College of Education

Julian Vasquez Heilig, Ph.D., is Dean of the College of Education.

Professional education programs at the University of Kentucky are guided by the theme, Research and Reflection for Learning and Leading. The vision of the unit is to become one of the nation’s best public professional education units with emphasis on research, reflection, learning, and leading in service to the Commonwealth, the nation, and the world.

The professional education unit “endeavors to expand the knowledge of teaching and learning processes across a broad educational spectrum. The unit fosters a culture of reflective practice and inquiry within a diverse community of students, faculty, and staff. As part of a research-extensive university, the unit advances knowledge through research. As part of a land-grant institution, the unit prepares professionals for a variety of roles in educational settings and community agencies and provides leadership in the improvement of the education, health, and wellbeing of citizens in the Commonwealth, the nation, and the world.”

Ninety-eight percent of unit faculty members have attained the highest degrees possible in their fields. The unit provides candidates with access to state-of-the-art technology. Each building is equipped with computer laboratories and “smart” classrooms to keep candidates and faculty in pace with the latest technological advances in education. In addition to preparing excellent teachers and school leaders, graduates have gone on to excel in numerous other professional fields.

Educator Preparation at UK

The educator preparation unit of the University of Kentucky includes programs in the colleges of Agriculture, Food and Environment, Arts and Sciences, Communication and Information, Education, Fine Arts, and Social Work that prepare professionals for careers in public education. The dean of the College of Education is the chief educator preparation officer for the UK educator preparation unit.

The theme of the educator preparation unit is Research and Reflection for Learning and Leading. The vision of the unit is to become one of the nation’s best public professional education units with emphasis on research, reflection, learning and leading.

The mission for the UK educator preparation unit is as follows: the Educator Preparation Unit at the University of Kentucky endeavors to expand the knowledge of teaching and learning processes across a broad educational spectrum. The unit fosters a culture of reflective practice and inquiry within a diverse community of students, faculty, and staff. As part of a research-extensive university, the unit prepares professionals for a variety of roles in educational settings and community agencies and provides leadership in the improvement of the education, health, and well-being of citizens in the Commonwealth, the nation, and the world.

Accreditation

The Professional Education Unit for the University of Kentucky is a member of the national accrediting administration, the Association for Advancing Quality in Educator Preparation (AAQEP), and will undergo a national visit in fall 2023. All professional educator programs are approved by the Kentucky Education Professional Standards Board (EPSB).

Relationship with the Kentucky EPSB

All University of Kentucky educator preparation programs, initial or advanced, have been approved by the Kentucky Education Professional Standards Board (EPSB), in accordance with Kentucky statutes and regulations. In addition to overseeing all educator preparation programs approved for operation in Kentucky, the EPSB also issues, renews and revokes all Kentucky educator licenses (certificates). Kentucky educator certification regulations are updated in an ongoing basis. For the most up-to-date information about educator certification, refer to the EPSB website at: www.kyepsb.net/.

Financial Aid/Scholarships

The College of Education offers scholarships for incoming freshmen, undergraduate and transfer students, graduate students, and students in the Overseas Student Teaching Program. Applications open every fall and can be found at: https://education.uky.edu/academics/scholarships/.

Students must fill out a scholarship application each year to be eligible for consideration of scholarship awards in the College of Education. Graduate students should also contact the Director of Graduate Studies in their department for information about any targeted scholarship funds. The College of Education also participates in certain external Teacher Scholarship Programs. Residents who are enrolled in specific teacher certification programs may wish to apply for funds from the Kentucky Higher Education Assistance Authority (KHEAA) Teacher Scholarship Program. The KHEAA Teacher Scholarship Program provides financial aid to highly qualified Kentucky students pursuing initial teacher certification. All applicants must be Kentucky residents enrolled full-time (unless enrolled for the final term of a teacher certification program and less than full-time enrollment is required to complete the program). Applicants must demonstrate financial need and meet their institution’s education program GPA requirements to qualify for a KHEAA Teacher Scholarship. For more information and to apply for a KHEAA Teacher Scholarship, please visit the KHEAA Teacher Scholarship Program website.

The Teacher Education Assistance for College and Higher Education (TEACH) Grant Program provides grants of up to $4,000 per year to students in a program of study that is designed to prepare them to be certified to teach in a high-needs field. Applicants must also intend to teach at an elementary school, secondary school, or education service agency (see: https://studentaid.gov/understand-aid/types/grants/teach) that serves students from low-income families. For more information on the TEACH program, see the Federal Student Aid grants page or contact the UK Office of Student Success .

There are several additional external scholarship and funding resources on the College of Education’s Scholarship page. For more information visit us at: https://education.uky.edu/academics/scholarships/

Undergraduate Programs in Education

The University of Kentucky grants the following degrees in the College of Education:

• Bachelor of Arts in Education
• Bachelor of Science in Education

Students pursuing one of the following majors earn a Bachelor of Arts in Education degree: elementary education, interdisciplinary disability studies, middle level education, or secondary education. Students selecting a major in secondary education must specialize in either English or social studies.

