CHECKLIST A: ADMISSION TO
TEACHER EDUCATION
TEACHER EDUCATION
PROGRAM HANDBOOK
Division of Education, Psychology, & Technology
Valley City State University
Valley City, North Dakota, 58072
March 2001
TEACHER EDUCATION PROGRAM CHECKLIST
_____ 1. Meet with advisor to plan program
_____ 2. Continue consultation with advisor until completion of the program
_____ 3. Complete EDUC 200 or 205
_____ 4. Pass PRAXIS-I/Pre-Professional Skills Test (PPST)
_____ 5. Complete Admission to Teacher Education
process (See Checklist A)
*(Admission Official when approval Card Provided to Student - See Below)
_____ 6. Complete course work in major(s) and minor(s)
_____ 7. Establish placement file
_____ 8. Complete Student Teaching (See Checklist B)
_____ 9. Complete and present Digital Portfolio
_____ 10. Complete application, fingerprinting, and background check for North Dakota Licensure
CHECKLIST A: ADMISSION TO
TEACHER EDUCATION
Check the appropriate line as you complete each step. When all
the lines are checked, you have done everything necessary for Admission
to Teacher Education.
_____ 1. Complete DEPT-1-01 (blue application form) above the dotted line
_____ 2. Complete DEPT-1A-01 (pink application form) above the dotted line
_____ 3. Complete DEPT-2-01 (gold advisor approval form) with advisor
_____ 4. Submit these three forms to the Education Office or EDUC 200/205 instructor
_____ 5. Complete Communication Skills screening (by Speech Department)
_____ 6. Pass the PRAXIS-I/Pre-Professional Skills Test (PPST)
_____ 7. Receive a 'C' or above in Introduction to Education
All of the above steps are initiated during the course, EDUC 200/205,
Introduction to Teaching.
_____ 8. Complete English 110 and 120 with grades of ‘C’ or above
_____ 9. Maintain a GPA of 2.50 or above through graduation
CHECKLIST B: ADMISSION TO
STUDENT TEACHING
Check appropriate line as you complete each step. When all lines
are checked your application should be complete.
_____ 1. Follow instructions on DEPT-14-01, Student Teaching Application Instruction form (white)
_____ 2. Complete DEPT-15-01, Student Teaching Application form (blue)
_____ 3. Write an Autobiography
_____ 4. Type a list of all courses in Major and Minor
_____ 5. Schedule an interview with the Director of Student Teaching
_____ 6. Photos to be taken at the time of interview with Director of Student Teaching
_____ 7. Continue to meet all requirements for Admission
to Teacher Education
Valley City State University
Valley City, North Dakota
Section I. Program Overview
Section II. Admission to Teacher Education
Section III. Teaching Majors and Minors
Section IV. Clinical and Field-Based Experiences
Section V. Appeals Procedures
Section VI. Scholarships and Financial Aid
Section VII. Professional Organizations
Section VIII. Professional Literature
Appendix A. Admission to Teacher
Education Forms
DEPT-1-01 Application
to Admission to Teacher Education
DEPT-1A-01 Credit Status Sheet
DEPT-2-01 Program Planning/Advisor
Approval Form
DEPT-3-01 Instructor's
Evaluation of Teacher Candidate
DEPT-4-01 Written Communication
Evaluation
DEPT-4A-01 Oral Communication Evaluation
Appendix B. Pre-Student Teaching
Field Experience Forms
DEPT-5-01 EDUC 200, Intro
Field Experience Evaluation
DEPT-6-01 EDUC 205, Intro
Field Experience Evaluation
DEPT-7-01 EDUC 337, Prekindergarten
Practicum Evaluation
DEPT-8-01 EDUC 350, Practicum
Evaluation
DEPT-9-01 EDUC 431/432,
Reading Practicum Evaluation
DEPT-10-01 EDUC 399, Culturally Diverse
Practicum
DEPT-11-01 EDUC 399, Culturally
Diverse Practicum-Student Evaluation
DEPT-12-01 Professional Disposition
DEPT-14-01 Professional Disposition
Growth Plan
Appendix C. Student Teaching Forms
DEPT-15-01 Student Teaching
Application Instruction
DEPT-16-01 Student Teaching
Application
DEPT-18-01 Student Teaching
Progress Evaluation
DEPT-17-01 Student Teaching
Observation Report
DEPT-19-01 Student Teaching
Final Evaluation
Appendix D. Position Description
Chair Division of Education and Psychology
Appendix E. Committee Description
Teacher Education Committee
Appendix F. Unit Responsible for
Professional Education
Division of Education & Psychology
Division of Education, Psychology, & Technology (DEPT) Vision Statement
Teacher Education at Valley City State University is a nationally recognized premier program.
