Clarion University’s academic structure has recently been reorganized. The information on these pages is valid for students who began their degrees prior to fall 2014.
For students looking for information about degrees in the new academic structure, it can be found on the college web pages:
A new catalog reflecting the reorganized academic structure will be available this fall. Curricular questions should be directed to your academic advisor.
The College of Education and Human Services offers programs to prepare professional educators and other human services personnel. Nine specialized curricula are offered in professional education: Pre-K–4 early childhood education, middle-level education grades 4–8, environmental education, library science, modern languages, music education, secondary education, special education, and speech pathology and audiology. Each teacher education curriculum is designed to meet university graduation requirements, the certification requirements of the state, and the accreditation standards of various professional groups.
Clarion University College of Education and Human Services’ mission is to prepare students to master knowledge, skills and professional dispositions aligned with state and national standards to become successful educators and human service providers. At the center of the mission are candidates, P-12 students, and education and human service professionals, who are active participants in the process of building knowledge, skills, and dispositions.
Based on a strong commitment to learning and teaching, the Conceptual Framework of the College of Education and Human Services defines the preparation of effective, dedicated, and high quality professionals as candidates: constructing knowledge, skills, and dispositions. The framework reflects state and national education standards and describes principles of learning and teaching for administrators, teaching and human services professionals, candidates, learners, school district and agency partners, families, policy makers, and others who make decisions about excellence in education. The framework offers a foundation for articulating and discussing current learning theories and research on effective educational practices and for assessing professional candidate performance.
The College of Education and Human Services is committed to selecting and graduating outstanding candidates who are empowered with the knowledge, skills, and dispositions necessary to assume responsibility for the exercise of professional judgment and continued professional growth to meet the needs of a diverse population in a rapidly changing society. The programs and environments offered by the college are dedicated to facilitating the development of professional candidates who apply knowledge, skills, and dispositions to:
emphasize the importance of individual variations of unique physical, social, emotional, cognitive, and technological abilities and skills;
embrace cultural diversity;
respond to societal needs and influences affecting learners and their families;
promote learning and teaching strategies that facilitate the development of meaningful knowledge, skills, and dispositions;
provide authentic learning and assessment experiences with appropriate technology applications;
support learning interactions fostering collaboration and cooperation among learners, families, and other members of learning communities;
maintain high standards of professionalism;
make effective educational decisions and continue to learn and grow personally and professionally.
In the human services field, programs are offered in rehabilitative services at the associate degree level, rehabilitative sciences and speech pathology and audiology at the bachelor’s degree level, and a five-year program leading to the master of science degree. Certification also is available in speech pathology and audiology.
In its teacher education programs, the College of Education and Human Services is committed to producing professionals who are effective decision-makers and whose skills, attitudes, and beliefs are built upon the following teacher education conceptual framework that underlies all teacher education programs in the college.
Teacher Education Conceptual Framework
Based on a strong commitment to learning and teaching, the mission of the Clarion University College of Education and Human Services defines the preparation of effective, dedicated, and high quality professionals as candidates constructing knowledge, skills, and dispositions. Clarion’s Conceptual Framework for Learning and Teaching reflects the current knowledge base in the field of education as advocated by professional accrediting agencies. The Conceptual Framework defines and describes principles of learning and teaching for administrators, teaching and human services professionals, students, families, policy makers, and others who make decisions about excellence in education. The framework offers a foundation for articulating and discussing current learning theories and research on effective educational practices for professional education candidates as well as for university and school faculty and for assessing professional candidate performance.
Candidates are at the center of the Conceptual Framework. The centrality of candidates, depicted by the graphic above, reflects current cognitive views of how individuals learn. The framework identifies both students and professionals as learners who are active participants in the process of building knowledge, skills, and dispositions within the context of what they already know and applying the new understandings and skills to authentic situations. Candidates are surrounded by three triangles depicting the development of students and professionals as they acquire knowledge, skills, and dispositions within the:
contexts of individual variations, diversity, and societal influences and the
processes of knowledge development, learning interactions, and authentic learning and assessment to facilitate the outcomes of professionalism, decision making, and life-long learning.
The first triangle of the model is Contexts. Candidates develop in the contexts of individual variations, diversity, and societal influences. The learners are inseparable from these important contexts that impact the ways in which individuals process and develop knowledge and experiences. Individual variations provide contexts for the development of candidates. As individuals develop knowledge, skills, and dispositions, they are dependent on the unique set of physical, social, emotional, cognitive, and technological abilities and skills they each possess.