Students pursuing one of the following majors earn a Bachelor of Science in Education degree: health promotion, kinesiology (teacher certification or exercise science), interdisciplinary early childhood education, leadership for community education and human learning, special education, and STEM education.

Persons holding a bachelor’s degree from a regionally accredited institution, with a minimum overall GPA of at least 2.75, or a 3.0 in their last 30 hours of the degree, may pursue initial educator preparation at the undergraduate level by following any of the certification programs described in this Bulletin. If these persons also wish to earn a UK bachelor’s degree, all UK degree requirements must be met. All educator preparation students at the University of Kentucky are expected to meet the requirements for “Admission, Retention and Completion from Teacher Education Programs” as described below.

Undergraduate Certificates in Education

The University of Kentucky grants the following undergraduate certificates in the College of Education:

• Explorations in STEM Education
• Leadership Studies

Graduate Programs in Education

Graduate Degrees and Certificates

The University of Kentucky offers the following graduate degrees for education:

• Master of Arts in Education
• Master of Arts in Teaching
• Master of Science (Kinesiology and Health Promotion)
• Master of Science in Education
• Master of Science in Education (Interdisciplinary Early Childhood Education)
• Doctor of Education (Ed.D.)
• Education Specialist (Ed.S.) in Educational Leadership
• Doctor of Philosophy (Ph.D.)
• Interdisciplinary Doctor of Philosophy (Ph.D. in Education Sciences)
• Rank II (32 hour) and Rank I (30 hour) Programs in Professional Education

Graduate Programs Leading to Advanced Educator Licensure

The University of Kentucky offers graduate programs leading to advanced educator licensure in Literacy, Library Science, School Psychology, School Social Work, and School Leadership. Approved Teacher Leader programs at the master’s level are also available in Special Education, Interdisciplinary Early Childhood Education, Art Education, STEM Education, and Educational Leadership.

UK Graduate Certificates

The University of Kentucky offers graduate certificates in: Assistive and Rehabilitation Technology; Autism Spectrum Disorders; Career, and Civic Life (C3) Teaching & Learning; Comparative International Educational Studies; Distance Education; Executive Educational Leadership; High Performance Coaching; Instructional Coaching; Leadership for Deeper Learning; Rehabilitation Counseling; Research Methods in Education; School Technology Leadership (suspended); Senior Diversity Officer Leadership; Sport, Fitness, and Recreation Management; and Teaching in Culturally and Linguistically Diverse Classrooms.

Graduate Programs Leading to Initial Educator Licensure

The following graduate level initial educator certification programs are available at the University of Kentucky: 1) graduate alternative certification program leading to certification in moderate/severe disabilities, grades P-12; 2) graduate level alternative certification program leading to initial certification in Teaching World Languages: Chinese, Japanese, French, German, Russian, Spanish, 3) Master of Arts in Education with initial certification in secondary education, grades 8-12, English or social studies; 4) Master of Science in Career and Technical Education with initial certification, grades 5-12 (option in agriculture education); 5) Master of Arts in Teaching Secondary STEM Education (options in mathematics, biology, chemistry, earth science, and physics; 6) certification program in school psychology, grades P-12; and 7) Master of Arts in Teaching World Languages (with options in Chinese, Japanese, French, German, Latin, Russian, and Spanish), grades P-12:, 8), graduate program leading to initial certification in Learning and Behavior Disorders; 9) graduate program leading to initial certification in Interdisciplinary Early Childhood Education; 10) Master of Science in Library Science leading to certification as a School Media Librarian; 11) Master of Science in Visual Impairments; and 12) Master of Arts in Orientation and Mobility.

For more information about programs, please visit the College of Education website at: http://education.uky.edu/.

Graduate Alternative Certification Programs Leading to Initial Educator Licensure

Graduate Alternative Certification Programs leading to initial educator licensure are offered in the area of Moderate and Severe Disabilities P12. Students who wish to enroll in a Graduate Alternative Certification Program must be employed in one of the participating school districts, and must meet the College of Education Admission, Retention and Completion standards, and the standards of the UK Graduate School. Graduate Alternative Certification Programs are three-year programs, including the Kentucky Teacher Internship Program. Additional alternative certification programs are under development and may become available at any time. Contact the Office of Program Documentation, Accountability and Compliance for more information.

Special Facilities and Services

The Education Library provides a wide range of education materials, with over 400 journals and 100,000 books, plus children’s literature and Kentucky state-approved textbook collections. In addition, major education databases are available through the library’s website at: http://libraries.uky.edu/educ.

