2016-17 Undergraduate and Graduate Catalogs
Teacher Education Policies and Procedures
Teacher Education Mission
The Teacher Education Unit (TEU) at Minot State University focuses on preparing teachers who demonstrate reflective decision-making and the ability to integrate knowledge of content, students and the contexts in which we learn.
Our mission is to prepare educational professionals with:
- knowledge of content, and knowledge of cognitive and developmental sciences,
- performance skills, and
- professional dispositions toward the students, curriculum, and reasons they teach.
This preparation will allow them to work successfully with:
- varied students,
- in changing classroom environments,
- within a global community.
Teacher Education Philosophy
Our philosophy for Teacher Education at MSU is to:
- prepare learners to participate in a democratic society,
- engage learners’ natural curiosity about their communities and the world,
- access and purposefully reflect upon continuously evolving knowledge-bases in their content area(s) and cognitive / developmental sciences,
- construct skills and attitudes necessary for critical thinking and the useful application of knowledge,
- build effective teacher/student/community relationships, and
- demonstrate a sense of agency toward ethical, respectful and responsible behaviors.
THEREFORE, WE BELIEVE:
- Responsibility for the preparation and continuing development of teachers, must be shared by university faculty, educational practitioners, and the state, through its educator licensure standards;
- Teacher Education faculty must model ethical professional practice;
- Teacher Education faculty must be involved in both scholarly activities and the field of practice, to continually clarify and expand the professional knowledge base in both content and pedagogy;
- Teacher Education faculty must systematically evaluate programs and graduates to assure their continued high quality;
- Teacher Education programs must reflect global diversity and prepare professionals to teach in a pluralistic and multicultural society within a global community;
- The education of teachers must consist of a course of study that demonstrates high expectations, including a broad liberal education, academic subject matter preparation, knowledge of cognitive and developmental characteristics (of children, adolescents, young adult learners) and general and content-specific preparation in teaching methodology;
- The Teacher Education program and subsequent graduate study must include a wide variety of school-based experiences that serve as opportunities for candidates to apply pedagogical knowledge, grounded in research from cognitive and developmental science, and reflect on its application;
Teacher Education Goals
To actualize our Conceptual Model, philosophy and beliefs, Teacher Education faculty have applied the standards of the Interstate Teacher Assessment and Support Consortium (InTASC) within our curriculum and TEU Assessment System. The InTASC Standards set high expectations for teacher candidates in subject-area content, learning sciences, and contextual understanding; reflecting our mission and vision:
Learner and Learning
Standard #1: Learner Development. The teacher understands 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 designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
1. The teacher uses understanding of how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning experiences.
2. The teacher uses understanding of learners’ commonalities and individual differences within and across diverse communities to design inclusive learning experiences that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
1. The teacher collaborates with others to build a positive learning climate marked by respect, rigor, and responsibility.
2. The teacher manages the learning environment to engage learners actively.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.
2. The teacher creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The teacher understands 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.
1. The teacher connects concepts, perspectives from varied disciplines, and interdisciplinary themes to real world problems and issues.
2. The teacher engages learners in critical thinking, creativity, collaboration, and communication to address authentic local and global issues.
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide teacher and learner’s decision-making.
1. The teacher uses, designs or adapts multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives.
2. The teacher uses assessment to engage learners in their own growth.
3. The teacher implements assessments in an ethical manner and minimizes bias to enable learners to display the full extent of their learning.
Standard #7: Planning for Instruction. The teacher plans 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.
1. The teacher selects, creates, and sequences learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards cross-disciplinary skills.
2. The teacher plans instruction based on information from formative and summative assessments as well as other sources and systematically adjusts plans to meet each student’s learning needs.
3. The teacher plans instruction by collaborating with colleagues, specialists, community resources, families and learners to meet individual learning needs.
Standard #8: Instructional Strategies. The teacher understands 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.
