimum of one (1) year of experience as a building- or district-level administrator at a public or accredited non-public school is required.
The academic degree plans offered by the School of Education, with the exception of Child Development and Studies in Teaching and Learning, are designed to meet Missouri State Teacher Certification requirements. The Child Development major is intended for those individuals who desire to work in settings not requiring state teacher certification, such as daycare centers and preschools. Studies in Teaching and Learning are available for students who are not in a position to complete certification but are otherwise ready to graduate.
The Missouri Baptist University Teacher Education Program prepares professional educators for certification in both public and private educational settings at the following levels:
Cross-Categorical Disabilities Mild to Moderate
*Requires initial certification in another field
At the middle school level, certification is offered in the following areas of concentration: Business Education, Language Arts, Mathematics, General Science, Social Science, and Speech/ Theatre. At the secondary level, certification is offered in Biology, Business Education, Chemistry, English, Marketing Education, Mathematics, Social Science, and Speech/Theatre. At the K-12 level, certification is offered in the following areas: Health, Music (vocal or instrumental), Physical Education, and Library Media Specialist (available at the graduate-level only). Special education certifications include Early Childhood (birth-grade 3) and Cross-Categorical Disabilities Mild to Moderate (K-12). Driver Education and Special Reading (graduate only) are programs which require Missouri certification in another field. Special Reading also requires two years of teaching experience and recommendation from an educator preparation program.
Missouri Educator Gateway Assessments (MEGA)
The Missouri Educator Gateway Assessments (MEGA) are a part of the Missouri Standards for the Preparation of Educators (MoSPE) Standard 2 – Design and Assessment. MEGA has three objectives in identifying the right educators, evincing knowledge of content, and demonstrating a positive impact on student growth. Students will be required to complete any new assessments that are implemented during the course of their certification program as required by DESE.
The Missouri General Education Assessment (MoGEA) has replaced C-BASE as the general education entry examination. Undergraduate degree-seeking students who are pursuing teacher certification will also take MoGEA in the same semester as EDUC 201 - Professional Growth and Folio Development I (second semester of the sophomore year or first semester of enrollment for students transferring with a class rank of junior or higher). Candidates who do not pass MoGEA on the first attempt may appeal to be admitted based on an ACT composite score of 20 or higher (or comparable SAT score) taken within the last five years.
The Missouri Content Assessments (MoCA) replaced Praxis in Missouri as the content area exit exam beginning September 2014.
The required performance assessment to be completed during the student teaching semester has changed from the Missouri Preservice Teacher Assessment (MoPTA), effective 9/1/2018. Candidates for certification now must achieve a passing composite score on their Missouri Educator Evaluation System (MEES) summative evaluations by their cooperating teacher and field supervisor.
The Missouri Baptist University School of Education (SOE) is implementing a new tool to help make the preparation experience even more effective for initial teacher certification candidates: Watermark Via, which will be used throughout coursework in the Teacher Education Program (TEP). Watermark Via is an exciting learning and assessment software tool that will give the MBU SOE more efficient, integrated ways to support initial teacher candidates’ growth and success throughout their program.
Watermark Via is going to be the home for candidates to create their Professional Development Folios, but it will also be used in many additional ways, both while enrolled at MBU and after graduation. A one-time course registration for EDAS WM7 Watermark 7-Year License provides a 7-year license to Via and allows for a centralized system for the following:
Managing and organizing coursework and key assignments across multiple courses (partnering with Canvas)
Storing academic files and work samples
Collaborating with peers and receiving timely feedback from instructors, particularly related to observations in field experiences and student teaching
Learning about and getting feedback on the professional dispositions candidates need to develop, refine, and master in order to become effective PK-12 teachers
Developing multiple, personalized ePortfolios that can be shared with anyone, including potential employers, and which can be integrated with social media accounts. Candidates will also be able to access all of these materials even after a class has been completed, making it easy to collect and showcase work for multiple audiences, both within and outside MBU, while enrolled in the TEP and after graduation.
The Teacher Education Admission Packet includes the Teacher Education Program Release/Waiver Form, Application for Admission to the Teacher Education Program, Initial Certification Dispositions Usage and Purpose Agreement,Teacher Education Timeline Acknowledgment Form, and Self-Assessment of Diversity Proficiencies (Admission), along with submission of a current resume,* philosophy of education,* autobiographical sketch,* and three letters of recommendation (one of which must be from a Missouri Baptist University faculty member). ACT or SAT scores and Missouri General Education Assessment (MoGEA) scores are also required only for undergraduate degree-seeking candidates. Those who have not passed MoGEA on the first attempt may appeal to be admitted based on an ACT composite score of 20 or higher (or comparable SAT score) taken within the last five years. It must be noted that no undergraduate degree-seeking candidate will be admitted into the Teacher Education program and/or be allowed to student teach without satisfying the required general education assessment measure. ** Post-baccalaureate students seeking initial certification, whether at the graduate- or undergraduate level, are exempt from the general education assessment requirement, per DESE rules (5 CSR 20-400.310, Appendix A 11).