DEPT Mission Statement
Committed to learner centered education and effective use of instructional technology, the Valley City State University Teacher Education Program prepares exemplary teachers who are knowledge based decision makers.
DEPT Continuous Improvement Plan
To advance its vision and mission, the unit creates continuous improvement plans that complement the goals and objectives of the university.
Goals
The broad goal of the teacher education program at Valley City State University is to prepare entry-level teachers who: (1) are capable of teaching and guiding students of varying backgrounds, strengths, and needs; (2) are competent decision makers; (3) are skilled in planning, implementing, and evaluating learning experience for students; (4) view decision making as a reflective process; and (5) understand and are committed to the moral dimensions of teaching; (6) select and apply technology appropriately; and (7) accept the view that professional growth and development is an on-going, never-ending process.
The teacher education program can be described as having three major domains. The overall goal of each is as follows:
Domain I - General Studies:
To help preservice teachers acquire a broadly-based liberal arts education
needed in order to function as informed members of our society and within
the
teaching profession.
Domain II - Specialty Studies: To prepare preservice teachers who possess strong backgrounds within each subject area they will teach.
Domain III - Professional Studies:
To prepare preservice teachers who are able to function effectively in
a variety of educational settings and with students of diverse backgrounds,
abilities, and needs.
Institution Abilities – Content
majors will demonstrate competencies defined by their course of study.
UNIVERSITY ABILITIES
SKILLS
| Aethetic Engagement |
|
| Collaboration |
|
| Communication |
|
| Effective Citizenship |
|
| Global Awareness |
|
| Problem Solving |
|
| Technology |
|
| Wellness |
|
Objectives
The following twenty objectives provide direction for the design of the teacher education program. The program is designed to prepare entry-level teachers who:
1. are competent in the communications skills of listening,
reading, writing, and speaking;
ABILITIES MET: Collaboration, Communication, Problem
Solving, Wellness
2. possess the content knowledge, curricular view, and
pedagogical skills needed to be effective teachers in their specialty fields;
ABILITIES MET: Collaboration, Effective Citizenship,
Problem Solving
3. possess an understanding of the leading theories of
human learning and behavior;
ABILITIES MET: Collaboration, Effective Citizenship,
Global Awareness
4. are able to effectively plan and implement learning
experiences which provide for student’s individual needs, interests, and
learning styles, including those of exceptional and minority culture students;
ABILITIES MET: Collaboration, Effective Citizenship,
Global Awareness, Problem Solving
5. can effectively use a variety of teaching strategies;
ABILITIES MET: Collaboration, Effective Citizenship,
Global Awareness, Problem Solving, Technology
6. have knowledge of teaching/learning strategies which
promote the ability of students to think critically;
ABILITIES MET: Collaboration, Effective Citizenship,
Problem Solving, Wellness
7. are aware of the importance of teachers modeling methods
and techniques which they want their students to learn and use;
ABILITIES MET: Aesthetic Engagement, Collaboration,
Effective Citizenship
8. possess the knowledge of how to motivate students to
want to learn;
ABILITIES MET: Collaboration, Effective Citizenship,
Problem Solving, Wellness
9. can effectively use modern technology to enhance student
learning;
ABILITIES MET: Aesthetic Engagement, Problem Solving,
Technology
10. believe in the critical importance of basing professional
practices and decisions on research, the writings of theorists, and accepted
professional practice;
ABILITIES MET: Collaboration, Effective Citizenship,
Problem Solving, Wellness
11. can utilize a variety of procedures to evaluate students'
learning necessary for professional decision making;
ABILITIES MET: Aesthetic Engagement, Global Awareness,
Problem Solving
12. possess a basic understanding of the various stages
of human growth and development;
ABILITIES MET: Collaboration, Global Awareness, Wellness
13. strive to develop within students the disposition
that learning is a life-long pursuit;
ABILITIES MET: Collaboration, Effective Citizenship,
Global Awareness, Wellness
14. respect the rights and privacy of students and behave
in ways consistent with their responsibility of helping to prepare people
for a productive life in our democratic and pluralistic society;
ABILITIES MET: Collaboration, Effective Citizenship,
Wellness
15. have an awareness of the importance of helping students
develop and maintain positive self-concepts;
ABILITIES MET: Collaboration, Effective Citizenship,
Global Awareness, Wellness
16. are aware of the importance of professional and personal
characteristics of effective teachers, such as dedication, enthusiasm,
cooperativeness, responsibility, and ethical behavior;
ABILITIES MET: Collaboration, Communication, Effective
Citizenship, Global Awareness, Wellness
17. possess the knowledge and skills to be effective classroom
managers;
ABILITIES MET: Collaboration, Communication, Effective
Citizenship, Global Awareness, Wellness
18. possess the ability to effectively communicate with
learners, parents, other educators, and members of the community-at-large;
ABILITIES MET: Aesthetic Engagement, Collaboration,
Communication, Effective Citizenship, Global Awareness
19. are knowledgeable about the school as an institution
in American society, including the historical, sociological, philosophical,
and political foundations of education; and
ABILITIES MET: Collaboration, Effective Citizenship,
Global Awareness, Problem Solving, Wellness
20. are reflective thinkers who possess the philosophy
that professional development is an on-going, never-ending process.