The College’s Center for Next Generation Leadership (part of the Department of Educational Leadership Studies) is a powerful network of students, teachers, leaders, and communities committed to upgrading educational systems to deepen the learner experience and expand equity of opportunity for every student. In collaboration with a network of committed university, school, and district partners, we re-imagine learning, teaching, and leadership to create and sustain innovation and transformation through leadership development, shared learning, and action research.

The Education and Civil Rights Initiative (ECRI) is a College-wide effort to advance equitable, high-quality learning opportunities for every child in America. Partnered with the NAACP, ECRI works with communities and educators to produce the scientific evidence needed to help policy-makers reach decisions and transform lives.

The Evaluation Center operates as an independent evaluation resource for the College, University, and state. Despite its independent status, the Evaluation Center benefits from being able to consult with the experts in the College of Education regarding quantitative, qualitative, and mixed- methodologies.

The Center for Educator Preparation Information Systems provides database and information system support for the College of Education. In addition, persons associated with the center engage in projects to make information systems technology more accessible to educator preparation programs nationally and in the Commonwealth.

The Office of Information Technology provides technology services to faculty, staff, and students of the College of Education. Services include classroom technology, computer hardware and software support, website and application support, digital file storage, and cybersecurity. The staff is available to assist with a wide range of technology-related activities.

The mission of the Office of Student Success is to enhance the academic experience of College of Education students through the development and management of co-curricular activities. The office partners with different units within the College of Education with the following goals: maintain a supportive and inclusive environment for College of Education students from the time of their enrollment through graduation; intellectually connect and engage students with all aspects of the College’s programs and initiatives, the Lexington community, and beyond (including international programs such as overseas student teaching); create a vibrant community of discipline-specific student organizations that can provide all students with mentoring and support in their pursuit of professional careers and certificates; develop multiple paths for students to follow in pursuing personal, educational, leadership and professional growth; and provide opportunities for all students to participate in, experience and embrace diversity. All programs and activities supported by the Office of Student Success are geared towards success of all students, regardless of race, nationality, gender, sexual orientation, geographical location, religion, and disability.

The mission of the Office of Research is to support faculty in locating external funding sources, preparing grant proposals and providing post-award management services.

The Office of Higher Education Research and Development conducts research on questions on higher education that are important to Kentucky. Research results are shared with the Council on Postsecondary Education and other institutions in Kentucky.

The Biodynamics Laboratory is a research and education facility that is shared by the Department of Kinesiology and Health Promotion, College of Health Sciences and Center for Biomedical Engineering. The lab contains state-of-the-art equipment for the purpose of conducting biomechanical analyses. The mission of the lab is to further our understanding of the relationship between biomechanics and human health and performance, and to disseminate this new information to UK students, the local community, and scientific community worldwide.

The Pediatrics Exercise Physiology (PEP) Laboratory is one of only a handful of facilities in the world designed specifically to serve the needs of pediatrics patients. The PEP-Lab will provide a state-of-the-art facility and resources for testing, physical training, and analysis of pediatric populations for research and clinical investigations.

The UK Body Composition Core Laboratory (BCCL) is a human-based laboratory facility specifically designed to provide state-of-the-art body composition analysis for research and clinical investigations.

The Exercise Physiology Laboratory has the facilities and equipment for a wide variety of physiological and performance testing.

The Collaborative Center for Literacy Development (CCLD), 120 Quinton Court, Suite 200, was established by the Kentucky General Assembly in 1998 to make training in literacy education available to educators and to promote students’ literacy development. The Center focuses on six requirements laid out in Senate Bill 186, to: provide professional development and coaching for classroom teachers to implement reliable research-based reading models; establish a demonstration and training site for early literacy at each of Kentucky’s public universities; collaborate with public and private post-secondary institutions to provide quality pre-service and professional development in early reading instruction; assist districts located in areas with low reading skills to assess and address identified literacy needs; identify models of reading instruction supported by research; and develop and implement a clearinghouse for information about reading models. The CCLD works to improve achievement for students pre-school through adulthood.

General Information

Students who wish to be recommended for any state educator licensure (certification) must meet the requirements of the Kentucky Education Professional Standards Board, and the University of Kentucky Senate.

Students desiring to be recommended for initial certificates in a major must be admitted to the Teacher Education Program associated with that major. The number of students admitted to any UK teacher education program each year depends upon the availability of resources for maintaining quality instruction.

Admission to a teacher education program is highly selective and may be competitive. Meeting minimum requirements for application does not guarantee admission.

Students will be recommended for degrees only upon completion of approved degree programs. Students who have not been admitted to a teacher education program will not be permitted to enroll in courses requiring Teacher Education Program admittance.