GPA Requirements for admission to the Teacher Education Program, approval to student teach, and recommendation for certification:
3.000 content area GPA with no grade lower than C for those pursuing middle, secondary, or K-12 content area certification **
3.000 professional education GPA with no grade lower than C for those pursuing middle, secondary, or K-12 content area certification **
3.000 program GPA with no grade lower than C for those pursuing certification in early childhood, elementary, or special education **
Undergraduate students may take the following 20 credit hours prior to completing the process for admission to the Teacher Education Program:
Teacher Education Program
EDUC 201 - Professional Growth and Folio Development I, Semester Hours: One (Must be taken second semester of the sophomore year or first semester of enrollment for students transferring with a class rank of junior or higher) †
EDUC 203 - Teaching in a Diverse Society, Semester Hours: Three (Must be taken with EDUC 201†
EDCL 211 - Teaching Field Experience I, Semester Hours: One †
EDUC 210 - Field Experience I Seminar, Semester Hours: Zero(must be taken concurrently withEDCL 211) †
EDUC 303 - Methods of Teaching and Differentiated Instruction, Semester Hours: Three †
ECTA 323 - Curriculum, Assessment, and Data-Based Decision Making, Semester Hours: Three
EDUC 373 - Technology and Instructional Media, Semester Hours: Three †
EDPS 383 - Psychology of Teaching and Learning, Semester Hours: Three †
PSYC 313 - Human Growth & Development, Semester Hours: Three
In accordance with School of Education policies, students who are not admitted to the Teacher Education Program are not permitted to register for 400/500-level education classes without written approval from the Director of Teacher Education as noted on the Teacher Education Program Admission Probation Form.**
†Requires enrollment in EDAS WM7 Watermark 7-Year License as co-requisite/pre-requisite
*These documents will be reviewed for mechanical errors (grammar, punctuation, spelling, formatting, etc.) as well as content. The TEAP will not be considered complete until final recommended revisions have been made and accepted following the admission interview.
**Undergraduate degree-seeking students who have not passed MoGEA and do not have an ACT composite score of 20 or higher (or comparable SAT score) within the last five years, but who have submitted all materials required for admission listed above and have successfully passed their admission interview, may be permitted to take education courses at the 400-level provided they have completed a Teacher Education Program Admission Probation Form and have been approved to continue by the Dean of the School of Education. Likewise, students who have not met the GPA requirements for admission, may also be permitted to take education courses at the 400-level provided they have completed a Teacher Education Program Admission Probation Form and have been approved to continue by the Director of Teacher Education. Approval to continue on probation for either MoGEA or GPA issues must be approved on a semester by semester basis.
All candidates must be fully admitted before they will be allowed to register for EDCL 411/511 Teaching Field Experience II and EDUC 401 Professional Development Folio II or to schedule their student teaching (second) interview.
Background Checks for Field Experience and Student Teaching Placement
A completed background check is required by most school districts prior to beginning observations in all field experiences* and for student teaching. A new background check is required each semester. All students participating in a field experience or student teaching are required to request a background check through the Family Care Safety Registry of the Department of Health and Senior Services.
Family Care Safety Registry
Missouri’s Family Care Safety Registry (FCSR) was established by law to promote family and community safety. The registry helps to protect children, seniors, and the disabled by providing access to background information. Background information consists of Missouri data only and is accessed through the following state agencies:
State criminal background records maintained by the Missouri State Highway Patrol
Sex Offender Registry information maintained by the Missouri State Highway Patrol
Child abuse/neglect records maintained by the Missouri Department of Social Services
The Employee Disqualification List maintained by the Missouri Department of Health and Senior Services
The Employee Disqualification Registry maintained by the Missouri Department of Mental Health
Child-care facility licensing records maintained by the Missouri Department of Health and Senior Services
Foster parent licensing records maintained by the Missouri Department of Social Services
Upon entering the DHSS website, click the “Register Online” link and follow all instructions. A social security number and valid credit or debit card are required. “Under Type of Worker,” click on “Voluntary.”
The registration cost of $14.00 is the responsibility of the student requesting the background check. Debit and credit cards are the forms of payment accepted. There is a $1.25 processing fee.
If an emailed copy is requested it will usually be sent within 15 minutes.
It is the student’s responsibility to submit a copy to the Teacher Education Office.