ABILITIES MET: Collaboration, Effective Citizenship,
Global Awareness, Problem Solving, Wellness
UNIVERSTIY ABILITIES
TEACHER EDUCATION PROGRAM OBJECTIVES
| Aesthetic Engagement | 7, 9, 11 ,18 |
| Collaboration | 1, 2, 3, 4, 5, 6, 7, 8, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20 |
| Communication | 1, 16, 17, 18 |
| Effective Citizenship | 2, 3, 4, 5, 6, 7, 8, 10, 13, 14, 15, 16, 17, 18, 19, 20 |
| Global Awareness | 3, 4, 5, 11, 12, 13, 15, 16, 17, 18, 19, 20 |
| Problem Solving | 1, 2, 4, 5, 6, 8, 9, 10, 11, 19, 20 |
| Technology | 5, 9 |
| Wellness | 1, 8, 10, 12, 13, 14, 15, 16, 17, 19, 20 |
Decision Making
The decisions that are made relate basically to four teaching functions: (1) planning, (2) implementation, (3) evaluation, and (4) reflection.
Planning
While planning, the teacher must make decisions regarding areas such as, goals and objectives, the degree of background building required, specific materials and methods to use.
Implementation
The implementation function is that which requires
the teacher to carry out the plans that have been made. During the
actual teaching phase numerous decisions need to be made. Often times,
they need to be made quickly as the teacher responds to students’ reactions,
comments, and instructional needs. As a result, modification of prepared
plans becomes the rule rather than the exception.
Evaluation
During the evaluation phase of decision making the teacher needs to determine the degree to which the instructional objectives were attained. Determining the degree of re-teaching that is needed, recording information, and reporting progress are some of the areas within the evaluation phase of decision-making.
Reflection
The teacher plans, implements and evaluates by using
feedback in a reflective manner. During the entire process, it is
essential for the teacher to realize that professional growth and development
is continuous.
VALLEY CITY STATE UNIVERSITY
TEACHER EDUCATION MODEL
Essential Personal Disposition: That Professional
Development is Continuous
Theme: Teacher As a Knowledge-Based Decision Maker
Adapted from Cooper 1986, 1999
The teacher education unit provides preservice students with varied models of instruction while incorporating technology.
The Teacher Education faculty utilizes a variety of instructional strategies. Faculty systematically select the models of instruction that are best suited for the courses they teach. Frequently, faculty combines models of instruction depending upon the course objective(s), the personality of faculty members, and the needs of the students. Appropriate technology is selected and applied to accomplish specific tasks. The instructional models used by the faculty in the unit are briefly described.
The lecture method is a teacher-directed model used to disseminate information in a short time, explain difficult information, and introduce or explain learning tasks. With this method, learners are viewed, primarily, as receivers of knowledge. Besides live teacher lectures, the method may also involve utilization of PowerPoint, LCD projector, video, and CD-ROM.
The guided discovery method is used to promote learning outcomes involving application and analysis. The instructor uses this method to guide the student to desired answers or solutions to problems. Questioning techniques are an important part of the implementation phase of the VCSU model, and the guided discovery method of instruction gives the instructor an opportunity to model them. Instructors must utilize effective questioning strategies and strive to obtain active student participation and interaction. The student is responsible for identifying the problem and learning how to solve the problem.