1. The teacher understands and uses a variety of instructional strategies and makes learning accessible to all learners.
2. The teacher encourages learners to develop deep understanding of content areas, makes connections across content, and applies content knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
1. The teacher engages in continuous professional learning to more effectively meet the needs of each learner.
2. The teacher uses evidence to continually evaluate the effects of his/her decisions on others and adapts professional practices to better meet learners’ needs.
3. The teacher practices the profession in an ethical manner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
1. The teacher collaborates with learners, families, colleagues, other school professionals, and community members to ensure learner growth.
2. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and to advance the profession.
Teacher Education Vision
The vision we hold of our graduates is embodied in the Teacher Education Unit’s Conceptual Model, Teachers as a Reflective Decision-makers, focusing on Action, Reflection and Knowledge (ARK).
Teachers who act are decision-makers who model professional practice, who have a sense of purpose and agency to engage and empower students within inclusive communities of learners. They value, encourage, and monitor the sustained, active involvement of every student in carefully planned, meaningful learning experiences. They collaborate willingly with colleagues and other professionals on educational issues, to plan and implement practices informed by professionally grounded evidence. They offer and receive support in continuing to develop as an expert teacher.
Teachers who reflect are decision-makers who evaluate relevant choices for teaching, decide and act on the preferred choices. They continually reevaluate their choices in light of their effectiveness, evidenced by students’ responses and achievement, and by current literature and research. They reflect on cognition and learner development in regard to how students process information in the mind/brain, and the influences of the contextual environments in which students live. They hold the perspective of improving students’ future success, and life-long learning as an engine driving the common good of society.
Teachers who know are decision-makers who have acquired a strong knowledge base in subject-area content, cognitive and developmental sciences, and pedagogy. They understand that these knowledge-bases interact to help students construct meaning and useful knowledge. They understand the importance of continually striving for currency across these areas. This multi-disciplinary knowledge base provides information for reflection and action in teaching situations as well as the skills and attitudes necessary to ensure continued growth.
In addition to the InTASC Standards, MSU Teacher Education Unit faculty has designed eight professional dispositions statements which embody how we expect our graduates to be disposed toward the students, curriculum, and reasons they teach. Candidates and graduates should be:
Inclined to action/Devoted wholly to some purpose
Being concerned, having thought or regard, feeling concerned about/Responsive to the feelings of others
Being in accordance with the rules or standards for right conduct
Accountable, as for something within one’s powers; having a capacity for moral decisions and, therefore, accountable
Having or showing a mind receptive to new ideas or arguments; unprejudiced, unbigoted, impartial
- Collegial (Collaborative/Cooperative)
Sharing responsibility in a group endeavor
Able to deal skillfully and promptly with new situations, difficulties, etc.
Teacher Advisement and Field Placement Office
The Teacher Advisement and Field Placement Office (TAFP) serves all candidates enrolled in Teacher Education programs across campus. This office is responsible for regularly scheduled group meetings held throughout each academic year (Student Teaching orientations, and Student Teaching seminars). In these meetings, candidates are specifically coached regarding admission, retention, and exit policies, as well as various application procedures and deadlines associated with MSU’s Teacher Education program and certification. Office members are available for candidates on an individual basis to answer questions related to their progress through the Teacher Education program. In addition to advisement, the office is responsible for coordination of all Teacher Education field-based experiences in partnership with the schools, including practicum arrangements and student teaching placements.
Admission to Teacher Education
The candidate must submit a completed admissions packet prior to a Teacher Education Administrative Council (TEAC) admission meeting. These meetings are held the week prior to the semester registration time and at the end and the beginning of each semester. The packet will contain the following:
- Application form.
One of the requirements listed on the application form is that the Teacher Education Unit must be able to verify satisfactory grade point averages through previous semesters:
- Minimum 2.50 GPA on the Communications portion of General Education requirements (ENGL 110 College Composition I, ENGL 120 College Composition II, COMM 110 Fundamentals of Public Speaking) with no grade lower than “C”.