This emailed notification should also be taken to the school where the student is observing.
If you are already registered:
A person needs to register only one time. Click on the link, “Is A Person Already Registered?” and type in the Social Security number to verify that a person is registered with the Family Care Safety Registry.
Requests for updated background screenings may be made by phone using the toll-free access line, 1-866-422-6872, between 8:00 a.m. and 3:00 p.m., Monday through Friday.
*To expedite placement, all students should complete the background check process before the start of the semester in which they will be participating in a field experience or at the time of the student teaching interview. Questions related to background checks for student teaching should be directed to the Teacher Certification Coordinator. If the background check is required for Field Experience I or II, please contact the Administrative Coordinator for Teacher Education and Field Experience. If the background check is required for a course other than field experience or student teaching, please contact the instructor for that course.
Background Checks for Certification
An FBI background check must be completed before the state of Missouri will issue a professional teaching certificate.
To complete a criminal history check and clearance, candidates must first register with the Missouri Automated Criminal History Site (MACHS). MACHS is located at: www.machs.mo.gov. Those without access to the Internet may contact IDEMIA directly at 1-844-543-9712 to have a Fingerprint Services Representative conduct this registration on their behalf. The four-digit registration number to use for DESE, by those are not currently employed by a Missouri school district, is 2300. (Those who are employed, or are in the process of being hired, should contact the school district for the appropriate registration code.) An expanded number of fingerprint services sites and expanded hours of operation to include evening and weekend hours are available online at https://www.identogo.com/.
Fingerprints captured electronically are more accurate and the results can be expected within three weeks. The cost of electronic fingerprinting with IDEMIA is currently $41.75. The results of the criminal history check and clearance are valid for one year after the clearance date posted on the DESE website. You can find more information on the fingerprint process at the following website: http://www.dese.mo.gov/eq/cert/eq-cert-fingerprint-background.htm.
Questions may also be addressed to DESE Conduct and Investigations at 573-522-8315 or 573-522-8761.
Candidates will be responsible for the background check; DESE will not process the request for certification until the results of the Background Check are received. DESE anticipates the turn-around time will be three weeks from the time the fingerprints are captured. It is recommended that candidates wait to complete their background check until they have passed all exit assessments, since the background clearance is only effective for one calendar year.
Field Experience and Student Teacher Placement Practices
Missouri Baptist University is proud to be accredited by the Council for Accreditation of Educator Preparation (CAEP) and the Missouri Department of Elementary and Secondary Education (DESE). In order to maintain these accreditations, which are beneficial to our students, MBU must maintain consistent practices with regard to placement of student teachers. Students requesting field experience and student teacher placements through Missouri Baptist University are hereby advised of the following field experience and student teacher placement practices. Your understanding of and adherence to these practices will enhance the placement process for the student, the school districts, and the School of Education staff responsible for securing the placements.
Preparation for Student Teaching begins long before students ever reach the “student teaching” semester. Students should be aware that school district administrators carefully review students’ transcripts and philosophies of education as part of the placement process. A few school districts now have a minimum GPA requirement of 3.0-3.5 for student teaching candidates. Students’ requests for student teacher placement have been denied as a result of even just a few D’s and F’s on their transcripts, even when those courses were repeated and/or if they did not apply to the students’ education major. Students are highly encouraged to be responsible for maintaining academic excellence in all coursework. Students who think that they may be struggling in a class to the point of making a D or an F are encouraged to consult with their advisor and financial aid counselor about withdrawing from the class rather than to suffer the consequences of a poor grade on their transcripts, and to take the course at another time when more effort can be devoted to the class. This is especially important for professional education, field experience, and major content area requirements (for middle/secondary majors), as a cumulative 3.000 GPA in professional education courses and in content area courses is required for certification.
Missouri Baptist University strongly believes that the student teaching experience is vital to the student’s authentic preparation for professional practice; therefore, students must be able to commit to student teaching for an entire school day, Monday-Friday, for a full semester. Effective with the 2014-2105 academic year, students seeking certification in a single content area will complete one full semester teaching experience. Students seeking certification at more than one level (K-12) or in more than one content area must student teach twelve weeks at one level or content area and four weeks at the other level or content area as approved by the Director of Field Experiences. In addition, students are expected to attend Student Teaching Seminar concurrently in the semester in which they will be student teaching. Students are NOT excused from Student Teaching Seminar due to contractual obligations with a school district or due to work schedules. Student Teaching Seminar is also NOT offered via “directed study.” Therefore, students should not request permission to meet with the instructor individually at an alternate time. Students with contractual obligations in a school district will need to either make arrangements with the school district to leave early, if necessary, on class dates, or may need to consider taking the class at a location that offers the class at a later time during the day.
