Office of Field Experience, Peters Hall A104, (540) 831-6422
Dr. Debora Bays Wilbon, Associate Dean and Director of Field Experiences
Dr. Kelly Robinson, Coordinator of Field Experiences
Libby Hall, Licensure Specialist
Radford University’s professional educator preparation programs are coordinated by the College of Education and Human Development (CEHD) Associate Dean and Director of Field Experience. The Office of Field Experience administers a variety of services which support educator preparation programs within CEHD, as well as other colleges including CVPA, CHBS and ARTIS. Specifically, the office manages policies and procedures regarding admission/readmission, retention, and field placements including Early Field Experiences, Student Teaching, and Graduate Practica and Internships. The office also coordinates professional development programs, seminars, and workshops for teacher preparation candidates and university and school clinical faculty. The Office oversees state program approval of RU educator preparation programs and assists with university and national assessment and accreditation efforts for educator preparation programs.
The programs are accredited by the Council for Accreditation of Educator Preparation (CAEP) and approved by the Virginia Board of Education. Because accreditation and state requirements are continually being modified, program requirements are subject to change. Students should frequently review the Teacher Education Program website and email communications from the CEHD Office of Field Experience to keep abreast of possible program changes.
Undergraduate Educator Preparation Programs Administered in the College of Education and Human Development
Within the School of Teacher Education and Leadership , the Bachelor of Science in Interdisciplinary Studies prepares students who would like to teach in any of the following areas:
- Elementary Education (PreK-6)
- Middle School Education, with a content concentration in English, Mathematics, Science or Social Studies (6-8)
- Special Education Deaf and Hard of Hearing (PreK-12)
- Special Education General Curriculum (K-12)
- Early Childhood Special Education (Birth-age 5)
Students may also pursue coursework leading to add-on endorsements to an initial teaching license in the following areas:
- Gifted Education
- Early Education for 3 and 4- Year Olds, in conjunction with Early Childhood Special Education (Birth – age 5)
- Special Education, General Curriculum, K-6, in conjunction with Elementary Education (PreK-6)
Within the Health and Human Performance , the Bachelor of Science in Exercise, Sport and Health Education major prepares students who would like to teach Health and Physical Education (PreK-12).
Students may also pursue coursework leading to add-on endorsements to an initial teaching license in Driver’s Education.
Undergraduate Educator Preparation Programs Administered in Conjunction With Other Colleges
The College of Education and Human Development collaborates with other colleges to prepare students to teach specific content areas. These students will major in the discipline and complete coursework and requirements for licensure through the College of Education and Human Development.
Students interested in teaching science or mathematics at the secondary level (i.e., grades 6 – 12). will major in one of the following disciplines in the Artis College of Science and Technology :
- Biology
- Chemistry
- Geology
- Physics
- Mathematics
Students interested in teaching English, social studies, or Spanish at the secondary level (i.e., grades 6 – 12) will major in one of the following disciplines in the College of Humanities and Behavioral Sciences :
- English
- Foreign Languages and Literatures ( (Spanish concentration)
- Social Science
Students interested in teaching art or music (PreK-12) will major in one of the following disciplines in the College of Visual and Performing Arts :
Graduate-level Educator Preparation Programs Administered in the College of Education and Human Development
The School of Teacher Education and Leadership offers four graduate programs that lead to initial licensure or endorsement.
Education, M.S., Curriculum and Instruction, with licensure and teaching endorsement in one of the following:
- Early/Primary Education (PreK-3) (only available to those who complete the B.S. in Interdisciplinary Studies, Early Childhood Special Education)
- Elementary Education (PreK-6)
- Middle Education (6-8)
- Secondary (biology, chemistry, earth science, physics, English, mathematics, social studies)
Special Education, M.S., with licensure and teaching endorsement in one of the following:
- General Curriculum (K-12)
- Adapted Curriculum (K-12)
- Early Childhood Special Education (Birth to age 5)
- Deaf and Hard of Hearing (PreK-12)
- Visual Impairment (PreK-12)
Literacy Education, M.S., or Reading Specialist Graduate Certificate, with endorsement as Reading Specialist, K-12
Educational Leadership, M.S., with endorsement in Administration and Supervision (PreK-12)
The Department of Counselor Education offers a Master of Science in Counseling and Human Development with endorsement in School Counseling, PreK-12.
Graduate-level Educator Preparation Programs Administered in Conjunction with Other Colleges
The College of Education and Human Development collaborates with the Department of Psychology in the College of Humanities and Behavioral Sciences for the School Psychology, Ed.S. , which leads to endorsement in School Psychology.
Admission Requirements
Information related to admission and retention in specific degree programs is found in the college and major sections of the catalog.
Teacher Education Program Admission for Initial Licensure Candidates
Students seeking an initial teacher licensure apply to a specific degree program first. In the junior year, undergraduate students then apply for admission to the Teacher Education Program (TEP). Graduate students apply for admission to the Teacher Education Program one semester before planned early field experiences. The Office of Field Experience hosts informational meetings multiple times each semester to provide guidance on the application procedures, timelines, and requirements. Students should attend an informational meeting one year prior to the semester they will apply to the TEP. Criteria for admission to the Teacher Education Program (TEP) for initial teaching licensure fall into three areas: high academic achievement, proficiency in basic skills, and professional qualities that contribute to success in teaching. Candidates must apply and meet specific gateway requirements to enter early field experiences and specific requirements to gain full admission to the TEP and begin student teaching.