Diversity is an important context for candidates’ development. Educational programs include communities of learners encompassing students, families, and professionals from diverse backgrounds. Respect for and responsiveness to the diversity of learners is a crucial component of this context.
Societal influences include the economic, social, technological, cultural, and political contexts that affect schools and agencies. These contexts impact candidates as they develop knowledge, skills, and dispositions and apply these new understandings and skills to real-life situations.
The second triangle of the Conceptual Framework identifies the Processes of Knowledge Development, Authentic Learning and Assessment, and Learning Interactions. Candidates use these processes to promote cognitive, language, creative, social, emotional, physical, and motor growth and development.
Knowledge development is a process candidates use to build meaningful understandings that support growth and development. Grounded in cognitive learning theory, inductive and deductive instructional models assume the active involvement of candidates in the process of acquiring and developing knowledge. Professionals use a variety of models of learning and teaching that are designed to help students develop deep understandings. Knowledge is not static but will continually evolve and change as candidates confront new information, experiences, and technology.
Authentic learning and assessment are processes requiring
understandings similar to the thinking encountered in actual
situations outside the classroom. Effective instruction,
technology, and authentic assessment assist candidates in
the application and investigation of real-world problems and
solutions. Learning experiences and assessments are anchored
in the candidates’ real-world experiences contributing to the
knowledge construction in a particular content discipline.
Learning interactions is a process occurring as candidates
communicate, collaborate, and negotiate in the construction of
knowledge, skills, and dispositions. Learning interactions are
enhanced through the integration of technology. Interactions
encourage candidates to verbalize their thinking, refine their
understandings, and reflect on growth and changes.
The third triangle reflects the candidates’ Outcomes.
All university Education and Human Services programs
for candidates at the initial and advanced levels guide and
facilitate candidates as they develop:
• Professionalism—personal codes of behaviors and
responsibilities as members of learning communities;
• Decision making—essential skills in the active
construction of knowledge, skills, and dispositions; and
• Life-Long Learning—habits of inquiry and reflection
that help nourish continuing curiosity and excitement
about the world.
Students who complete one of the teacher education
curricula at Clarion and who are awarded a baccalaureate
degree are qualified for the Pennsylvania Instructional I
Certificate. The student must apply for the certificate and
the certificate must be issued before graduates may teach
in the public schools of Pennsylvania. Recommendation
for certification is based upon program requirements in
effect when the application is filed, students are urged to
complete the application during the semester in which they
plan to graduate. Applications are available in the Office of
Students should be aware that Act 24, Act 34 of 1985,
Act 33/Act 151 of 1994, and the FBI Clearance of 2006
require applicants and some transferring employees of public
and private schools, licensed day care centers, and some
residential facilities to provide a criminal record check, a
child abuse clearance, and Federal Bureau of Investigation
clearance. Some human services agencies also require these
clearances of prospective employees. Applications for teacher
certification may be denied based on information presented in
these background clearances.
Any certificate may be extended to include other teaching
fields by completing approved programs in those areas.
Students not enrolled in a program leading to a Bachelor of
Science in Education degree can make application for teacher
certification by obtaining admission to and completing one
of the university’s approved programs in teacher education.
For further information, consult the Dean’s Office, College
of Education and Human Services.
The Instructional I Certificate will be issued to individuals
who fulfill the following:
1. Possess a baccalaureate degree.
2. Successfully complete an approved teacher certification
3. Provide verifications of a valid health examination
(within one year) and negative tuberculin test (within
two years) at the date the application is processed.
4. Present evidence of having passed the Pennsylvania
Department of Education prescribed and administered
teacher certification tests in all certification areas.
5. Present evidence of approved background clearances.
6. Receive recommendation for certification from the Dean,
College of Education and Human Services.
College of Education and Human Services
Selection, Retention, and Graduation Standards
I. Student responsibilities in any program of the college
A. Complete all application forms in a timely fashion:
1. Admission to program
2. Student teaching/internship/externship
3. Graduation from the university
4. Certification, where appropriate, from the
Commonwealth of Pennsylvania
B. Meet with advisors on a regular basis for career and
program counseling as well as at the appropriate
checkpoints in the program to obtain the appropriate
C. Arrange for any tests needed to comply with the
Public School Code of 1949, as amended, Article XII,
Section 1209, which in part provides that teaching
certification may not be issued if the “applicant is
either mentally or physically disqualified by reason
of tuberculosis or any other communicable disease
or by reason of mental disorder, from successful
performance of the duties of a teacher.”