Students must be fully admitted to the Teacher Education Program [including submitting and having approval for all required documents for the Teacher Education Admission Packet, passing scores on all sections of the required general education assessment (undergraduate degree-seeking students only), 3.00 GPA in professional education and content areas (or higher for those districts which require a higher GPA for student teacher placement), both interviews completed, and all probationary statuses from interviews cleared by April 1 for Fall placements and by November 1 for Spring placements. Failure to be fully approved for student teaching by these dates will result in the student’s application for student teaching being moved to the following semester, which may delay the student’s graduation date, and/or eligibility for teacher certification. These deadlines are crucial to give the Education Office staff appropriate time to request and confirm student teacher placements for students. For optimal placements, students are encouraged to complete all requirements to be approved for student teaching as early as possible in the semester prior to student teaching, as many districts reach their capacity for student teacher requests by mid-semester. [Certain districts and/or schools (including Festus R-VI and Hillsboro Primary) have established specific deadline dates for applications. Students should consult the School Districts That Require Additional Information for Student Teaching Placement for more information.] Please be aware that GPA requirements have changed. Students must have an overall cumulative GPA of 2.00 as well as a content area GPA of 3.00 and a professional education GPA of 3.00 for middle, secondary, or K-12 content areas or a 3.00 program GPA for early childhood, elementary, or special education (with no grades below a “C”) in order to be fully admitted and placed for student teaching. Students admitted under the previous 2.5 GPA requirement who did not complete certification requirements prior to 8/1/2017 will be held to the new, higher GPA standard.
Students must complete Teaching Field Experience I and Teaching Field Experience II in two different districts. Early Childhood Stand-Alone candidates must complete one Field Experience in grades Pre-K/K and one Field Experience in grades 1-3. Elementary Education candidates must complete one Field Experience in grades 1-3 and one Field Experience in grades 4-6. Students seeking certification in both Early Childhood and Elementary Education should complete one Field Experience in Pre-K/K OR Grades 1-3 and one Field Experience in grades 4-6. Those seeking K-12 or dual certification should complete Field Experiences in Elem and MS/Sec. for K-12 certification and in appropriate grade levels/ subjects for each area of dual certification. Students enrolled in EDCL 211 Teaching Field Experience I must be concurrently enrolled in EDUC 210 Field Experience I Seminar. Students enrolled in EDCL 411/511 Teaching Field Experience II must be concurrently enrolled in EDUC 410/510 Teaching Field Experience II Seminar. Successful completion of both seminar courses with a final grade of CR is required for degree completion and/or satisfaction of certification requirements.
Students who will complete the traditional Field Experience II and student teaching must complete their student teaching in a district different from their Field Experience I and II placements. Students will be placed in the most highly diverse settings possible within MBU’s geographic service area, and should carefully plan Field Experience and Student Teaching assignments accordingly. Students will not be permitted to complete all of their Field Experience/ Student Teaching in the same district due to their children’s enrollment in that district or non-academic contractual employment in that district (such as coaching, before or afterschool employment, bus driving duties, etc.). Students should consider these obligations and make preparations as needed well in advance of applying for student teaching, so that they are prepared for the various “life” adjustments that may be required during their student teaching experience. Students may ONLY complete all of their student teaching in the same district if they are employed by the district as a paraprofessional or on a Temporary Authorization or Provisional Certificate. In these cases, the student will be responsible for demonstrating sufficient experiences working with diverse populations. In rare cases, the Teacher Education Office may approve a student to complete his/her student teaching in the same district and/or same classroom ONLY if all other attempts to place the student elsewhere have failed. In such cases, the Teacher Education Office will first examine the diverse experiences the student has already accumulated to determine if the student has had sufficient opportunities to work with diverse populations. Therefore, it is vital that students carefully plan all field experiences prior to student teaching, both formal (Teaching Field Experience I and II) and informal (those field experiences embedded in another course), to include diverse populations so that alternative accommodations can be considered, if necessary, during student teaching.
Students who apply and are accepted to complete the School of Education Spartan Academy will complete Field Experience II and student teaching in the same district in consecutive semesters. SOE Spartan Academy students will follow the calendar of the district rather than the Missouri Baptist University calendar and will commit to two full days per week for the field experience and the traditional five days per week during student teaching. Students will select from the approved partner schools as outlined in the SOE Spartan Academy application.