- Minimum Cumulative GPA of at least 2.75
- Minimum GPA in the teaching major and teaching minor of at least 2.5.
Students who have met all other requirements for Admission to Teacher Education and do not hold an overall GPA of 2.75, but do demonstrate a 3.00 GPA in their last 45 semester hours of study, may petition for special review by TEAC for admission to Teacher Education. Students granted admission by TEAC under this provision must demonstrate an overall GPA of 2.75 prior to Student Teaching.
- Must be enrolled in, or have completed ED 260L.
- Two completed “Reference Forms for Admission to Teacher Education” from previous teachers/supervisors.
- A recommendation from the major department. This may include additional departmental requirements.
- Writing sample(s) as specified in the Teacher Education Handbook.
- Satisfactory basic skills, demonstrated by the Core Academic Skills for Educators Test (CASE) scores. A minimum composite score of 466 based on the Current Qualifying Scaled Scores for Reading (156), Writing (160), and Mathematics (150), provided the candidate has met the passing score currently in place for two of the three tests.
- Evidence of completion of the On-line Teacher Education Admissions Seminar.
- A completed self-assessment of InTASC standards and professional dispositions.
The advisor, upon receiving all of the required information, fills out an application form, which is forwarded to the chair of the respective department for approval and then forwarded to the Dean of Education and Health Sciences.
The Teacher Education Administrative Council will grant or deny admission to Teacher Education prior to registration for the following semester. After admission to Teacher Education, the candidate may register for restricted education courses provided all other prerequisites are met.
- Candidates who have been certified for teaching in another state or province may be admitted to Teacher Education without completing all of the above requirements; however, each case must be recommended to the Teacher Education Administrative Council (TEAC) by the department chair of the candidate’s major area of study.
- Candidates applying for post baccalaureate licensure must work with the Teacher Education and Human Performance Department to complete a plan acceptable to the University and the North Dakota Education Standards and Practices Board.
- Individuals seeking ‘licensure-only’ student teaching placements, in which they are not receiving a degree from Minot State University, but MSU will transcript their student teaching credits, must take the core methods in their program area with MSU. This requirement exists to assess required academic and pedagogical competencies prior to placement in a school. Courses designated as ‘core methods’ are defined by each program area, and assessments parallel those required of degree candidates.
Application for Student Teaching
Prospective student teachers should make application for student teaching nearly a full semester in advance of their expected placement. Application materials and instructions are available from the Teacher Advisement and Field Placement office, Swain Hall, 218B. Candidates should check current semester schedule booklets, the Red and Green, the TAFP website at http://www.minotstateu.edu/teu/student_teaching.shtml, and the campus bulletin boards for relevant published deadlines and announcements regarding student teaching. Only completed applications, submitted by the published deadline, will be processed and considered for approval for student teaching.
Retention in Teacher Education Criteria for Retention in Teacher Education:
- Teacher Education candidates must maintain cumulative grade point averages of at least 2.50 in all courses in the Teacher Education core, and overall 2.75. The candidate must receive at least a “C” grade in every course of the Teacher Education core and methods courses that require admission to Teacher Education. A grade below a “C” in a Teacher Education core course that does not require admission to teacher education may not place a candidate on probation but prior to student teaching candidates must obtain a grade of not less than a “C” in all core courses. At the end of each semester, grades will be reviewed and if the stated conditions are not met the candidate is placed on probation. This probation must be remedied by the end of the next semester or the candidate is automatically dropped from Teacher Education. A candidate on probation will not be allowed to student teach. See section on “Effect of Probationary Status.”
- The candidate must meet any additional departmental requirements. Students are requested to check with their advisors concerning any additional departmental requirements.