II. Admission to a program
A. All programs require completion of 48-60 semester
hours and a 3.0 qualifying QPA, including six
semester hours of introductory courses (grade of
C or higher) to be determined by the appropriate
department in the College of Education and Human
Mid-level Education (4–8)......................... ED 110, 122
Pre-K-4th Grade (Early Childhood).............. ED 121, 231
Library Science...............................LS 255 and ED 110
Modern Languages............................................ ED 110
Music Education................................................ ED 110
ALL Secondary majors...................................... ED 110
Intervention Specialist/Special Education
(Pre-K–12).......................................SPED 128, 129
Rehabilitative Sciences.........................REHB 126, 227
Pre-K-4th Grade (Early Childhood)/
Special Ed............................ED 121 and SPED 128
Speech Pathology and......................CSD 125, 150, 156
B. Completion of a speech and hearing screening
C. ACT 33/151, ACT 34, and FBI clearances (Act 114)
D. Pass PAPA tests—Pre-Professional Skills in Reading,
Writing, and Mathematics before completing 68
E. Two college-level ENGLISH courses are required—
ENG 111 (composition) and one literature (Grade of
C or higher)
F. Two college-level MATHEMATICS courses are
required (Grade of C or higher)
Mid-level and Pre-K–4th MATH 111, 211
(prerequisite for ECH 415 or EDML 324)
Secondary Mathematics CPSE 201
and Earth and Space MATH 171 + 1 higher level
Secondary Chemistry MATH 270, 271
Secondary General Science Math 171,
Math 221 or 321
Secondary Physics MATH 270 + 1 higher level
Intervention Specialist MATH 111, 211
Speech Pathology and Audiology Math 112 or higher +
Math 221 or PSY 230
ALL others Math 112 or MATH 113
+ 1 higher level
NOTE: MATH 050 DOES NOT count toward general
education requirements, graduation, or as a MATH
requirement for education majors.
NOTE: All students must complete both English requirements
and both mathematics requirements with a grade of C or
higher prior to student teaching or intern/externship.
G. Possession of an appropriate required cumulative QPA
or higher at the time of application.
H. Removal of any academic, physical, or mental
deficiencies noted at any point in the student’s
program that would prevent the candidate from
fulfilling the responsibilities of the professional area.
NOTE: Transfers and readmits must meet these requirements
as well, but will be treated on a case-by-case basis.
III. Retention in a program
A. Maintenance of an appropriate cumulative QPA.
B. PRAXIS II or Pearson PECT (Content Knowledge &
C. Attainment of a grade of C or higher in all required
professional courses and all required major courses in
an area. Mid-level and early childhood majors must
also attain a grade of C or higher in required content
competency courses. All proficiencies must also be C
or higher (or equivalent).
D. Removal of any academic, physical, or mental
deficiencies identified after admission to a program
before being permitted to continue in the program.
E. Completion of all program requirements.
IV. Qualification for student teaching/internship/externship
A. Completion of 90 semester hours of university credit
in professional program, including all teaching
methods or clinical courses.
B. A grade of C or higher in all required professional
courses, all required major courses, required content
competency courses, and proficiencies (where required).
C. An overall appropriate cumulative QPA.
D. Satisfactory completion of required tests (PAPA),
review of criminal record (ACT 34), child abuse
clearances (ACT 33/151), ACT 24, liability insurance
and FBI clearance (Act 114) are necessary for field
placement, including verification of a valid health
examination and negative tuberculin skin test.
V. Graduation requirements
A. Fulfill all university standards for graduation.
B. An overall appropriate cumulative QPA.
C. A grade of C or higher in ALL required professional
courses, ALL required courses in the major area,
content competency courses, and proficiency courses
VI. Pennsylvania teacher certification requirements at Clarion
A. Complete all program requirements and meet the
standards of the Teacher Certification Program at
B. PASS ALL appropriate CURRENT examinations
required by PDE. See Test Needed for Certification.
All Majors PAPA (Reading, Writing,
Mathematics) and appropriate
Specialty Area Exam(s)
Mid-level, Fundamental Subjects—
Pre-K–4 and all Content Knowledge
C. Complete online application for TIMS certification.
D. Certify U.S. citizenship or hold an immigrant visa
which permits employment within the United States
and declares intent to become a U.S. citizen.
E. Certify no habitual use of narcotic drugs in any form or
excessive amounts of intoxicating beverages (School
Code 1209) and not under indictment for and not
convicted of a criminal offense.
F. A health examination is required (within one year) and
negative tuberculin test (within two years) at the date
the application is processed. These must be completed
at or verified by the Keeling Health Center on campus.