Inquiry learning is considered one of the most intellectually stimulating and valuable modes of learning. It is associated with the synthesis and evaluation levels of cognition. Inquiry involves students in identifying content-related problems, generating hypotheses or tentative solutions to the problems, and collecting/analyzing/interpreting data to draw a conclusion. The inquiry strategy is an excellent means of helping students develop decision-making and independent learning skills. Inquiry provides them with an opportunity to practice higher order thinking skills.
Cooperative Learning is a teaching/learning strategy that fosters group cooperation and interaction among students. Cooperative learning strategies encourage students to work together in small, mixed ability learning teams. The student is not only responsible for their own learning, but those of their team.
Reflective learning is the final element within our knowledge based decision maker model. It supports the view that professional development is a life-long process. Teacher Education faculty agree with John Dewey (1933) when he stated, "we do not actually learn from experience as much as we learn from reflecting on experience." In the beginning stages of the program, reflection on the process of teaching/learning happens through early field experiences, videotaping of classroom learning activities, and microteaching. Student teaching is the final field of experience in which teaching and learning is followed by reflective thought, which often leads to re-planning, re-teaching, and re-evaluation. The digital portfolio requirement showcases various projects in addition to reflection on their learning and how skills and abilities were met.
In addition to the instructional
strategies named above, teacher education faculty use learning theories
are used to encourage higher order thinking. Learner-centered
teaching, brain-based learning, multiple intelligences and constructivism
exemplify four current learning theories focused on how students learn.
Each theory requires the teacher to reflect and make adjustments in his/her
teaching; enhances student learning as the student’s cultural, physical,
social, and emotional lives are respected; and encourages teachers to attempt
to connect classroom learning to the student’s life (Guild, 1997).
Delivery of Curriculum
The program provides an opportunity for preservice teachers to acquire entry-level teaching knowledge and skills through university courses and field experiences. Delivery of courses includes traditional formats with the utilization of email, Internet access, and presentation software, as well as distance learning encompassing an “anywhere, anytime” philosophy. The majority of the field experiences occur in public school classrooms, Grades K-12. Field experiences commence during the sophomore year and continue through the senior year. Student teaching is completed during the senior year and is the apex of the entire teacher preparation program. The preparation of preservice teachers is closely guided by the university faculty and cooperating K-12 teachers. A carefully designed program provides instruction and experiences, which include a multi-mode system to provide feedback to and evaluate the preservice teachers' learning and performance.
Applicants are admitted to study
at Valley City State University on the basis of academic and personal qualifications,
consistent with the admissions policies established for all public colleges
and universities in the state. The admittance and continuance requirements
of the Teacher Education Program go beyond those of the institution.
Students are typically admitted into teacher education during their sophomore
year or the beginning of the junior year. While enrolled in either
EDUC 200 or 205, the introductory courses to teacher education, the VCSU
Teacher Education Program Handbook is studied online. Enrollees
are given application forms to complete and submit to the Division of Education,
Psychology & Technology Chair.
Criteria for Admission to Teacher Education
The student who intends to pursue a program in teacher education must apply to the Teacher Education Committee through the Chair of the Division of Education, Psychology & Technology and be approved for admission to the program. A student must meet the following criteria to be considered for admission:
1. A minimum cumulative grade point average of 2.50.
2. Satisfactory academic performance in English 110 and
120 and successful completion of a speech screening test.
3. Written recommendations from the adviser, a Division
of Education, Psychology & Technology instructor, and any other related
professionals.
4. Required scores on the Pre-Professional Skills Test
(PPST). The current minimum
5. scores required at VCSU are Reading – 167 (CBT 313);
Writing – 169 (CBT 313);
6. Math – 168 (CBT 313). Students are responsible
for paying the testing fees.
The Teacher Education Committee
will review the documentation and make a recommendation to the division
chair to accept or deny the application for admission to the program.
If the application is denied admission due to a condition that can be corrected,
the applicant may reapply when the deficiency is removed.