Admission, Retention and Completion from Teacher Education Programs

Rules Governing Admission to Teacher Education Programs

All candidates for admission to any initial teacher education program are required to show an overall GPA of at least 2.75, or a 3.0 GPA in the last 30 hours taken (semester inclusive). Also, all candidates for admission to any undergraduate level initial teacher education program will need to demonstrate successful completion of either the ACT or the Praxis® Core Academic Skills for Educators tests in reading, writing, and mathematics. 

A student must be admitted, retained in, and successfully complete a state-approved teacher education program in order to receive a teaching certificate. The components of an approved teacher preparation program include: 1) an earned bachelor’s degree from a regionally accredited institution of higher education, 2) completion of approved teaching subject matter field(s), 3) successful completion of state mandated testing, 4) completion of a teacher preparation program, including student teaching, 5) and verification by program faculty that all applicable standards have been met.

The College of Education Certification Program Faculties, the College of Education Director of Academic Services and Teacher Certification, and the University Registrar are charged with the responsibility to monitor a student’s progress through the teacher preparation program, and to recommend to the Kentucky Education Professional Standards Board (EPSB) that a successful candidate be awarded a state teaching license (certificate).

SECTION 1: Overview

A student must be admitted, retained in, and successfully exit from a state-approved educator preparation program in order to receive a teaching certificate. The components of an approved teacher preparation program include:

1. an earned bachelor’s degree from a regionally accredited institution of higher education,
2. completion of approved teaching subject matter field(s), e.g., approved majors, major equivalencies, minors, or support areas, as specified by the candidate’s chosen program faculty,
3. completion of an educator preparation program, including the final clinical experience, e.g., student teaching,
4. and verification by program faculty that all applicable standards sets have been met.

The College of Education Educator Preparation Program Faculties, the College of Education Director of Academic Services and Teacher Certification, and the University Registrar are charged with the responsibility to monitor a student’s progress through the educator preparation program, and to recommend to the Kentucky Education Professional Standards Board (EPSB) that a successful candidate be awarded a state teaching certificate.

SECTION 2: Continuous Assessment

1. A candidate’s progress through all educator preparation programs is continuously monitored, assessed, and reviewed. In addition to typical evaluation processes that occur as part of their coursework and clinical experience placements, candidates will be assessed a minimum of three times during their program by representatives of their respective program faculty.
2. The candidate assessments will occur upon entry into the educator preparation program, at a midpoint in the program (no later than the semester prior to the final clinical experience, e.g., student teaching), and as candidates exit the program following the final clinical experience, e.g., student teaching. Assessments will include, but are not limited to: (a) appropriate scores on approved standardized tests, (b) review of grades via inspection of transcript, (c) personal and professional skills assessed during interviews with program faculty, throughout coursework, and during clinical experiences, (d) artifacts submitted by the candidate that demonstrate their ability to attain standards, (e) continued adherence to the KY Professional Code of Ethics, and (f) documentation of the following skills: critical thinking, communication, creativity, and collaboration.
3. Professional Growth Plan (PGP): Following admission to an educator preparation program, if problems have been identified at any assessment point, program faculty will prepare a professional growth plan for the candidate which addresses the problems, identifies the scheme to implement the professional growth plan, and provides feedback and direction to the candidate.

Section 2A: First Continuous Assessment Point - Admission to Educator Preparation Programs

1. A candidate’s progress through all educator preparation programs is continuously monitored, assessed, and reviewed. The first continuous assessment point is admission to educator preparation (TEP). In addition to the general requirements for admission to educator preparation (TEP) listed below, candidates should carefully review the specific requirements of their individual programs.
2. Candidates for admission to educator preparation (TEP) must have completed at least 30 semester hours, or, if pursuing state teacher certification as a certificationonly student or a graduate student, must have earned a bachelor’s degree from   regionally accredited institution of higher education.
3. Candidates for admission to educator preparation (TEP) must demonstrate academic achievement by earning a minimum overall GPA of 2.75, or a GPA of at least 3.0 in the final semesters which include the last 30 hours of coursework. Candidates seeking admission to a graduate-level educator preparation program must also satisfy UK Graduate School admission standards. The UK Graduate School requires an overall UG GPA of 2.75 as a minimum for unconditional admission to graduate programs. And, if the candidate has completed any graduate course work, a minimum graduate GPA of 3.0 is required. Candidates intending to use the “GPA of at least 3.0 on the final 30 hours option” should consult with their program’s Director of Graduate Studies for additional information. The UG GPA is taken directly from the transcript showing award of the undergraduate degree.
4. Candidates for admission to educator preparation (TEP) must certify their knowledge of the Kentucky Professional Code of Ethics and must sign a state mandated character and fitness review.
5. Candidates for admission to educator preparation (TEP) must demonstrate aptitude for teaching by presenting three letters of recommendation from individuals who can attest to the candidate’s potential success in teaching.
6. Candidates for admission to educator preparation (TEP) must demonstrate that they have reviewed and understand dispositions for teaching. At UK, these dispositions are encoded in the UK Functional Skills and Dispositions Standards Set. The UK Functional Skills and Dispositions are listed below:
   1. The candidate communicates appropriately and effectively
   2. The candidate demonstrates constructive attitudes
   3. The candidate demonstrates ability to conceptualize key subject matter ideas and relationships
   4. The candidate interacts appropriately and effectively with diverse groups of colleagues, administrators, students, and parents in educational settings.
   5. The candidate demonstrates a commitment to professional ethics and behavior.
7. Candidates must present artifacts that demonstrate their ability to meet standards. In addition to items specified by the candidate’s program faculty, the candidate must provide documentation of the following skills:
   1. Critical Thinking,
   2. Communication,
   3. Creativity, and
   4. Collaboration.
8. For those programs requiring educator preparation-related courses as a prerequisite for admission to educator preparation (TEP), candidates must complete these courses with a grade of C or better.
9. Candidates must undergo a formal interview with their educator preparation program faculty in which they will have the opportunity to discuss the artifacts that demonstrate their ability to meet standards, and engage in a dialog concerning their qualifications for admission to educator preparation (TEP).