Placement requests will be submitted to only ONE district at a time. Students should be aware that a verbal “approval” from a potential cooperating teacher for placement does not guarantee official approval of the placement from the principal or district central office. The Education Office is responsible for contacting the appropriate district personnel in writing to officially request student teacher placements. Due to the busy schedules of school administrators who partner with Missouri Baptist University in student teacher placements, it can take a MINIMUM of three to four weeks to confirm a single placement. If a district is not able to place a student teacher, the process begins all over again with a new district, thereby once again, extending the time it may take to confirm a placement. Students will be notified via email and/or regular mail when a placement has been confirmed. Once students have been informed of their confirmed placement(s), they are expected to contact the cooperating teacher and building principal as soon as possible, well in advance of the start date, to get acquainted and to begin making any preparations (at the cooperating teacher’s discretion) for the student teaching experience.
Once the Teacher Education Office has submitted a student teaching request to a district, requests from students to make a change to their placement may not be considered until/unless the original district indicates that they are not able to accommodate the request. After a placement is confirmed, requests from students to make a change to their placement will not be considered, except in very rare circumstances, which will be reviewed on a case-by-case basis. If students encounter unforeseen circumstances which they believe will prevent them from fulfilling their student teaching in the district assigned, they have the option to choose to withdraw from student teaching. However, that does not constitute a necessity for the School of Education to reassign the student to another district in that same semester. Voluntary, self-imposed withdrawal or dismissal by the school district from a student teaching placement may result in the student’s forfeiture of eligibility to complete student teaching in that semester, and may require that the student reapply for student teaching in a subsequent semester, if more adequate time is needed to devote to securing a new placement for the student. All requests for reassignment must be discussed in person with the Director of Field Experiences before any further action regarding reassignment will be taken. Please note that proximity of the placement to the student’s home/daycare provider is NOT considered a valid reason for withdrawal from a confirmed placement. While the School of Education staff will make every effort to place students as close to their residences/daycare facilities/children’s schools as possible, due to shortages in districts with available openings for student teachers, it is not always possible to place students in neighboring school districts. Students should be prepared to travel up to 30-45 minutes to and from student teaching.
All students are REQUIRED to attend Student Teaching Orientation held on the Main Campus (usually the end of July/beginnning of August for Fall semester student teachers and during Fall semester final week in December for Spring semester student teachers) prior to beginning their student teaching. Letters are mailed to students approximately one month prior to the Student Teaching Orientation date informing students of the date, time, and location of the meeting. Students who cannot attend the established orientation, should notify the Director of Field Experiences as soon as possible and will be required to attend a make-up orientation, scheduled by the Director of Field Experiences, before they may begin student teaching. Failure to attend the initial orientation meeting may result in the student having to delay the start date of his/her student teaching; therefore, extending the ending date (which may occur after the semester officially concludes and/ or graduation). Student Teacher Orientation (one day seminar) should NOT be confused with EDUC 471 Student Teaching Seminar/EDMU 470 Student Teaching Seminar for Music Education (full-semester class). Attendance at both is required.
Missouri Baptist University is committed to providing pre-service students with a quality student teaching experience and desires to make the placement process as smooth as possible for all parties involved. Please understand that we strive to maintain positive relationships with the partnering school districts and value their time, effort, and hospitality involved in this process as well. It is only through their cooperation that field experience and student teaching placements are possible. These practices are as much to respect the school districts’ needs for timely requests and quality candidates as they are to accommodate the needs of our students. If you should have any questions regarding field experiences, student teaching, and/or the placement process, please feel free to contact the Director of Field Experiences. We desire for all of our student teachers to be successful, and that begins with mutual collaboration in the placement process to ensure quality placements for all of our students.
Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/ or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of the School of Education or his/her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students pursuing credit for the full 16 weeks of student teaching through CPL will be observed teaching a minimum of four lessons by an MBU supervisor during their final semester. Candidates will actively participate in the classroom and complete required assignments, with the guidance of the classroom mentor teacher and university supervisor. All students, including those receiving credit for prior learning, will be concurrently enrolled in EDUC 471 Student Teaching Seminar, which provides an opportunity for students to share and reflect on their classroom experiences.
Early Childhood, Elementary, Middle School, Secondary, and K-12 teacher certification candidates may apply to complete Field Experience II and Student Teaching in a Missouri Baptist University partner school. Students who are accepted for the SOE Spartan Academy program will agree to the following:
Forego the traditional Missouri Baptist University academic calendar and follow the district school calendar for both semesters.
Attend the regular school day for the two required days during the Field II experience, spending time in various classrooms at the site.
Attend the co-requisite seminar course for Field Experience II at the school site.
Attend the regular school day five days a week during the student teaching semester.
Will have opportunities to participate in school and district-based professional learning, participate in grade level and data team meetings, attend parent teacher conferences and Individual Education Plan meetings, and substitute for the school/district (if eligible for a substitute certificate), among others.
