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Public Announcement of EPSB Review

The Department of Education at Alice Lloyd College is scheduled for an April 18-20, 2021 accreditation review by the Education Professional Standards Board (EPSB).  State regulation requires that the accrediting agency allow for public comment on the qualifications of institutions or programs under consideration for initial and continuing accreditation.

Both EPSB and Alice Lloyd College recognize graduates, parents, schools, and community organizations have valuable perspectives on the quality of the programs that prepare teachers and other school personnel.  We invite interested parties to submit written testimony on the Alice Lloyd College School of Education to:

Margaret Hockensmith, Program Consultant
Educator Preparation Branch
Division of Educator Preparation and Certification
Kentucky Department of Education
300 Sower Blvd., 5th Floor
Frankfort, KY  40601

Comments must address substantive matters related to the quality of professional education programs offered at Alice Lloyd College, and should specify the respondent’s relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates).  Copies of all correspondence received will be sent to Alice Lloyd College for comment prior to the review.  No anonymous or oral testimony will be considered.

Letters of comment should be received by March 1, 2021.



Education Emphasis Areas to Choose From:

Elementary Areas:

English / Communications
Fine Arts / Humanities
Social & Behavioral Studies

Middle School Areas:

English / Communications
Social & Behavioral Studies

Elementary Education (P-5) and Education 8-12 majors may choose to receive Middle School Certification in the following areas:

English / Communications
Social Studies


Extracurricular Activities

Kentucky Education Association – Aspiring Educators (KEA-AE)

KEA-AE (Kentucky Education Association – Aspiring Educators) is a professional organization for education majors. It is affiliated with the Kentucky Education Association and the National Education Association. Its purpose is to foster development, commitment, and service in the profession of education. It is required that all Teacher Education Program (TEP) students be KEA-AE members. KEA-AE membership is also required in order to complete field observation hours for practicum courses.

Dr. Katrina Slone

Division Head

June Buchanan Alumni Center, 2nd Floor


Important Links

Fall 2021 Class Schedule (pdf)

Spring 2021 Schedule of Classes (pdf)

  • Course times have been expanded to accommodate the shortened semester. Those times are reflected on the student’s schedule in the student portal.

Course Descriptions

Program Catalog

Questions? Please contact:

Sherry Watts, Secretary to the Education Department
Phone: (606) 368-6003
E-mail: [email protected]

Education Department Mission

The mission of the Alice Lloyd College Teacher Education Program is to educate teacher candidates for positions of leadership in which they demonstrate character, capability, and service.

Alice Lloyd College has a long-standing tradition in preparing teachers for service in the mountains. The College provided teacher preparation and certification programs until 1958, when teachers were no longer certified to teach with only two years of preparation. With the emergence of new requirements for certification, the College focused on liberal arts and pre-professional programs, designed to prepare students for transfer to a four-year degree granting institution. The College successfully completed transition to four-year status in 1982, offering several majors leading to certification in all grade levels. Many recent graduates have joined those of the past to provide educational opportunities for the youth of the mountains.

Mrs. Alice Lloyd felt strongly that mountain people should be educated for leadership. This philosophy became known as Leadership Education, as evidence by the College’s history in providing professional and pre-professional preparation for hundreds of past and present leaders of the Appalachian Mountains. Educators, physicians, lawyers, agriculturalists, accountants, and many other professionals in the area received their initial higher education at Alice Lloyd College. It remains a primary objective of the College to prepare teachers for the region who are professional, dedicated, and committed to the teaching profession.

Student Teaching

Student teaching is a collaborative effort between the rural P-12 schools, cooperating teachers, teacher candidates, college supervisors, and the teacher preparation institution. The goal of student teaching is to provide the teacher candidate opportunities to express individuality, continue building on knowledge and skills, hone leadership abilities, and foster and encourage the development of his or her individual teaching style. Additionally, the student teaching experience requires that the student teacher demonstrate mastery in meeting the Kentucky Teachers Standards and Alice Lloyd College Student Outcomes. Student teaching is the culminating experience for the Alice Lloyd candidate before embarking on a fulfilling career of improving learning for all students.

2021 Spring Student Teachers

The cooperating teacher is the key person in the daily guidance of the teacher candidate’s activities and ongoing evaluation. The cooperating teacher works with the teacher candidate in planning lessons and in the selection of a variety of differentiated instructional strategies. This planning and selection process is determined by analysis of assessments and evaluations. The teacher candidate is actively engaged with the cooperating teacher in the process of analyzing student work. The analysis will guide the teacher candidate in the decision-making process concerning the skills, strategies, and further instruction needed to improve the learning of all students.