Section 2B: Testing Requirements for Admission to Educator Preparation Programs (TEP)

1. In Kentucky, either the ACT or the Praxis® Core Academic Skills for Educators tests (as long as, in either case, the test has been taken within the past five years) may fulfill the basic-skills testing requirement for the TEP:
   1. Earning a composite ACT score of 22 meets the testing requirement
   2. For candidates who don’t earn the 22 composite, scores for the following ACT subtests will meet the testing requirements in whole (if all three scores are met) or in part: Reading 20, English 18, Math 19
   3. These are the passing scores for the three sections of the Praxis® Core (students with a 3.0 cumulative GPA may come within 5 points of each passing score): Core Academic Skills for Educators: Reading (156), Writing (162), Mathematics (150)
   4. The ACT subtest scores and Praxis® Core scores may be used together (ACT English = Praxis® Core Writing, ACT Reading = Praxis® Core Reading, ACT Math = Praxis® Core Math) to fulfill the basic-skills testing requirement.
2. Recency Requirements for Testing: Candidates using either the GRE or the Praxis® Core Academic Skills for Educators (CORE) must present scores no older than five years. These recency requirements, adopted by the Kentucky Education Professional Standards Board correspond to the rules of the Educational Testing Service.

Section 2C: Second Assessment Point - Retention of Candidates in Educator Preparation Programs

1. The progress of candidates who have been admitted to an educator preparation program is continuously monitored. A retention review may be conducted at any time by the educator preparation program faculty, but is required no later than the semester prior to the final clinical experience, e.g., student teaching. In addition to the general requirements for the retention review listed below, candidates should continue to carefully review the specific requirements of their individual programs.
2. If at the time of admission to educator preparation (TEP), a professional growth plan was prepared for the candidate, progress on implementing the professional growth plan will be reviewed, and the plan will be updated as necessary.
3. Some of the items which are monitored in the retention review are:
   1. Whether a candidate continues to earn grades of C or better in professional education classes;
   2. Whether a candidate continues to maintain a 2.75 minimum GPA overall, or a minimum 3.0 GPA in the final semesters, including the last 30 hours;
   3. Whether a candidate has demonstrated improved competence with the skills of communication, critical thinking, creativity, and collaboration;
   4. Whether a candidate has demonstrated improved competence with the College of Education Functional Skills and Dispositions;
   5. Whether a candidate continues to demonstrate adherence to the EPSB Professional Code of Ethics;
   6. Whether adequate progress is being made toward meeting all required standards sets; and
   7. Whether adequate progress is being made toward completing subject matter coursework requirements for the candidate’s chosen educator preparation program. If a review of the candidate’s subject matter coursework identifies any problem areas, a professional growth plan will be developed to address the problems. Or, if the candidate already has a professional growth plan, it will be amended to include attention to subject matter coursework problems. (See Section 2, item 3)
4. Continued progress through the educator preparation program will be contingent on the results of the midpoint retention review. Following a retention review, candidates may be continued in good standing in the program, cautioned about identified problems which have been included in the professional growth plan, placed on probation in the program, or dropped from the program.
   1. If a candidate is placed on probation in the educator preparation program following a retention review, the time and conditions of the next review will be identified and communicated to the candidate by the Director of Academic Services and Teacher Certification.
   2. If a candidate is dropped from the educator preparation program following a retention review, the Director of Academic Services and Teacher Certification will notify the candidate of this action. Candidates who have been dropped from an educator preparation program following a retention review may take no further professional education coursework in the program. (See Section 7, Appeals for additional information)
5. Admission to the Final Clinical Experience, e.g., Student Teaching. Admission to the final clinical experience, e.g., student teaching, requires a successful retention review and recommendation by the program faculty that the candidate be allowed to student teach.
6. State Mandated Examinations for Teacher Certification. The Kentucky Education Professional Standards Board (EPSB) requires that all applicants for a state teaching certificate present passing scores on the appropriate required PRAXIS 2 examinations. Although taking and passing the Kentucky mandated PRAXIS 2 examinations is not a requirement for completion of an educator preparation program at UK, candidates are encouraged to complete the required state-mandated examinations prior to beginning student teaching so that the process of applying for and receiving a state teaching certificate can proceed in a timely manner. Candidates are encouraged to consult with their program faculties for advice on taking the required PRAXIS 2 examinations.

