Meet Ashley, a graduate of UHC! University of Holy Cross prepared her to teach, and now Ashley makes a difference every day in the lives of children.
INITIAL CERTIFICATION - UNDERGRADUATE
INITIAL CERTIFICATION - ALTERNATIVE CERTIFICATION
- Elementary Education Certification-Only Grades 1 - 5 Curriculum Guide (PDF)
- Secondary Education Certification-Only Grades 6 - 12 Curriculum Guide (PDF)
- Certification–Only Alternative Path to Certification Elementary Grades 1-5 with Add-On Certification in ESL
- Certification–Only Alternative Path to Certification Secondary Grades 6-12 with Add-On Certification in ESL
- Certification–Only Alternative Path to Certification Elementary Grades 1-5 with Add-On Certification in Special Education Mild/Moderate Grades 1-5
- Certification–Only Alternative Path to Certification Secondary Grades 6-12 with Add-On Certification in Special Education Mild/Moderate Grades 6-12
COURSES FOR ADD-ON CERTIFICATION
- Add-On Certification Curriculum Guide for Special Education Elementary (PDF)
- Add-On Certification Curriculum Guide for Special Education Secondary (PDF)
- Add-On Certification Curriculum Guide for Educational Diagnostician (PDF)
- Add-On Certification Curriculum Guide for Reading Specialist (PDF)
CANDIDATE PERFORMANCE DATA
Teacher education candidates from the University of Holy Cross have a 100% passage rate on state licensure exams.
Candidates in Education have demonstrated high
levels of content knowledge by earning grade point averages above the 2.5 GPA admissions requirements. The mean GPA for 2013-2014 Traditional Completers was 3.39. The mean undergraduate GPA for 2013-2014 Alternative Certification Completers before entering
the Teacher Preparation Program was a 2.9.
DESCRIPTION OF PROGRAM
The Teacher-Education Program at the University of Holy Cross seeks to foster stewardship by enabling candidates to become familiar with and to develop a strong commitment to Gospel principles such as serving others in a spirit of compassion, justice, and selflessness. Stewards serve others by giving of themselves with their time, treasures, and talents.
The use of reflection is a means of aiding candidates in articulating their thoughts regarding the attitudes, knowledge, and skills they have acquired in the Teacher-Preparation Program. The development of reflective stewards in the Teacher-Education Program consists of three components: stewards of the heart, stewards of the mind, and stewards of experiential service.
The program content includes educational foundations and instructional design in conjunction with practical and clinical experiences, seminars, internships, and role modeling. Since the program focuses on specific competencies to be mastered, students are evaluated in reference to the predetermined performance standards.
The Teacher-Education Program undergoes continual revision as data are acquired in the field of educational research. On-going evaluations by faculty, students, graduates, and outside agencies are an integral part of the design of the program and are used to improve program efficiency and effectiveness.
The University reserves the right to change any provision, offering, or requirement at any time within the student's period of study.
Student Outcomes of the Teacher-Education Program
Upon successful completion of the Teacher-Education Program, Education majors should be able toEducate the Heart by their ability to
Embrace and display the gospel principles of compassion and justice by recognizing, planning, and implementing
- Strategies to accommodate learning styles and special needs;
- Strategies designed to accommodate behavioral differences; and
- Strategies to create and maintain an environment in which all are treated in a fair and respectful manner.
Exhibit an attitude of selflessness through various acts of professionalism, such as
- Appropriate attire;
- Exemplary attendance;
- Positive interpersonal relationships; and
- Proper speech.
Educate the Mind by their ability to
- Exhibit mastery of content in non-professional education courses;
- Demonstrate mastery of pedagogical knowledge;
- Show evidence of mastery of professional knowledge in education courses; and
- Display mastery in the use of technological knowledge to help all students achieve.
Provide Experiential Service by their ability to
- Develop strategies for effective planning to promote student learning;
- Implement "best practices" which are research based and proven effective;
- Reflect on and assess their own performance; and
- Review and assess the performance of their students.
Do You Have Questions or Need More Information?
Contact Enrollment Services at 504-398-2175