G. Receive recommendation for certification from the
dean, College of Education and Human Services, or
current certification officer.
VII. The College of Education and Human Services will,
through a formal agreement with Student Support
Services and the Educational Opportunities Program,
identify students with disabilities for the purpose of
advisement in relation to professional, certification, and
A. Students with disabilities will be encouraged to self
identify to their faculty advisor, and/or department
chair and associate dean for purposes of receiving
appropriate accommodations which ensure their full
participation in a college program.
B. The assistant dean, department chair, or advisor may
meet with each student with disabilities to discuss
professional, certification, and degree requirements.
The associate dean and/or department chair will
discuss these issues with regard to the student’s
disability and any potential functional limitations that
may impact the attainment of certification, the degree,
and effective practice in the profession. Appropriate
accommodations and strategies to compensate for any
functional limitations will also be discussed with the
student. Results of this meeting will be documented,
signed by the associate dean, and copies of the report
will be placed in the student’s departmental file, field
experience file, and Student Support Services file.
C. Whenever possible, students will be placed and
supervised in an early field assignment as a means to
ascertain their abilities and to develop strategies to
overcome functional limitations.
D. If faculty suspect a student has a disability which
may negatively affect the student’s ability to obtain
certification, the degree, or practice in the profession,
the student should be referred to Student Support
Services for assistance.
E. All faculty will be made aware of the need to openly
discuss professional, certification, and degree
requirements with students with disabilities. However,
the final decision to pursue a degree program rests
with the student as long as program requirements are
met satisfactorily. Faculty must also be aware that all
graduates of certification programs should be qualified
to practice in the profession in a competent manner.
VIII. Transfer students
Each transfer student must follow the selection and
retention standards of the College of Education and
Human Services. The appropriate department chair will
evaluate transcripts and any deficiencies will be noted.
An advisor will be assigned to assist transfer students
in developing individual plans to remove identified
deficiencies. If the student is transferring 60 or more
credits, PAPA tests must be passed before higher level
education courses may be taken.
IX. Petitions procedure
The faculty of the College of Education and Human
Services recognizes there may be times when special
circumstances arise which may legitimately justify the
waiver of certain policies and/or standards. Students
who have failed to meet the policies and/or standards
because of unusual and extenuating circumstances are
permitted to file a petition with the college. Petition
forms are available in the Office of the Dean. All
petitions must be written, addressed to the dean, and
filed in a timely fashion. Students will be notified in
writing from the dean’s office regarding a decision, with
a copy to the student’s academic advisor.
Application Procedures for Student Teaching/
1. Read the qualifications for student teaching, internship,
and externship, and the conditions for assignment.
2. Complete the Application for Student Teaching/
Internship/Externship with the advisor. Complete the
Personal Data Form. Return these forms to the Office of
3. Discuss questions concerning assignments, if necessary,
with the academic advisor, department chair, or director,
Office of Field Services.
Conditions for Assignment
1. All qualifications must be met prior to the start of the
student teaching, internship, and externship.
2. Applicants must have verification of a valid health
examination and negative tuberculin skin test prior to
reporting to the field assignment. Verification of liability
insurance is also required.
3. Students are responsible for their own travel and housing
arrangements. Every attempt is made to place students at
approved sites within a 50-mile radius of Clarion.
4. Students will follow the school district/agency calendar,
including in-service days, breaks, and holidays.
5. Applicants will not be assigned to school districts/
agencies they previously attended as elementary and
secondary pupils and those where relatives work and
6. Applicants will not be assigned to their home communities.
7. Assignments will be for a full day, five days per week,
for a full semester.
8. Tentative assignments for summer and fall will be
announced during April; assignments for spring will be
available by last week of classes in December. Applicants
may wish to secure housing in the community where they
9. Applicants will be assigned to selected and approved
sites and cooperating professionals by the academic
departments and Office of Field Services. Students are
not permitted to make their own arrangements.
10. Applicants are encouraged not to enroll in courses,
except designated seminars, during this professional
semester; this field experience is a full-time professional
11. Applicants will report any changes in status or plans to the
Director, Office of Field Services, whenever they occur.
Mid-level and Pre-K–4
MATH 111, MATH 211 (prerequisite for ECH 415 or EDML 324)
Secondary Biology and Earth and Space
MATH 171 + 1 higher level
MATH 270, 271
Secondary General Science
MATH 171, MATH 221 or 321
MATH 270 + 1 higher level
Speech Pathology and Audiology
MATH 112 or higher + MATH 221 or PSY 230
MATH 111, MATH 211
MATH 112 + 1 higher level or MATH 113