Section 2D: Third Assessment Point - Completion of Educator Preparation Programs

1. The progress of candidates who have been admitted to an educator preparation program is continuously monitored. Each program faculty will conduct a completion review of all candidates, typically at the end of the final clinical experience, e.g., student teaching.
2. All candidates for completion of an educator preparation program must continue to meet all standards for admission and retention at the time of program completion, including GPA requirements.
3. Candidates must have completed the subject matter requirements for his/her chosen educator preparation program.
4. Candidates must have successfully completed all professional education requirements for his or her program, including successful performance in the final clinical experience, e.g., student teaching.
5. At program completion, all candidates must present final evidence for review (typically this includes required and optional artifacts that demonstrate attainment of standards) in the format designated by the candidate’s program faculty.
6. The program faculty must certify that a review of the final evidence and other pertinent documents has demonstrated that the candidate has met all of the required standards as a prerequisite to recommending the candidate for a state teaching certificate.

SECTION 3. GPA Rules for Educator Preparation Programs That Lead to a State Teaching Certificate

Section 3A: GPA Rules for Admission to an Undergraduate Educator Preparation Program

Admission to an undergraduate educator preparation program shall require the following: A cumulative grade-point average of 2.75 on a 4.0 scale or a grade-point average of at least 3.00 on a 4.0 scale in the final semesters that include the last thirty (30) hours of credit completed. These will be taken directly from the most recent original transcripts supplied by the candidate.

Section 3B: GPA Rules for Admission to a Graduate Level Educator Preparation Program

Admission to a graduate level educator preparation program shall require the following: A bachelor’s degree or advanced degree awarded by a regionally accredited college or university with a cumulative grade-point average of 2.75 on a 4.0 scale.

OR a grade-point average of at least 3.00 on a 4.0 scale in the final semesters that include the last thirty (30) hours of either undergraduate or graduate credit completed. This information will be taken directly from the most recent original transcript(s) supplied by the candidate. Candidates intending to use this “3.0 minimum GPA in the final semesters that include the last 30 hours of coursework” option should consult with their program faculty chair and the departmental Director of Graduate Studies concerning the use of this option for gaining admission to the UK Graduate School.

Section 3C: Rules for Using of the “Final Semesters That Include the Last 30 Hours of Credit” Option

If the candidate uses the “final semesters that include the last 30 hours of credit” option, the following procedure shall be used to calculate the last 30 hour GPA. The completed quality hours and quality points for each of the final terms that include the last 30 hours of credit shall be identified.

The last 30 hours GPA shall be calculated using the statistics from the entire terms encompassing the last 30 hours. This means that in some instances, the number of hours used to calculate the last 30 hours GPA will be greater than 30.

Section 3D: GPA Rules for Retention and Completion

Candidates must maintain a minimum overall GPA of at least 2.75 for retention in the program. Candidates who used the “final semesters that include the last 30 hours of credit” rule for admission to the program may continue to calculate whether a 3.0 minimum GPA is being maintained at the time of the retention review (normally the two semesters prior to student teaching). Candidates who do not meet this requirement may not student teach.

Candidates must maintain a minimum overall GPA of at least 2.75 for completion of an educator preparation program. Candidates who used the “final semesters that include the last 30 hours of credit” rule for admission to the program may continue to calculate whether a 3.0 minimum GPA is being maintained at the time of the final completion review. Candidates who do not meet this requirement will not be considered to have completed the program, and may not be recommended for a state teaching certificate.

Section 3E: The Rule of “No Grade Less Than C in Professional Education Courses”

Candidates may have no grade less than C in any course defined in the program as being a part of the professional education component. Any professional education grades less than C must be retaken prior to the final clinical experience, e.g., student teaching.

Section 3E.1: Special case of the rule “no grade less than C” for the Elementary Education Undergraduate Program.

In addition to the rule in Section 3E, candidates in the Elementary Education Program must earn no grade less than “C” in both University of Kentucky Undergraduate Bulletin headings of Program Related Studies and Professional Education Requirements.