SOE Spartan Academy gives students the opportunity to experience a complete school year from beginning to end. Students will work with and support teachers who have a variety of teaching styles and methods that will enhance the student’s development as a teacher, while supporting student learning and achievement.
Candidates returning to complete their teacher certification program more than five years after completing the student teaching requirement may be required to complete an additional internship. This will be determined on a case-by-case basis, taking into consideration whether candidates have been working in a classroom in any capacity during the five years since they student taught (or petitioned for CPL credit for student teaching) and whether it is necessary to collect Missouri Educator Evaluation System (MEES) summative evaluation data. Those that do need to complete an internship must have passed all Missouri Content Assessment (MoCA) examinations required for the content area(s) for which recommendation for certification is being sought prior to being placed for the internship.
General Certification Requirements:
A baccalaureate degree from a college or university having a teacher education program approved by the Missouri Department of Elementary and Secondary Education (DESE) or from a regionally accredited college or university in states other than Missouri;
Must have recommendation of designated official for teacher education in the college or university;
Must have an overall cumulative GPA of 2.00 as well as content area and professional education GPA’s of 3.00 (with no grades below a “C” in professional education or content area requirements);
Must complete the content area test(s) and performance assessment designated by the State Board of Education with a score equal to or greater than the Missouri qualifying score*;
Completion of professional requirements, as determined by the recommending college or university, which may exceed the minimum requirements established by DESE; and
Individuals who are not U.S. citizens must complete coursework in the following:
English Composition, two (2) courses, each a minimum of two (2) semester hours;
U.S. History, three (3) semester hours; and
U.S. Government, three (3) semester hours.
In addition, DESE requires that each undergraduate degree-seeking applicant for formal admission to an approved professional education program demonstrate basic educational competencies by achieving a passing score, as determined by the State Board of Education, for the Missouri General Education Assessment (MoGEA) prior to his/her admission to the program. Candidates who have not passed MoGEA on the first attempt may appeal to be admitted based on an ACT composite score of 20 or higher (or comparable SAT score) taken within the last five years. Post-baccalaureate students seeking initial certification, whether at the graduate- or undergraduate-level, are exempt from the general education assessment requirement, per DESE rules (5 CSR 20-400.310, Appendix A 11).
DESE also requires specific coursework to be completed for each subject area and level, which is subject to change. Such changes supersede published catalog requirements. Current requirements may be found in the University Catalog and on Degree Plan Worksheets available from academic advisors. To ensure that all state certification requirements are being met, candidates are required to have a graduation certification check completed in the Education Office during their junior year.
*DESE has changed the assessment requirements for certification.The Missouri Content Assessments (MoCA) have replaced the Praxis Series as the content area exams. Visit the Missouri Educator Gateway Assessments (MEGA) website at https://www.mo.nesinc.com/ for more information or to register for the MoGEA or MoCA.
Program Completion Requirements for Initial Teacher Certification:
(required for both degree-seeking and certification-only students)
Successful completion of the Professional Development Folio the semester prior to student teaching.
Successful completion of certification program required coursework.
An overall cumulative grade point average of at least 2.00 on a 4.0 scale, including a minimum 3.0 GPA within the content area with no grade lower than a C and a minimum 3.0 GPA in professional education courses with no grade lower than a C (for middle, secondary, and K-12 content programs), or a program GPA of 3.00 with no grade lower than a C for early childhood, elementary, and special special education certifications.
Successful completion of Student Teaching which includes the following:
A passing score on the Missouri Content Assessments (MoCA) which replaced the Praxis Series as the content area exit exams for certification beginning in September 2014.
Satisfactory Formative Evaluations; and
A passing composite score on the Missouri Educator Evaluation System (MEES) summative evaluation.
Must be enrolled in these classes in the second semester of the sophomore year or first semester of enrollment for students transferring with junior standing or better. EDUC 201 must be in progress or completed prior to first interview.
Complete first draft of reflection for 1 of the 9 Missouri Teacher Standards (or 1 of the 7 Missouri Standards for School Librarians). Complete all 5 foundational education documents.
All candidates except for Music Education majors should be enrolled in this class prior to first interview, completion preferred. As part of this course, candidates will complete their first dispositions self-assessment, have their instructor complete a dispositions assessment, and will have a meeting to review and compare those two results. (Music Education candidates will complete self-assessment in conjunction with MUED 313 Early Childhood/Elementary School Music Methods.)
Complete at least two semesters prior to student teaching. (Music Education candidates enroll in EDCL 211 in conjunction with MUED 313 .) As part of this course, the candidate’s Cooperating Teacher will complete a dispositions assessment on the candidate, submitting it to the University Supervisor as a course assignment.
