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Maryville College has a long and proud tradition of preparing teachers who demonstrate and promote excellence in teaching and learning. If you are considering a professional career in teaching, we offer 14 areas of licensure. Our program prepares new teachers for the demands of the 21st-century classroom through extensive field-based experiences, essential coursework in the teaching area supported by professional education courses, and project-based learning designed in partnership with local school administrators and teachers.
The Child Development and Learning with Teacher Licensure option prepares students for the demands of teaching in the elementary grades (Kindergarten-5th). Students completing this program of study develop expertise and understanding of developmental theories, problem solving utilizing the scientific method, and other essential understandings (behavioral, psychological, socio-cultural…) related to teaching and learning. The professional education component of this program focuses on those skills and competencies critical to the success of a new teacher (lesson design, classroom management, assessment, teaching pedagogy…).
We offer several areas of licensure for those interested in teaching at the high school level. Each program prepares students for the demands of teaching a specific content area. Students completing a program of study for teaching in the secondary grades 6-12 develop expertise and understanding of a specific content area. The professional education component of this program focuses on those skills and competencies critical to the success of a new teacher (lesson design, classroom management, assessment, teaching pedagogy…).
Michaela decided to enroll at Maryville College because of the outstanding reputation of its educator preparation program. She plans to stay in Tennessee to teach and, because of some psychology courses she’s taken, is thinking seriously about third and fifth grades. Currently, she’s observing a fifth-grade math class at Coulter Grove Intermediate School. Next year, as a part of her Senior Study, Michaela will be compiling a large portfolio of lesson plans, which will prepare her well for that first teaching position.
“The fact that I have the chance to attend a school with such a great program is a dream come true,” she said.
Ryan was attracted to Maryville College because of its strong mathematics major and educator preparation program and was even more encouraged to enroll when he learned the program was nationally recognized. He hopes to teach math at the middle- or high-school level and coach cross country and track.
“The College does a wonderful job of giving me a strong background in my content area and in educational pedagogy. What makes this program special is the real-life and hands-on approach given to the profession, thoroughly equipping students to teach, manage and design a classroom,” he said. “The College’s focus on developing well-rounded individuals will allow me to connect with all backgrounds and reach the most students.”
We offer several areas of licensure for those interested in teaching special topics designed for all grade levels. Each program prepares students for the demands of teaching a specific content area. Students completing a program of study for teaching in the grades P-12/K-12 develop expertise and understanding of a specific content area. The professional education component of this program focuses on those skills and competencies critical to the success of a new teacher (lesson design, classroom management, assessment, teaching pedagogy…)
Maryville College Works is a comprehensive career preparation program that is integrated into the College’s four-year liberal arts curriculum. Key components include assessment, advising, networking and professional experiences.
Alcoa City Schools
Blount County Schools
Clayton-Bradley STEM Academy
Maryville City Schools
Loving language and diversity, Heather considers her career path a calling and not just a profession. After completing her B.A. in Teaching English as a Second Language (TESL) for Teacher Licensure, she earned a master’s degree in Curriculum and Instruction and is now working on a Ph.D. in Education. She is in her sixth year of teaching ESL, those years spent in grade levels kindergarten through college. “With professors such as Dr. [Becky] Lucas and Dr. [Alesia] Orren, I was able to choose TESL as my major and bring the wealth of knowledge that I gained from them and my cooperating teachers to the classroom,” she said. “Maryville College prepared me to be the best teacher that I can be.”
Since leaving Maryville College, Heather’s career in education has taken several paths. From being an elementary school teacher to coaching teachers to serving as an assistant principal, Heather has been prepared for each role because of her experiences at Maryville College.
“Maryville taught me the value of continuous professional improvement and learning,” she said. “The professors instilled in me the importance of being an informed educator to best serve my students and to seek opportunities that will grow me as an educator. Now, as an instructional leader, I strive to be an example of this mindset for my staff just as Maryville’s instructors were for me.”
