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College of Education

Dr. Edward Hill
Dean, College of Education

Phone: (478) 825-6365

Preparing Proficient Educators that will get Students on the Right Track

We are committed to the preparation of “proficient educators” who are competent in content, pedagogy, and technology, as well as educators who possess a caring disposition while understanding and appreciating diversity. This commitment is implemented through our partnerships with the College of Arts and Sciences and area public schools. We offer majors in Middle Grades Education, (undergraduate, post-baccalaureate and MSED), Early Childhood/Special Education (undergraduate), Agriculture Education (undergraduate and post-baccalaureate), Health & PE (Undergraduate), Family & Consumer Sciences (undergraduate), School Counselor Education (MSED), and Education Specialist (EdS). If you are searching for a program that will nurture you as well as provide the knowledge and skills necessary for an effective teacher, Fort Valley State University’s College of Education is the right choice for you!

We are in the process of designing cutting-edge educator preparation programs that will meet and exceed the standards of our accrediting agencies. The College of Education is committed to the preparation of “proficient educators” who are competent in content, pedagogy, and technology, as well as educators who possess a caring disposition while understanding and appreciating diversity. This commitment is implemented through our partnerships with the College of Arts and Sciences and area public schools.
The following are the standards of a Proficient Educator, and the core of our teacher preparation program:

1. The Proficient Educator demonstrates competence in content knowledge;
2. The Proficient Educator uses effective pedagogical skills;
3. The Proficient Educator uses technology appropriately to enhance learning;
4. The Proficient Educator evidences a caring disposition; and
5. The Proficient Educator has an understanding of and appreciation for diversity

  • Applicants to the College of Education must first be admitted to Fort Valley State University. Find the FVSU application here.

    The College of Education Application process requires the following:
    Application for admission to the College of Education

    Minimum Admissions Requirements for College of Education

    Candidates for initial certification at the baccalaureate level must meet the following requirements in order to be admitted to the teacher education program:

    • Have a cumulative GPA of 2.5 or better, with no grade below C, on all attempted core hours.
    • Complete 50 or more semester hours of core courses and institutional requirements.
    • Pass the Regents’ Reading Exam.
    • Pass the Regents’ Writing Exam.
    • Pass GACE Basic Skills exams or be exempt. (1000 on SAT Verbal and Math; 43 on ACT English and math.)
    • Complete all Pre-Professional Block courses: EDUC 2110, EDUC 2120, EDUC 2130 and EDUC 2110P, COED 2110 (Field Experience) and Pre-Professional Block Portfolio.
    • Have an acceptable background check.
    • Have Acceptable or above ratings on the Evaluation of Candidate’s Dispositions and Professional Behaviors form
    • Have an Acceptable or above rating on the writing sample
    • Have an average of Acceptable or above on the Interview for Admission to Teacher Education
    • Have “Acceptable” or above ratings on three (3) letters of recommendation
    • Have proof of liability insurance
    • Have proof of membership in GAESP or SPAGE

    Post-Baccalaureate students

    Candidates enrolled as regular post-bacc students will complete each practicum experience associated with the methods courses. After admission to the program they will take the required content courses and will follow the regular route through the program.

    The following are required for admission:

    • A personal interview
    • Writing sample
    • T-4 or eligibility for one
    • Proof of liability insurance

    Candidates who are enrolled as non-traditional post-bacc students (who may already be teaching in their own classroom) will progress through the program in the same manner as regular post-bacc candidates, taking content courses while they complete the first three semesters of the pedagogical course work. When they are enrolled in the Methods Blocks/Practicum I and II, their unit plans and lesson plans will use the same templates as regular candidates, but their plans will reflect an integration of the specific methods courses they are taking into their regular classroom plans. Their units should also reflect team planning of units as often as possible.

  • CAEP Accredited

    The College of Education is accredited by the Council for the Accreditation of Educator Preparation (CAEP)which is the consolidation of the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC). CAEP will ensure that educator preparation providers (EPPs) prepare and graduate future teachers who know the content of the subject(s) they will teach, know how to teach that content effectively to students from diverse groups, and demonstrate their positive impact on P-12 student learning in diverse school settings. CAEP will ensure that other school professionals have the knowledge and skills to support the academic and social development of all students. CAEP will ensure that EPPs collect, analyze and use evidence of candidate learning to improve the preparation program. CAEP will ensure that EPPs have the capacity, resources and practices to support candidate learning. These Standards for Educator Preparation serve as a framework for the standards, processes, and procedures of each Commission in CAEP.