Official copy of ACT or SAT on file in Education Office (or exemption request if eligible) (undergraduate degree-seeking students only)
Undergraduate Degree-Seeking Students Only)
Complete prior to first interview
Official MoGEA score report on file (undergraduate degree-seeking student only) Candidates who have not passed MoGEA on the first attempt may appeal to be admitted based on an ACT composite score of 20 or higher (or comparable SAT score) taken within the last five years.
Undergraduate Degree-Seeking Students Only
Complete during same semester as EDUC 201.
FIRST INTERVIEW: Approval for admission
All items listed above must be completed before interview is scheduled.
In addition, a 2.00 overall cumulative GPA as well as a content area GPA of 3.00 and professional education GPA of 3.00 (with no grades below a “C” in professional education or content area requirements) are required for admission.
Candidates with less than a 2.00 overall cumulative GPA or less than a 3.00 in the content area or professional education must have a plan to raise GPA.
Undergraduate degree-seeking students, who are have not passed MoGEA and are ineligible to appeal based on ACT composite score of 20 or higher (or comparable SAT score) within the last five years, may be accepted for probationary admission only. MoGEA must be passed to be fully admitted.
Faculty Vote and Formal Approval for Admission
Letter will be sent to student with notice of formal faculty approval for admission
When enrolled in EDUC 201 or first semester of junior year
Completed SOE Professional Dispositions assessments to date are reviewed, with follow up as needed with the candidate for any identified areas of question or concern*
Complete prior to student teaching, generally the semester before. (Music Education majors enroll in EDCL 411/511 the semester prior to student teaching.) As part of this course, the candidate’s Cooperating Teacher and University Supervisor will each complete a dispositions assessment on the candidate as course assignments. Candidate must be fully admitted to the Teacher Education Program to enroll in EDCL 411/511.
Complete the semester prior to student teaching in preparation for student teaching interview. As part of this course, the candidate will complete a dispositions self-assessment and the instructor will complete a dispositions assessment, to be used as part of the final Folio Evaluation. Candidate must be fully admitted to the Teacher Education Program to enroll in this course.
Final Professional Development Folio Evaluation *
The final Professional Development Folio Evaluation must be “Pass” or “Pass with Distinction” prior to the student teaching semester.
SECOND INTERVIEW: Approval for student teaching
At least one semester before student teaching:
For August (fall semester) student teaching, interview must be completed by April 1st.
For January (spring semester) student teaching, interview must be completed by November 1st.
Candidates must be fully admitted before second (student teaching) interview is scheduled.
Complete background check(s) and any additional district-specific requirement for student teaching placement
Family Care Safety Registry (FSCR) background check is a co-requisite for student teaching and is required for all candidates.
See the handout School Districts That Require Additional Information for Student Teaching Placement for district-specific requirements
Complete FBI Fingerprint Background Check before the end of student teaching semester (required by DESE for certification; see handout Help Guide for DESE’s Online Certification System)
Placement Deadlines for Student Teaching
Placement requests will NOT be sent out until second interview has been passed.
Any request for Credit for Prior Learning (CPL) must be submitted at the same time candidates apply for student teaching placement.
Take Missouri Content Assessment (MoCA) for each area in which certification is being sought.
Complete prior to student teaching (Passing score required for conferral of professional education degrees and completion of certification program requirements.)
Complete all coursework
Prior to student teaching(Students will not be allowed to student teach if all education courses have not been satisfactorily completed with a final grade of C or CR or better. Music Education majors must successfully pass the hearing for their Senior Recital before they can be approved for their Student Teaching semester and must complete the Senior Recital before beginning the Student Teaching semester.)
Students will engage in an action research project to demonstrate instructional impact. Students will select a focus, identify research questions, collect and analyze date, and report results with informed actions.
The Missouri Baptist University (MBU) School of Education (SOE) identifies specific professional dispositions, defined as categorized descriptions of teacher behavior that affect positive influence in the professional setting and promote gains in P-12 student learning. Initial teacher certification candidates are expected to meet proficiency expectations for each of these defined dispositions as part of program completion in the MBU SOE. Candidates will complete dispositions assessments at specific checkpoints in coursework during their program to measure their progress toward proficiency. In addition, at any time a SOE instructor may require completion of a dispositions assessment if a dispositions concern arises in his / her course, whether in the university setting or in practicum experiences.
If an instructor determines that a disposition is at the “Needs Improvement” level and requires further intervention, the candidate will be referred to the MBU SOE Educator Review Committee, comprised of select SOE administrators and faculty members, for intervention and / or remediation. The committee will recommend specific interventions intended to help the candidate achieve the expected targets and benchmarks. Intervention / remediation activities may include, but are not limited to, reduced course load, retake of same course, and guided study. Intervention / remediation always requires enrollment in a 0-6 credit hour SOE course: EDCL 370-376 Professional Development.