Section 3F: Special GPA Rule Requiring a 2.75 GPA in Program Sub Areas

Some programs require that candidates earn and maintain a 2.75 GPA in the majors, minors, support areas, and professional education course sequences as specified in the program curriculum description as approved by the UK Senate. The application of this rule means that candidates must demonstrate these 2.75 GPAs at the time of admission, retention, and completion of the program.

Programs that the use of this special GPA rule are as follows:

All STEM educator preparation programs, e.g., Mathematics Education and Science Education (all areas).

SECTION 4: Standards and Standards Sets in UK Educator Preparation Programs

Section 4A: All UK Educator Preparation Programs Are Standards-based

All UK educator preparation programs are standards-based, requiring candidates to meet these standards before completing the program.

Candidates are assessed on these standards at the three continuous assessment points: admission to educator preparation (TEP), prior to final practicum experiences e.g., student teaching, and at the program completion.

Section 4B: There Are Three UK Required Core Standards Sets

There are three core standards sets required for completion of all UK educator preparation programs. They are:

• Kentucky Teacher Performance Standards
• College of Education Functional Skills and Dispositions
• College of Education Technology Standards Section 4C: Discipline (Subject) Specific Standards Also Required

In addition to these three core standards sets, each candidate must demonstrate mastery of the subject specific standards set(s) associated with their individual program.

SECTION 5: Policies on Clinical Experiences, Including the Final Clinical Experience, e.g., Student Teaching

Section 5A: General Policy on Intensive Clinical Experiences

The University of Kentucky College of Education is committed to preparing candidates for the teaching profession who are effective, reflective leaders and decision makers. To that end, and in order to meet state teacher certification regulations and national accreditation requirements, educator preparation candidates complete an array of carefully planned clinical experiences. These experiences are systematically integrated into the educator preparation program curriculum. In order to ensure high quality experiences, the College has established a network of clinical sites where candidates complete clinical placements. These sites are part of the university’s extended campus known as the university clinical/field network. Sites are selected at the program level (i.e., by the program faculty that governs the curriculum for the particular educator preparation program). Selection decisions are made using specific criteria that are directly linked to program goals, accreditation standards, and certification requirements. All candidates are expected to complete their intensive clinical experiences, e.g., practica and the final clinical experience, e.g., student teaching in these approved clinical sites.

Section 5B: General Rules for the Final Clinical Experience, e.g., Student Teaching

A student may enroll in student teaching in one of the educator preparation programs provided he or she has:

1. been admitted to and retained in an educator preparation program;
2. maintained a grade-point standing of at least 2.75 overall or a minimum 3.0 GPA in the final terms that include the last 30 hours of coursework;
3. completed all professional education courses except the final clinical experience, e.g., student teaching (including minimum 200 field hours);
4. completed a minimum of 75 percent of the required subject matter courses;
5. applied and been accepted for the final clinical experience, e.g., student teaching nine months prior to student teaching for undergraduate students, and four months prior to student teaching for graduate students;
6. completed the required national and state criminal background check with no criminal background identified and state child abuse and neglect (CAN) test;
7. been accepted by the school system and supervising teacher where he or she plans to do the final clinical experience, e.g., student teaching;
8. scheduled no more than 3 hours of college work to be carried during the final clinical experience, e.g., student teaching with no classes scheduled to interfere with the student teaching assignment; 
9. presented evidence of having had a specified physical examination; and
10. presented evidence of completion of Positive Behavioral Interventions Support (PBIS) training.

SECTION 6: Code of Ethics and Character and Fitness Reviews

All students seeking admission to, retention in, or completion of a UK educator preparation program must complete a state mandated character and fitness review. In addition, students with records of misconduct beyond simple traffic violations must provide complete documentation of this misconduct, utilizing written procedures available in the Office of Program Documentation, Accountability and Compliance. Records of misconduct will be available for use by program faculties in making decisions about admission, retention, and completion of the program. Students must also complete any state-mandated background checks, which may include a national check of FBI records. By Kentucky statute, persons with records of serious legal misconduct are ineligible for student teaching, state teacher certification, or employment in the public schools. Students are responsible for completing all required background check procedures in a timely manner so that decisions about their movement through the program may be made.