In addition to her duties in the classroom, Cheree is involved in a mentor program, represents the second grade in a student-centered school environment program and is responsible for Eaton’s monthly student news broadcast. “Maryville College has prepared me immensely for my career. The liberal arts curriculum taught me to be an educated, effective and informed teacher. I felt prepared going in as a first-year teacher because we learn expectations through firsthand experiences in the licensure program. My professors taught me to be a better teacher because they are exemplary role models of extraordinary teaching. Overall, Maryville College challenged me to achieve academic excellence,” she said. “Now I challenge my students to do the same.”
Kevin spent two years in high school classrooms before transitioning to positions that allowed him to explore his passion for classroom technologies. He earned a master’s degree in instructional technology in 2015 and is currently enrolled in a doctoral program for educational leadership and administration. “In 2004, I walked on Maryville College’s campus as a first-generation college student with the desire to teach. A decade later, I work for a Fortune 500 company that is impacting thousands of classrooms around the world,” he said. “I would not be where I am today without the wisdom and guidance of Drs. Simpson, Lucas and Orren and the entire MC teacher education program. They are still a source of inspiration to me as I attempt to, as Isaac Anderson said, ‘do good on the largest possible scale.’”
The Maryville College faculty and administration believe that the teacher education program should provide students with the skills, dispositions, and knowledge needed to be successful first-year teachers. Our coordinated efforts are dedicated to provide a teacher education program that will develop teachers who demonstrate:
The Maryville Curriculum, often called the “core” curriculum, consists of 51 credit hours. Some general education requirements are completed by virtue of the student’s major; others may be met by demonstration of competence. Note that some courses meet requirements in more than one domain.
|Approved Existing Classes for New Core
(Other Courses to be added)
|First Year Seminar||FYS110|
|Composition & Speech||ENG110 & ENG120|
|Second Language||Completion of a 120 course in second language (e.g., SPN120, etc.)|
|Creative Arts (CA)||ART102, ART103, ART110, ART124, ART125, ART126, ART140, MUS140, THT101, THT140,
or 3 Hours credit in any one of the following:
MUSE12, MUSE13, MUSE14, MUSE15, MUSE16, or THT204
|Culture and Intercultural Dynamics (CD)||WRC370 or an approved study abroad program
PSY/INT249: International Child Welfare: Switzerland
|Ethical Citizenship in the World (EC)||ETH490|
|Historical Reasoning (HR)||ART212, ART311, HIS149, MUS313 or THT316|
|Literary Studies (LS)||ENG160, ENG170, ENG180, ENG181|
|Mathematical Reasoning (MR)||STA120, CSC111, or MTH125|
|Empirical Study of Person and Society (PS)||ECN101, ECN201, ECN221, PLS211, PSY101, or SOC101
PSY/INT249: International Child Welfare: Switzerland
|Religion, Spirituality and Critical Thought (RS)||PHL149, REL130, REL140, or REL149|
[Students must complete 2 courses: 1 life science (SL) and 1 physical science (SP). One of the 2 courses must include a lab]
|(SL) BIO111, BIO112, BIO113, BIO115, BIO149, or BIO217
(SP) CHM111, CHM121, CHM149, PHY101, PHY149, PHY201
|U.S. Pluralism(US)||ASL307, ENG180, ENG181, GWS101, HIS112, HIS203, HIS303, PHR321, PSY228, PSY/NSC248, PSY334, SOC101 (If taken at MC only), SOC271, SOC315 or one of the following courses:
EXP200: Sounds of Appalachia
HIS149: Latin Americans in the United States
HIS149: The American Civil War, Emancipation and Reconstruction
HIS149: Long 1960s in America
PSY249: Diversity in America: San Francisco Case Study
REL211: The American Religious Experience (The Past, Present, and Future of Evangelicalism in America)
SOC149: The Road to Justice
*Not offered 2016-17 and thereafter