The college supervisor is involved in defining and communicating the purposes and expectations to be fulfilled by the teacher candidate and the cooperating teacher. In collaboration with the cooperating teacher, the supervisor assists in decisions regarding the gradual induction of the student teacher into assuming all classroom responsibilities. An important role for the supervisor is to support the teacher candidate and aid in keeping channels of communication open between the cooperating teacher, the teacher candidate, and the Alice Lloyd College Teacher Education Program. The college supervisor assists the teacher candidate in overcoming barriers that might hinder his/her potential to be a teacher of distinction.

Mutual understanding, respect, and open communication are key factors in having a successful Student Teacher Program. The student teacher has the ultimate responsibility for seeing that all academic requirements are being met. It is, therefore, the intent of the Alice Lloyd College Teacher Education Program to strive for all stakeholders’ involvement and collaboration in this endeavor.

Desired Outcomes

Upon completion of the course, the student teacher will be able to:

  • Teach the grades and subjects for which he/she seeks certification
  • Demonstrate effective communication skills
  • Recognize developmental characteristics and learning capabilities of pupils and differentiate

teaching and behavior management strategies accordingly

  • Demonstrate competence in using teaching/learning methodologies which are proven effective for

the age/stage of the learners whom he/she is teaching

  • Demonstrate the ability to meet the needs of diverse learners
  • Plan for instruction, implement the plans, and evaluate the learning outcomes
  • Continuously reflect on teaching effectiveness based on student outcomes
  • Prepare and appropriately organize the classroom for instruction of the subjects(s) being taught

and to meet the needs of the learners

  • Effectively administer and evaluate assessment of students
  • Participate in parent-teacher conferences
  • Implement both teacher and student use of technology to enhance learning
  • Evaluate oneself and accept evaluation by othersfor ongoing growth and improvement as a


  • Relate professionally with all school personnel within one’s building, including auxiliary

personnel (i.e. principal, faculty, secretary, librarians, special education personnel, counselors,

tutors, nurses, custodians, food service personnel)

  • Recognize the importance of learning and observing the policies and procedures of the school,

school system, and the state department of education

  • Demonstrate knowledge of the Kentucky Education Learner Goals and Academic Expectations,

Kentucky Core Academic Standards, Kentucky Teacher Standards, and Kentucky Teacher

Internship Program

  • Present a professional portfolio and modified TPA in accordance with the Kentucky Teacher


Criteria for Admission to Student Teaching

Students will be admitted to student teaching after the following criteria have been evidenced and approved by his/her Education Advisor:

  • Completed an application for admission to student teaching.
  • Attained a 2.75 grade point average for all college course work.
  • All other requirements for graduation must be met prior to student teaching.
  • Been admitted to the Teacher Education Program a minimum of one full semester before applying for admission to student teaching.
  • Submitted a working portfolio (by October 15/March 15 prior to student teaching) demonstrating proficiency in professional courses and field work.
  • Displayed moral, ethical, and social behavior commensurate with competence.
  • Applied for admission to student teaching during the spring or fall semester.
  • Presented a valid physical examination, (including a current tuberculin test) which indicates no apparent limitations.
  • Submitted the summary fieldwork affidavit showing his/her completion of 200 clinical and field experiences hours. The specific grade level requirements vary from one certification program to another. it is the student’s responsibility to see to it that his or her clinical and field experiences meet each requirement standard.
  • Presented satisfactory score on all Praxis II Exams required by the EPSB to meet state certification within their respective certification areas prior to the student teaching experience.
  • Received a satisfactory background check from the proper authorities (KSP/FBI) as required for public school employees.
  • Current membership in KEA-SP.

Students who do not meet established criteria for entrance into the Student Teaching Program, or are denied admission, may submit a written request for a hearing before the Teacher Education Committee for further consideration.

The Teacher Education Committee may recommend dismissal from the Student Teaching Program at any time a student’s social, personal, academic, or professional conduct is found unsuitable for the teaching profession.

Student Outcomes

The student teacher will:

  • Teach the content and subjects for which he/she seeks certification
  • Consistently demonstrate all Kentucky Teacher Standards and Alice Lloyd College Student Outcomes and Disposition
  • Achieve at least a C or better on the portfolio rubric
  • Use assessment feedback from the cooperating teacher, college supervisor, and self-evaluations to construct a professional growth plan
  • Consistently infuse technology in the teaching/learning and assessment processes both with teacher and student use
  • Demonstrate the knowledge, skills, and dispositions to meet the needs of a diverse population
  • Reflect, both orally and in writing, and critically analyze the impact of teaching on learning, on professional growth, and on the ability to meet all standards

Meet Our Faculty

Ms. Sherry Watts

Sherry Watts serves as an Administrative Assistant to the Education Department. Ms. Watts is a graduate of Alice Lloyd College.  She received her BA in History.