SECTION 7: Appeals

1. The progress of all candidates in educator preparation programs is continuously reviewed and assessed at least three times: at the points of admission, retention, and completion of program. Candidates who are denied admission to an educator preparation program, not retained in the program, or denied completion of the program may appeal the decision of the program faculty. There are two grounds on which a candidate may appeal an unfavorable continuous assessment review: 1) a candidate may appeal if s/he has clear evidence that his/her rights to equal opportunity or due process were violated during the review process (i.e., evidence of discrimination on the basis of race, gender, sexual orientation, age, etc.) or 2) a candidate may appeal if there is new and substantial evidence pertaining to his/her review that was not available for Program Faculty consideration at the time the candidate applied and/or was reviewed (test scores were late or missing; transcripts were inaccurate, etc.). These are the only two grounds on which an appeal may be filed.
2. Any candidate considering an appeal of a program faculty decision at any of the required Continuous Assessment Review points is encouraged to first meet with the program faculty chair to discuss the program faculty’s decision and to review grounds for the appeal.
3. If an appeal is to be made, candidates must request reconsideration of the program faculty’s decision within 15 business days of the date on the letter notifying the candidate of an unfavorable continuous assessment review. The request for reconsideration must clearly state the grounds on which the appeal is made and demonstrate that one of the two conditions for appeal applies. Written requests should be presented to the program faculty chair, who will call a meeting of the program faculty to review the original decision. The program faculty chair will notify the Director of Academic Services and Teacher Certification of the faculty’s decision, and the Director will notify the candidate in writing.
4. If the program faculty does not alter its initial decision, the candidate may use the same procedures and appeal to the Appeals Sub-committee of the Program Faculty Chairs Committee. Candidates wishing to appeal to the Program Faculty Chairs Appeals Sub-committee must present their request for sub-committee review to the Associate Dean for Academic and Student Services. The Associate Dean will assemble the necessary materials, call the sub-committee together to hear the appeal, and inform the candidate of the committee’s decision. The program faculty chairperson for the applicant’s program may not serve as a member of the Appeals Sub-committee that hears the case. The Associate Dean will notify the Director of Academic Services and Teacher Certification of the decision of the appeals sub-committee so that student records may be updated. For purposes of admission, retention, or completion of educator preparation programs, the decision of the Appeals Sub-committee of the Program Faculty Chairs Committee is final.
5. This policy addresses all faculty continuous assessment reviews of a candidate’s progress through an educator preparation program, including admission to the program, retention reviews of progress through the program, and the final review for completion of the program.

Kentucky Teacher Performance Standards (KTPS)

Teacher Standards for Educator Preparation and Certification established June 30, 2018. These standards shall be used in the evaluation and assessment of a teacher for initial or advanced certification and for the accreditation of educator preparation providers.

1. Standard 1. Learner development. The teacher shall understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and shall design and shall implement developmentally appropriate and challenging learning experiences..
2. Standard 2. Learning differences. The teacher shall use the understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Standard 3. Learning environments. The teacher shall work with others to create environments that: a) support individual and collaborative learning; and b) encourage positive social interaction, active engagement in learning, and self-motivation.
4. Standard 4. Content knowledge. The teacher shall: a) understand the central concepts, tools of inquiry, and structures of the discipline he or she teaches; and b) create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
5. Standard 5. Application of content. The teacher shall understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Standard 6. Assessment. The teacher shall understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the educator’s and learner’s decision making.
7. Standard 7. Planning for instruction. The teacher shall plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Standard 8. Instructional strategies. The teacher shall understand and use and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
9. Standard 9. Professional learning and ethical practice. The teacher shall engage in ongoing professional learning, shall use evidence to continually evaluate his or her practice, particularly the effects of his or her choices and actions on others, such as learners, families, other professionals, and the community, and shall adapt practice to meet the needs of each learner.
10. Standard 10. Leadership and collaboration. The teacher shall seek appropriate leadership roles and opportunities to: a) take responsibility for student learning; b) collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth; and c) advance the profession.

Applying for Kentucky Educator Licenses

The University of Kentucky offers programs for most initial and advanced professional educator licenses (certificates) issued by the Kentucky Education Professional Standards Board (EPSB). EPSB license requirements are subject to change by the EPSB at any time.

UK candidates for Kentucky professional educator licenses must submit all required application materials to the Office of Program Documentation, Accountability and Compliance, 166 Taylor Education Building, Lexington, KY 40506-0001. Recommendations to the EPSB that an educator license be issued are based upon a final audit of all program completion requirements.

Graduation Requirements

To graduate from the College of Education, a student must: 1) complete all specific program requirements as listed in this Bulletin; and 2) meet all requirements of the College of Education admission/retention/completion policy.

Because most students are pursuing both a UK degree and a state educator license (certificate), it is extremely important that advisors are consulted frequently to be sure that the best selection of courses is made to meet both requirements.

Undergraduate Advising

Undergraduate Advising is coordinated through the College of Education’s Center for Student Success in 151 Taylor Education Building.

Degree Programs Outside the College of Education

B.A. with a major in Art Education

The requirements for K-12 Art Education are listed in the Fine Arts  section of this Bulletin.

Communication Sciences and Disorders

The undergraduate and graduate programs in communication sciences and disorders are now part of the Division of Communication Sciences and Disorders in the College of Health Sciences. Prospective students should refer to the Health Sciences  section of this Bulletin.

B.M.M.E. with a major in Music Education

The requirements for K-12 Music Education are listed in the Fine Arts  section of this Bulletin.