Curricular Practical Training (CPT)
In order for F-1 international students to participate in any off-campus field experience, internship, practicum, or sponsored research, they must apply for CPT (Curricular Practical Training) through the Office of International Student Services. This includes courses with embedded field experiences that are interactive rather than merely observational in nature. Students enrolled in courses qualifying under the CPT guidelines must complete a CPT Application Form with their advisor and submit it to the Office of International Student Services. Courses offered by the School of Education identified as requiring the CPT Application Form are listed below. Since requirements are subject to change, students should consult with their advisor and the Director of International Student Services if there is any question whether a course might meet the criteria for CPT. This list should not be considered exhaustive.
Counseling Skills & Techniques
CMHC Internship I
CMHC Internship II
School Counseling Internship I
School Counseling Internship II
Pre-K Field Experience
Infant/Toddler Field Experience
Working with the Preschool Child
4703, 4709, 4712, 5703, 5709, 5712
Student Teaching: Early Childhood
Family and Community Resources in Early Childhood Education
Role of Movement and Creative Arts in Development of the Young Child: Seminar and Field Experience
4703, 4709, 4712, 5703, 5709, 5712
Student Teaching: Early Childhood/Elementary (Grades 1-3)
Introduction to Early Childhood Special Education: Seminar and Field Experience
Teaching Young Children with Disabilities: Seminar and Field Experience
Student Teaching: Early Childhood Special Education
Special Education Administrator Internship
Teaching Field Experience I
Teaching Field Experience II
Field Experience with English Language Learners
CPL Student Teaching Evaluation
Driver Education I: Introduction to Safety Education
Teaching Language Arts and Composition in Grades 5-12: Seminar and Field Experience
Curriculum, Theory and Methods of Health Science for Grades K-12: Seminar and Field Experience
Teaching Business and Marketing: Seminar and Field Experience
Coordination of Cooperative Education
Teaching Social Science for Middle/Secondary: Seminar and Field Experience
Teaching Mathematics for Middle/Secondary: Seminar and Field Experience
Teaching Science for Middle/Secondary: Seminar and Field Experience
Curriculum, Theory, and Methods of Physical Education in the Elementary School: Seminar and Field Experience
Curriculum, Theory, and Methods of Physical Education in the Middle School: Seminar and Field Experience
Curriculum, Theory, and Methods of Physical Education in the Secondary School: Seminar and Field Experience
Psychological Examiner Internship
Integration of Literacy in the Content Areas
Foundations of Literacy Instruction for Early Childhood/Elementary: Seminar and Field Experience
Analysis and Correction of Reading Disabilities
Reading and Writing Strategies for Middle/Secondary: Seminar and Field Experience
Advanced Elementary Reading Disorders Practicum
Advanced Secondary Reading Disorders Practicum
Introduction and Methods of Teaching and Inclusion for Students with Cross-Categorical Disabilities and Field Experience
Teaching Remedial Math K-12: Seminar and Field Experience
Student Teaching: Special Education Cross-Categorical Disabilities
Cross-Categorical Disabilities Practicum
Methods of Teaching Speech and Theatre for Middle/Secondary: Seminar and Field Experience
Teachers as Leaders and Field Experience
4703, 4709, 4712, 5703, 5709, 5712
Student Teaching: Elementary
Integrated Mathematics Concepts for Early Childhood/Elementary: Seminar and Field Experience
Integrated Science Concepts for Early Childhood/Elementary: Seminar and Field Experience
Integrated Language Arts Concepts and Children’s Literature for Early Childhood/Elementary: Seminar and Field Experience
Integrated Concepts in Social Science, Geography, and Economics for Early Childhood/Elementary: Seminar and Field Experience
4703, 4709, 4712, 5703, 5709, 5712
Student Teaching: Middle School
4703, 4709, 4712, 5703, 5709, 5712
Student Teaching: Secondary School
Professional Portfolio and Field Experience
Capstone for Superintendent Certification
Personality Assessment of Children, Adolescents, and Adults
Student Teaching: Library Media Specialist
Curriculum Construction/Design for Educational Administration K-12
Role of Educational Administrator as Supervisor K-12
Course Requirements For Teacher Certification Have Changed
Students who did not complete all program requirements for certification – including passing MoGEA, their professional development folio, MoCA, and MoPTA – and graduating with a baccalaureate degree by July 31, 2017, will need to meet the new certification rules as outlined in the current undergraduate catalog and degree plan worksheets.