The Ohio Wesleyan Education Department (termed “Unit”) has created a series of Gateways to mark candidate progress through the licensure programs. Candidates must show progress in developing the necessary knowledge, skills, and dispositions to be a competent, committed, professional teacher for a diverse, democratic society in order to progress through the Gateways and eventually licensure. They must also show commitment to students as well as their own progress.
Gateway I: Admission to Licensure Program
All Ohio Wesleyan students are eligible to take the introductory courses: EDUC 110 – Role of the School or EDUC 105 – Introduction to Early Childhood Education, and/or EDUC 115 – Teaching for Equity and Social Justice (depending on licensure program), and EDUC 251 – Psychological Foundations of Education. However, to enter into a specific licensure program and continue taking courses within the Education Department, candidates must formally apply for admission to their licensure program. During the introductory courses, the department faculty observe candidates’ intellectual capacity, communication and interpersonal skills, dispositions toward the profession, commitment, and ability to adjust to the role of educator in various educational settings. Each candidate’s application to the program is reviewed and evaluated based on the candidate’s overall education record, field experience evaluations from EDUC 110 or 105 and EDUC 251, dispositional assessment, recommendations from arts and science faculty members, and written application essays.
The following summarizes requirements for admission to the Unit:
Summary of Application Procedures and Requirements
In order to pursue a teaching license at OWU, candidates must be admitted to the teacher education program.
- Education majors (Early Childhood, Middle Childhood, Special Education, and Integrated Science) must be admitted before taking the junior year courses.
- Early Childhood & Special Education Programs: 321 and 322 sequence
- Middle Childhood Program: EDUC 341, 349 sequence
- Integrated Science Program: EDUC 370
- Education minors (adolescent to young adult and multi-age programs) must be admitted before taking the following courses.
- Adolescent to Young Adult Program (7-12): EDUC 370
- Multi-age Program (PreK to 12): EDUC 370 or subject-area methods course(s)
Requirements for applying to the Teacher Education Program
- ALL students must have passing ACT, SAT, or Praxis scores, or have a previously-obtained bachelor's degree.
|SAT/ACT Required Test Scores||Praxis Series Core Academic Skills for Educators Required Test Scores|
|Previously-Obtained Bachelor's Degree|
- Complete EDUC 110 or EDUC 105 and/or 115 (depending on licensure program), and EDUC 251
- Early Childhood majors - complete EDUC 105
- Provide names and email addresses of OWU faculty to be contacted for letters of recommendation
- Complete EDUC 105 or EDUC 110 and EDUC 251 field experiences
- Respond to the application essays (PDF)
- Complete self-Dispositional Assessment including comments and examples
Requirements for full admission to the Teacher Education Program
(Students must meet all requirements to be fully admitted.)
- Required passing ACT/SAT, or Praxis Series Core Academic Skills for Educators scores, or a previously-obtained bachelor's degree
- 2.8 GPA overall and in teaching content area
- 2.5 GPA in Education courses
- Satisfactory completion (3 or higher) in EDUC 110/105 (depending on licensure area), and EDUC 251 field experience evaluations
- Satisfactory completion (C- or higher) in EDUC 110/115 (depending on licensure area), and EDUC 251
- Early Childhood majors: satisfactory completion (C- or higher) in EDUC 105
- Adequate or higher score on both application essays
- Two positive faculty evaluations
- Removal of any “U” grades for unsatisfactory writing
In some exceptional cases, Provisional Admission might be granted at the discretion of the admission committee to applicants with a cumulative GPA below 2.8 (but no less than 2.67). The committee will examine the merits of each candidate on a case by case basis.
Within three weeks of the start of the following semester, students admitted provisionally are required to submit an Action Plan of steps they will take to earn full admission.
- Applicants normally submit applications at the conclusion of EDUC 251.
- Applications will be considered in the weeks following the completion of EDUC 251.
- Applicants will receive a letter of acceptance or rejection. Rejected applicants will also receive an Application Feedback Report.
- Students granted Provisional Admittance will be reviewed at the conclusion of each subsequent semester until a full admit or reject decision is made.
- Students who wish to appeal the committee's decision must do so within 14 days of the date on the letter.
- A student must be admitted to the program (either provisionally or fully) prior to taking the teaching methods courses.
- A student must be fully admitted to the program prior to student teaching.
- The application committee consists of full-time faculty members of the Education Department.
Application Essay, Education Department
(To be submitted during EDUC 251)
Respond to the following essay questions; each essay should be approximately one to two (1-2) pages in length (double spaced with 12 point font). Essays will be scored by the Education Department faculty, and will be used when considering the candidate's application to the teacher education program.
- Few people dispute the need for schools. Once past that, however, many questions and controversies arise about the purpose of education. Some feel that schools should be the agents of social change; others feel that we need to teach a traditional curriculum geared to maintain the status quo and perpetuate our culture and way of life. Using the ideas, discussions, and readings from EDUC 110: The Role of the School, take a position on this question.
- How does a teacher's belief that "All Students Can Learn" impact his/her behavior in the classroom? Provide at least three different examples to support your position.
The central purpose/argument of the essay is clear and readily apparent to the reader, demonstrates well-developed understanding of EDUC 110 and EDUC 251 course content; essay is almost entirely free of spelling, punctuation and grammatical errors.
The central purpose/argument is present, but has minor lapses in development; demonstrates a good understanding of EDUC 110 and EDUC 251 course content; essay may contain a few errors; but the errors don't impede understanding.
The central purpose/argument is not consistently clear throughout the essay; provides some references to EDUC 110 and EDUC 251 course content; essay has many errors that distract the reader and temporarily impede understanding.
Fails to address the essay question; few or inaccurate references to EDUC 110 and EDUC 251 course content; numerous spelling, punctuation and grammatical errors such that the essay's meaning is obscured.