Continuance in Teacher Education
In order to continue in the Teacher Education Program, the student must: 1) maintain a minimum cumulative grade point average of 2.50; 2) demonstrate good conduct and evidence of good physical and mental health; and 3) continue to obtain satisfactory recommendations from faculty, staff, and field experience supervisors. If requirements for continuance are not maintained, the Teacher Education Committee may recommend suspension from the program. Any such action would be reflected in a letter from the division chair to the student and the advisor. To be reinstated, a student must submit a petition to the Teacher Education Committee for consideration. The committee will forward its recommendation to the division chair who will make the final decision.
Professional Disposition
Valley City State University promotes
standards of professional competence through the eight University Abilities,
the three Education Abilities, and the good moral character of the teacher
education candidate. Difficulty in meeting the standards may be documented
by:
Steps:
1. Faculty/staff complete Professional Disposition (DEPT-11-01) and meet
with the student to discuss the concerns.
2. Informally survey other faculty/staff to find out if there are similar
concerns.
3. Faculty/staff send a copy of Professional Disposition to advisor and
place one in the student’s teacher education file.
4. Monitor the student, after a reasonable amount of time; contact the
student and their advisor on the improvements made. If problems
continue, formulate a Professional Disposition Growth Plan (DEPT-12-01).
5. Faculty/staff complete Professional Disposition Growth Plan and meet
with the student to discuss the plan of action.
6. A copy of the Professional Disposition Growth Plan will be placed by
the faculty/staff in the students Teacher Education folder in the
Division of Education, Psychology, & Technology office area.
The student and the student's advisor will be sent a copy.
a) Professional Dispositions will be presented to the Professional Concerns
Committee (ad hoc committee from Teacher Education
comprised of one elementary representative, one secondary representative,
and one other representative of teacher
education) once per semester.
b) The Professional Concerns Committee will forward any concerns needing
further action to the Teacher Education Committee.
The student and the student’s advisor will be sent a letter by the Professional
Concerns Committee concerning action taken.
Professional Dispositions will be presented to the Teacher Education Committee
and included in the minutes. The student and
the student’s advisor will be sent a letter concerning action taken.
7. Professional Concerns of large enough magnitude may warrant immediate
action. A pattern may be evident if more than one concern
is filed.
8. The advisor will meet with the student to discuss concerns, improvement
plans that include timelines and follow up visits, or offer
services (tutor, Health or Counseling disability, etc.).
9. The student presents evidence of efforts to improve to the advisor.
10. The advisor shares information with the Division Chairman and Teacher
Education Committee and this information is included in the
minutes.
11. Upon recommendations of the advisor and Division Chairman the student's
application to teacher education will be accepted, denied,
or terminated. A letter documenting the decision will be sent to
the student and placed in the Teacher Education folder.
All teacher education students must have a teaching specialty (a major). In addition to a major, the preservice secondary teacher must complete forty hours of professional education course work. The professional education courses are a part of the total major program in Elementary Education. It is recommended that one or more compatible minors also be completed.
The following list indicates
the various teaching majors and minors available at VCSU. For additional
information about teaching majors and minors, check the University Bulletin
(Available online: http://www.vcsu.nodak.edu/) and visit with faculty
members of the appropriate departments.
Teaching Majors Minors
Art
Art
Biology
Athletic Coaching
Business Education
Biology
Chemistry
Chemistry
Elementary Education
Computer Science
English
Early Childhood Education
Health Education
Earth and Environmental Science
History
English - Elementary
Instructional Technology
English - Secondary
Mathematics
Geography
Music Education
Health Education
Physical Education
History
Science
Instructional Technology
Social Studies
Library Media
Spanish
Mathematics - Elementary
Technology Education
Mathematics - Secondary
Vocational/Technical Education
Music Education
Physical Education
Physics
Psychology
Reading - Elementary
Reading-Secondary
Social Science
Sociology
Spanish
Speech-Communications-Theatre Arts
Technology Education
Clarifying Information
1. Students majoring in elementary education, who complete Reading and Early Childhood Education minors, will have met the requirements of the directed electives section of the elementary education program.
2. The minors in Reading Education (Elementary and Secondary) contain courses that exceed the requirements for the North Dakota Reading Credential. However, in order to be granted the credential, the applicant must have completed a minimum of three years of successful classroom teaching.
3. In order to qualify for North Dakota Kindergarten Certification, the applicant must have completed student teaching at the kindergarten level. The five hours of student teaching credit earned reduces the additional number needed under the directed electives section of the Early Childhood Education Minor program to a minimum of five hours of credit.