    1. Candidates demonstrate knowledge, skills, and professional dispositions for effective work in schools
    2. Data drive decisions about candidates and programs
    3. Resources and practices support candidate learning
  • We attract and maintain a diverse faculty whose excellence in teaching, research and scholarly experiences prepare our students with the knowledge and skills, as well as their responsiveness to the changing external environment. Our faculty takes advantage of the latest in technology through the ready availability of computer hardware and software and through easy access to a range of workshops, institutes, and seminars.

    Dr. Edward Hill
    Dean, College of Education

    Alfrieda Manson, Ed.D.
    Director of Clinical and Field Experiences
    College of Education

    Catherine Barrett, B.S.
    Administrative Assistant/Certification Official/Data Coordinator/Title II Coordinator

    Curtis Borne, Ph.D.
    Professor, Agriculture Education

    Davine Watson, MS
    Assistant Professor, Early Childhood/Special Education

    Gregory Green, Ph.D.
    Chair, Health and Physical Education

    Jerry A. Mobley, Ph.D.
    Chair, School Counselor Education

    Nancy Forde’, Ph.D.
    Adjunct Professor, College of Education

    Sherry Crocker, Ed.D.
    Assistant Professor, Middle Grades Education
    College of Education

    Teah L. Moore, Ph.D.
    Assistant Professor, School Counselor Education

    Thomas M. Jarvis, Ed.D.
    Assistant Professor, School Counselor Education

    Vivian Fluellen, MS
    Assistant Professor, Family and Consumer Sciences

  • LiveText offers students and faculty an easy, day-to-day means of communication. Create and manage a professional portfolio, share work with fellow students and professors, get feedback and assess learning. Log on here:
  • Student organizations

    Candidates in the College of Education are encouraged to become members of various clubs and organizations that aid in furthering careers.

    • Graduate Student Government Association (GSGA) FVSU Graduate Studies;
    • Student Georgia Association of Educators (GAE) -
    • Student Georgia School Counseling Association (GSCA) -
    • Student American Counseling Association (ACA) -
    • Student American School Counselor Association (ASCA) -
    • National Middle School Association (NMSA)
    • Georgia Association of Educators -
    • Specialized Professional Association for a teaching field; English – NCTE; Math – NCTM, etc.


    The Hubbard Education Building is equipped with a technology computer laboratory that is available to enrolled students. Library facilities are available in the Hubbard Education Building and the main library.

    • ITEC 2120: Introduction to Instructional Technology and
    • ITEC 2433: Instructional Technology for the Middle Grades Teacher prepare teaching candidates for the latest in technology they may encounter in the classroom.

    Course catalog

    Download the undergraduate catalog here:

    The Georgia Assessment for the Certification of Educators

    Find information about taking the GACE tests here:

  • "Real Men Teach” is an initiative to support, recruit and retain African American males in their pursuit of careers in education. The primary goal of this initiative is to enhance the presence, quality and quantity of male students in the College of Education at Fort Valley State University. Strategies and techniques will be developed that will assist in recruiting and retaining Black males into the College of Education. Through a learning community and cohort model the RMT Initiative will provide teaching and learning experiences that will insure progression through the teacher preparation program. Reasonable incentives such as financial assistance, academic success, social enhancement, cultural enrichment, community and school involvement, and personal motivation will be hallmarks of the initiative.

    RMT Initiative Goals:

    1. Strengthen the school-to college pipeline to enable more black male students to move into higher education.
    2. Increase admission and graduation rates at Fort Valley State University in the College of Education.
    3. Improve teacher education to prepare professionals for 21st Century public education.
    4. Improve employment prospects for black males.

    The RMT Initiative will provide:

    • An academic support system to help assure their success.
    • A cohort system for social and cultural support.
    • GACE Workshops and funding for an initial exam.
    • Career Development and policy workshops.
    • Clinical education experiences.
    • Mentorship from current and former male public school teachers and administrators.

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