In the department, Ms. Watts is responsible for the overall administrative functions of the department; she maintains the TEP files, creates documents in support of student records, advises students on all aspects of their matriculation, and schedules all meetings for the department.

Along with serving as the Education Department’s Administrative Assistant, Ms. Watts also serves as the Head resident of Carrick Dorm and teaches several classes.

Ms. Watts is the proud mother of a grown son and daughter, a member of the crochet group on campus, also the proud owner of two pets, and the good shepherd to about fifty girls every semester.

Dr. Steve Herr

Dr. Steve Herr serves as a Professor of Education at Alice Lloyd College.  He received his B.A. from Antioch College in Secondary Education and his M.A. and Ed.D. from Columbia University in Philosophy and the Social Sciences.

Dr. Herr has worked at the college level for over twenty years as a professor and as an administrator. He has won awards for both teaching and research. Beyond his book and his academic publications, Dr. Herr’s work has appeared in numerous publications including the Chronicle of Higher Education, Education Week, Phi Delta Kappan and the Christian Science Monitor. Dr. Herr has served on the Editorial Board of the Journal of Cooperative Education and he has spoken at numerous national and international conferences. Most recently he spoke at the National Symposium on Student Retention in New Orleans.

Dr. Samantha Ringl

Dr. Samantha Ringl is an Associate Professor of Education here at ALC. She earned her Ph.D. in Education Sciences from the University of Kentucky. Prior to studying at the University of Kentucky, Dr. Ringl completed her B.S. in Chemistry and Biology at Radford University and her M.A. in Teaching from the University of Louisville. Before pursuing her Ph.D., she was a high school science teacher in Kentucky.

Dr. Ringl enjoys conducting research in education and is particularly interested in science education, co-teaching, and professional noticing. She has served as a campus liaison for the American Educational Research Association (AERA), on the Graduate Student Committee for the National Association of Research in Science Teaching (NARST), and has helped plan several webinars and research conferences. She has presented her research at conferences including School Science and Mathematics Association (SSMA), and NARST. Dr. Ringl has been published in the Journal of Science Teacher Education.

Dr. Katrina Slone

Dr. Katrina Slone is a graduate of Alice Lloyd College (BA) in Elementary Education and from Morehead State University (MA) in Early Childhood Education. She served as a classroom teacher in grades K-8 in Knott County Schools for 23 years. After receiving her Ed.D. from the University of Kentucky, she became a science coach for that district, and then served as an instructional field specialist in mathematics and science for the Kentucky Department of Education during the adoption of the Common Core State Standards and the Next Generation Science Standards. Most recently, she served as STEM Lead for the Kentucky Valley Educational Cooperative. Her greatest strength is the experience she has gained from spending time in classrooms with students and teachers across the region.




Important Resources, Documents, and Downloads

Please check out the below information for access to important forms, handbooks, and links pertaining to the ALC Education Department.

Due to new Kentucky state regulations, the resources found on this webpage are undergoing revisions – some changes will be minor, but many will be major. Candidates for the Teacher Education Program (TEP) should contact the Alice Lloyd College Department of Education for current information: Telephone: 606-368-6003 or e-mail: [email protected].

Teaching Philosophy

Teacher as Leader

Education Department Diversity Outcomes

  • Produce Lesson Plans adapted to accommodate diverse populations.
  • Implement lessons to include ALL students.
  • Modify assessments according to student’s IEPs/abilities.
  • Use technology as an instructional and learning tool for diverse learners.

Teacher Education Program

The Teacher Education Program (TEP) at Alice Lloyd College is a demanding program designed to prepare teachers to acquire a broad range of knowledge in their subject areas and a firm background in the theory and philosophy of education and human development and learning. The academic course of study is supported by extensive experience in classroom observation and practice. The criteria for admission to the Teacher Education Program and to Student Teaching are outlined in the following sections. Please note that some current teacher education programs will be replaced by new certification programs in accordance with Education Professional Standards Board mandates. Questions regarding actual and projected changes should be discussed with Teacher Education personnel or the Vice President for Academics/Dean of the College.

Criteria for Admission to the Teacher Education Program

1) Complete an application for the Teacher Education Program.

2) Attain a cumulative 2.75 grade point average (4.00 scale) in all college academic work or 3.0 in the last 30 credit hours.