4. Upon completion of the VCSU program, applicants meet
eligibility requirements for teacher licensure in the State of North Dakota,
as outlined by the North Dakota Education Standards and Practices Board.
Return
SECTION IV: CLINICAL AND FIELD-BASED EXPERIENCE PROGRAM
Part A. Overview of Clinical and Field-Based Experiences
Clinical and field-based experiences are designed to support the program model, "Teacher as Decision-Maker." Clinical and field-based experiences serve as important building blocks in the teacher education program. Students receive a variety of appropriate experiences including microteaching, lesson planning, team teaching, peer teaching, and designing teaching and evaluation strategies in the course of their preparation for teaching.
The field-based and clinical experiences of preservice teachers have been developed to be sequential in nature as shown in the following table. The various experiences are provided during the sophomore, junior, and senior years. The first courses that include a field-based component are the introductory ones for elementary and secondary school preservice teachers. Built into both courses are 40 hours of work in K-12 classrooms. Some of the time is spent in observation of specific procedures, activities, etc., which are predetermined and studied. Debriefing follows the guided observation. Both the classroom teacher and the university instructor are included in the pre- and post-observation discussions. Other types of involvement include tutoring students and assisting the teacher in ways determined beforehand with follow-up discussion and evaluation.
During the junior year, the majority of the education methods courses are completed. University classroom clinical and/or K-12 school field-based experiences are included in most of the courses indicated in the table.
Completion of the methods courses and student teaching occur during the senior year. Student teaching is a ten-week experience in which students gradually are given more responsibilities. During the last couple of weeks they function as a professional teacher being responsible for all activities during the entire school day.
All of the clinical and field-based experiences provide opportunities for professional growth in the ability to make sound decisions in the three phases of the teacher decision-making process: planning - implementing - evaluating. Planning for instruction is emphasized during the sophomore and junior year, but most extensively during the senior year. Evaluation of instructional activities is experienced during both the junior and senior level years. However, it must be mentioned that attention is given to all three phases during all three years, but strong emphasis is placed upon implementing and evaluating instruction during the senior year of the program. Student teaching is the apex of the clinical and field-based teacher education program.
In every type of clinical or field-based involvement, the preservice teacher is provided with instruction and assistance before, during, and after the experience. To help ensure that all of the experiences are of maximum benefit to preservice teachers, a variety of information sheets, checklists, and evaluation forms are used. (These are included as appendices to this Handbook.) Also, discussions between the student, classroom teacher, and university supervisor are regularly held and written responses frequently given.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - -
THE SEQUENTIAL CLINICAL AND FIELD-BASED PROGRAM FOR PRESERVICE TEACHERS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - -
Types of Experience
Courses Providing Clinical and Field-Based Experiences
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - -
Sophomore Year Junior Year Senior Year
Guided Observation
EDUC 200, 205
HPER 301, 302,
BVED 411, 431, 432
and Assistance
210, 240
303, 304,
LIBM 460
MUS 241
305
MUS 441
HPER 208
HPER 425
TECH 411, 416
___________________________________________________________________________________________
Clinical Use of
EDUC 300, 315,
EDUC 430, 475,
Instructional
320, 323,
480, 485,
Technology and
350
490
Computers
LIBM 340, 350,
LIBM 420, 460
360
SPAN 470
HPER 325, 360,
361, 440,
490
____________________________________________________________________________________________
Planning
EDUC 200, 205
EDUC 315, 320,
EDUC 430, 431, 432,
321, 322,
435
Instructional
240, 337
323, 337,
ENGL 490A, 490B
Activities
(Introduction)
350, 375
MUS 442
PSYC 430
ART 360
HPER 452, 453
CSCI 380
SPAN 470
HPER 325, 360,
361
____________________________________________________________________________________________
Implementing
EDUC 200, 205
EDUC 315, 320,
EDUC 430, 435
Instructional Plans
337(Introduction)
321, 322,
ENGL 490A, 490B
323, 350,
HIST 490
375, 431,
432
MUS 441
MUS 442
ART 360
HPER 451
CSCI 380
SPAN 470
HPER 325, 360
HPER 452, 453
361
490
__________________________________________________________________________________________
Evaluating
EDUC 200, 205
EDUC 315, 320,
EDUC 430, 431, 432, 435
Instruction
337(Introduction)
321, 322,
ENGL 490A, 490B
323, 350,
HIST 490
375
PSYC 430
MUS 441
MUS 442
ART 360
SPAN 470
CSCI 380
HPER 452, 453
____________________________________________________________________________________________
Full-Time Student
EDUC 475, 480,
Teaching (Includes
485, 490
all of the above types
of experiences)
____________________________________________________________________________________________
Part B. Major Practica
EDUC 200, Introduction to Elementary Teaching (Elementary) (3 semester hours of credit)
The VCSU Teacher Education Unit’s model for developing teachers is to help the individual become a competent decision-maker. The course helps preprofessional students develop skills that lead to making appropriate decisions in the classroom setting. Upon completion of the course, the preservice teacher will have the tools, techniques, and knowledge to successfully plan lessons, implement learning experiences, and evaluate learning in the classroom. The textbook used provides thorough coverage of these topics, as well as other professional areas.