Each program has specific requirements including minimum GPA and required Praxis II subject assessments. A partial list of requirements is provided here, while full details can be obtained from the Office of Field Experience during informational meetings. To be eligible for full admission to the Teacher Education Program for initial licensure, students must meet the following minimum criteria:
- Passing scores on the Praxis II subject area assessments;
- A minimum 2.50 grade point average (GPA) on all college work, a 2.50 GPA on all work at Radford University and a 2.50 GPA on all work attempted in the major and professional studies is required for undergraduate students. Elementary education, secondary English, social studies, and mathematics, and the four +1 program in Early Childhood Special Education and Early/Primary Education have higher requirements. Graduate students must have a 3.0 GPA.
- Elementary Education requires:
- 3.00 GPA overall
- Grades of “C” or better in all required major concentrations and professional studies coursework
- 3.00 GPA on all work attempted in the major and in professional studies
- Secondary English, Mathematics, and Social Science programs require:
- 2.75 GPA overall
- 2.75 GPA on all work attempted in the major and in professional studies
- Early childhood special education requires:
- 2.5 GPA overall
- 2.5 GPA on all work attempted in the major and in professional studies
- Grades of “C” or better in IDEC Core, Concentrations, and Professional Education courses
- Must meet additional requirements for admission to the Master in Education, Curriculum and Instruction, if students choose to complete the Early/Primary program with an endorsement to teach PreK-3 and must maintain a GPA of 3.0 for graduate studies.
- Demonstrate professional characteristics and dispositions.
For a copy of “Policies and Procedures Governing Admission/Readmission, Field Placement, Retention and Program in the Teacher Education Program,” students may contact the Office of Field Experience.
Admission Procedures for Initial Licensure Candidates
Applications for acceptance to the gateways for early field experience and full admission to the Teacher Education Program for student teaching will ONLY be obtained through attendance at a MANDATORY informational meeting.
These meetings will be held at the beginning of the fall and spring semesters. Students can find announcements about these meetings via their RU email, electronic bulletin boards in Peters Hall, and in the Office of Field Experience. Students must submit the application for acceptance to the gateways for the teacher education program one semester prior to the first field experience. The dates for the deadline for applications will be publicized by the Office of Field Experience. Applications are reviewed by the Office of Field Experience to ensure students meet minimum criteria to be eligible for admission. If a student does not meet minimal criteria, he or she is notified by the office and will not be registered for early field experience courses or student teaching.
Applications meeting minimum requirements will be forwarded to departments for departmental review. The department’s recommendation regarding the student’s admission to the gateways and/or full admission to the Teacher Education Program is then sent to the Office of Field Experience.
Each applicant will be notified by the Office of Field Experience regarding their admission status. If admission is denied, the Associate Dean will provide reasons for the denial. A student who is denied admission and who later meets eligibility requirements in a subsequent semester, may reapply.
An applicant may appeal denial of admission by letter from the student to the Associate Dean of the College of Education and Human Development within 1 week of being sent the letter of notification. The student’s letter requesting an appeal must include or be accompanied by a statement of information supporting the appeal.
Retention Policies
After acceptance to early field experiences and admission to the Teacher Education Program for student teaching, a student’s progress is under continual review by the faculty. Retention policies are fully described in Policies and Procedures Governing Admission/Readmission, Field Placement, Retention and Program Completion in the Teacher Education Program, available by request from the Office of Field Experience.
Eligibility for Student Teaching
At least one full semester of student teaching is required of all students in the Teacher Education Program. To be eligible to enroll in student teaching, a student must have:
Successful completion all departmental prerequisites for student teaching;
- Successful completion of the early field experience (or pre-clinical experiences);
- Demonstrate a basic level of competence in essential teaching skills such as lesson planning, instructional delivery, and classroom management;
- Demonstrate satisfactory professional characteristics and dispositions;
- Receive a positive recommendation for student teaching by the university supervisor and/or program area faculty;
- Maintain the minimum program grade point average (GPA) and course grade requirements;
- Passing scores on all required Praxis II assessments.
Admission for Candidates in Graduate Level Advanced Licensure Programs
Information related to admission to and retention in specific graduate degree programs is found in the college and major sections of the catalog. The School Counselor, Reading Specialist, Educational Leadership, and School Psychology programs each have specific expectations for progression and completion. Students should consult with their graduate program advisor about specific requirements for admission to practicum and/or internships and requirements for recommendation for program completion and recommendation for licensure.
Licensure, Program Completion, and Graduation Requirements
To fully complete the program, graduate, and be recommended for professional licensure, students must meet all requirements in the Radford University state-approved educator preparation programs. Requirements include but are not limited to maintaining grades and GPA required for admission and retention; successfully completing the early field experience and/or student teaching, practica, or internship; and submitting passing scores on all licensure exams required in Virginia. Students who do not complete the teacher education program may still be eligible for a degree.
Each student is responsible for meeting all requirements for graduation and licensure.
By action of the Virginia General Assembly, all candidates completing teacher preparation programs are required to earn passing scores on examinations determined by the Board of Education and must meet other requirements as stated by the Virginia licensure requirements and program approval requirements. The Application for a Virginia License to teach is available online at: http://www.doe.virginia.gov/teaching/licensure/. Application requirements are subject to change based on Virginia Department of Education directives.
For information, contact the Licensure Specialist in the Office of Field Experience, Peters Hall A104.
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