3) Complete EDUC 200; ENG 101, ENG 102; COMM 126; MATH110 or 112 or 113 or 125; CIS 110, all with a grade of “C” or better; and a total of 75 percent of all General Education and Institutional course requirements. Present satisfactory record of pre-professional curricula experiences.

4) Demonstrate proficiency in communication, critical thinking, creativity, and collaboration.

5) Review Professional Code of Ethics for Kentucky School Certified Personnel.

6) Review character and fitness questionnaire.

7) Demonstrate understanding of professional dispositions of educators.

8) Present two satisfactory recommendations from home community (non-relatives) and two former college instructors. Must also receive a satisfactory recommendation from the Director of the Student Work Program, if applicable.

9) Exhibit moral, social, and ethical behavior commensurate with professional competency and evidence of no impairments that would preclude teaching success.

10) Submit a satisfactory criminal background check.

11) Submit a negative drug test.

12) Present satisfactory results on examinations as required by the TEP and the Education Professional Standards Board.

13) Be interviewed and formally recommended by the Teacher Education Committee.

14) Must satisfy the following conditions: A passing score on the CASE (reading 156, writing 162, math 150).

15) Must also achieve satisfactory results on other tests or evaluations as requested by the Teacher Education Committee.

16) Students must be admitted to the Teacher Education Program prior to the second semester of the junior year.

Students who are denied admission into the Teacher Education Program may submit a written request for a hearing before the Teacher Education Committee for special consideration.

The Teacher Education Committee will appraise each teacher candidate as deemed necessary by the Director of Teacher Education. The Committee may recommend dismissal from the Teacher Education Program at any time that a student’s social, academic, personal, or professional conduct is found to be unsuitable for the teaching profession.

Learning and behavior disorders dual certification is an added endorsement that can be added to Elementary Education P-5, Middle School Education 5-9, Mathematics Education 8-12, Biological Science Education 8-12, or Social Studies Education 8-12.

Teacher Education Program General Information


Student teachers are responsible for their own transportation.

College Courses and Jobs

Taking course work or working a full-time job during the student teaching experience is discouraged. Taking one course or working limited hours will be permitted with permission of the Director of Teacher Education or Academic Dean. Anything beyond such limited participation in study or work requires notification by the student teacher to the Director of Teacher Education.

Professional Dress and Grooming

Student teacher’s dress and grooming should reflect personal care and professionalism.

Social Media

Student Teachers are not permitted to interact with students at his/her school placement using social media such as Facebook, Twitter, texting, blogs, etc.


Cooperating school personnel are notified in advance of the student teacher’s commitment to attend seminars. Schedules for seminars are announced and given to student teachers at the beginning of the semester. Attendance at all seminars is required. In the event of an absence, seminar presentations/materials are to be the responsibility of the student teacher. If a student is unable to be present for a seminar, the college supervisor must be contacted and arrangements must be made for the appropriate make-up. Dress for seminars should be the same as for the school day.

Substitute Teaching

Student teachers may NOT substitute for other teachers during the fourteen-week student teaching semester. In all situations, school policies should be observed in hiring a recognized substitute teacher to assist the student teacher.

Corporal Punishment

A student teacher is NOT to administer corporal punishment nor serve as a witness to corporal punishment.

Time Requirement

A student teacher must have a minimum of fourteen (14) full weeks of student teaching (70 days).

Work Stoppage/Strikes

In the event of any work stoppage in the school district, both the Director of Teacher Education and the Director of Field Experiences will determine the appropriate action. A student may not join actively with those bringing about the work stoppage and may not be assigned to teach classes for a teacher involved in such work stoppage.

Attendance/Absence Policy

Student teachers follow the calendar of the particular school district to which they have been assigned. Student Teachers will document their attendance on a monthly basis and have their cooperating teacher verify and sign an attendance calendar.

The student teacher is expected to follow the arrival and dismissal time established by the school district for its regular faculty. The student teacher is expected to be in regular attendance every day. In case of personal illness or a death in the immediate family, the student teacher is required to contact the cooperating teacher by 6:30 A.M. of the day of absence. The Education Department secretary or college supervisor must be notified by 8:00 A.M. of the day of absence by the student teacher. The student teacher may not be excused from his/her assignment without official college approval. Should absence from the classroom be deemed excessive or extend beyond five days in succession, the Director of Field Experiences, in consultation with the Director of Teacher Education, the college supervisor, cooperating teacher, school personnel, and the student teacher, may extend or terminate the student teaching experience. Absence from student teaching without proper advance notification to the cooperating teacher may result in termination of the student teaching experience.

Stipend for Cooperating Teachers

The cooperating teacher will receive a stipend for services performed. The amount of the stipend will depend upon the number of weeks the student teacher is assigned to the cooperating teacher.