- The candidate is expected to demonstrate the dispositions of a good teacher throughout the program by demonstrating commitment to: respect, communication and collaboration, complexity of content, student learning, motivated, dedicated, responsible, reflection, and responsibility. Candidates who display inappropriate dispositions are to be reported by faculty or field based supervisors. Prior to filing the report faculty would be expected to discuss their concerns about the candidate’s disposition with the candidate. If discussion of the concern does not remedy the problem then an inappropriate dispositions report is filed. Both the candidate and reporting person should sign the report. If the candidate is unavailable (eg. due to excessive absences) the report may be filed without the candidate’s signature. The written report is filed with the Chair of Teacher Education and Human Performance who will forward copies to the candidate’s advisor or department Chair. The form will describe the inappropriate disposition or behavior and also indicate the level of urgency in remedying the situation. Any report of inappropriate dispositions will require that the reporting faculty member be notified of an advisor/candidate action plan to remedy the concerns. In the case of multiple reports of inappropriate dispositions or an egregious incident the candidate will be required to meet with the Teacher Education Administrative Council (TEAC) which will determine what action needs to be taken. Action may include an advisor/candidate plan to remedy concerns, probation with a plan to remedy concerns, or removal from the program. In the event of multiple reports or an egregious incident a “plan follow through” report must be filed with TEAC prior to recommendation for licensure.
- The candidate must maintain continuous enrollment. Candidates who are not enrolled at the university for more than two consecutive semesters (excluding summer semesters) will be dropped from Teacher Education and must be re-admitted to Teacher Education before proceeding with any coursework requiring admission to Teacher Education.
Effect of Probationary Status
- The candidate on probation must work to remedy the causes of probation and may not take any further coursework requiring admission to Teacher Education other than courses that need to be retaken. This should involve consultations with the faculty advisor.
- Following the probationary semester the Teacher Education Administrative Council (TEAC) will review the candidate's status. This review will include but not be limited to: the grade point averages, dispositions, recommendations from faculty, and the previous probation history. The TEAC will change the candidate’s status to fully admitted, or will drop the student from the Teacher Education program. The candidate will be informed of the decision at the end of the semester. A candidate dropped from Teacher Education will be dropped from any course requiring admission to Teacher Education.
- Candidates on probation may not apply for student teaching.
Procedure for Readmission to Teacher Education
If a candidate was dropped from Teacher Education for failure to enroll for more than two consecutive semesters, the candidate must meet with his/her advisor and be recommended for reinstatement by his/her advisor and the department chair.
If a candidate was dropped from the program for other reasons, he/she must go through the full admissions process, but will not be required to duplicate relevant items from the first admission.
Exit Requirements from Teacher Education
- Successful completion of all coursework outlined by the Teacher Education Unit and the major department.
- Successful completion of student teaching including required documentation.
- Completion of required Praxis II and PLT tests.
- Make formal application for graduation.
All candidates must complete the Praxis II content and PLT exams relative to their major to be eligible for graduation. Individual departments may use their discretion in determining the most effective placement of the testing within their sequence of courses for the major.
To be eligible for licensure in ND, all candidates in core areas as defined by ESEA (Elementary and Secondary Education Act) must demonstrate satisfactory basic content knowledge in their major as indicated by their Praxis II test(s) scores. K-12 majors must successfully complete the Elementary PLT or the Secondary PLT plus their respective Praxis II exams to meet licensure requirements.
Candidates who do not meet or exceed the minimum Praxis II or PLT test scores established by the North Dakota Education Standards and Practices Board may have their degree posted provided all other degree requirements are met. Candidates will be reminded that without passing the Praxis II and PLT exams they will not be provided with a letter of support indicating that they have met ND standards for licensure.
Praxis II and Teaching Minors
A teaching minor in a “core” subject area requires that the candidate successfully complete the Praxis II examination to obtain a major equivalency that allows them to teach in that subject area. A teaching minor in a “non-core” subject area allows the candidate to be licensed to teach in that area.
The Dean of the College of Education and Health Sciences recommends licensure based on the candidate meeting the guidelines established by the Education Standards and Practices Board of North Dakota.