The Introductory course serves as the initial study in the field of teaching. Students have an opportunity to work with teachers in their area of interest. The preprofessional observes, participates, and assists the teacher at this beginning stage of the program. The on-campus course work includes an introduction to the field of teaching, a review of the requirements for admission to teacher education, and information on the requirements leading to licensure.
Experiences included in the field-based component:
1. Observe teacher at work
2. Compile a log of experiences (related to study in
course work)
3. Observe students (learn names, individual interests,
behavior, social habits, etc.)
4. Review school and classroom rules and policies
5. Discussions with teacher (many devoted to planning,
teaching strategies, and evaluation of learning)
6. Assist teacher when appropriate
7. Help tutor individuals
8. Work with small groups
9. Teach short lessons to the whole class
Other activities appropriate to the introductory phase of the program may be assigned.
The field-based component of the course requires
40 hours in the classroom.
EDUC 205, Introduction to Teaching (Secondary) (3 semester hours of credit)
The purpose of EDUC 205 is to help students make the following determinations:
1. Whether they want to continue in teacher education
2. Which majors, minors, areas of concentration,
and extra curricular activities they want
3. What level to pursue in teacher education
4. Begin to develop a philosophy for teaching
EDUC 205 is a required course and is the initial step to qualify for admission to teacher education.
NCATE standards for accreditation require a secondary introduction to teaching course. Area schools and cooperating teachers are an important part of the course.
Experiences included in the field-based component:
1. About half of the minimum of 3 to 4 hours a week
for 10 to 12 weeks off campus could be spent observing
2. Tutorial work with students in need of extra
help
3. Help students during supervised study part of
the class period
4. Help students with make-up work
5. Help with clerical tasks
6. Gather material for classroom teaching and learning
7. Help with projects, labs, and bulletin boards
8. File resource materials for teaching units
9. Observe other classes
10. Introduce a film, filmstrip, video
11. Introduce a topic
12. Teach a lesson to the class
13. Special areas and extra curricular activities
are other activities that cooperating teachers can make arrangements for
Intro student
involvement
A copy of the field activity checklist is included
in the appendix to this Handbook.
EDUC 337, Pre-Kindergarten Practicum (3 semester hours of credit)
Program Description and Information for Practicum Enrollees and Supervising Classroom Teachers.
Pre-Kindergarten Practicum (EDUC 337) is a field experience for the early childhood education minor. It provides the preservice teacher with a variety of experiences in a preschool setting. Students are assigned to a licensed childcare center for 80 hours. The childcare director provides each student with an orientation for the center and reviews the duties and responsibilities for the enrollee. The university supervisor confers with the director throughout the term and meets periodically with each student caregiver.
The following experiences are provided throughout this practicum field experience:
1. Preservice teachers become familiar with the general
operation of a childcare setting.
2. Through careful observation, the preservice teacher
will gain a better understanding of the child from 6 months to 6 years
of age.
3. Preservice teachers will gain a better understanding
of the role of caregiver in the lives of young children.
4. Through observation, the preservice teacher will gain
greater insight into the uniqueness of the individual child.
5. Through their interaction with the young child, the
preservice teacher will gain a greater knowledge of ways of responding
to children and situations.
6. The practicum student will have the opportunity to
develop their professional skills by working in a wide variety of curriculum
areas such
as: storytelling and language
experiences, motor activities, art experiences, block play, music and rhythmic
activities, dramatic play, role
playing, cooking, mathematical concepts,
manipulative activities, wood working and field trips.
7. The preservice teacher will plan and display bulletin
boards and other teacher developed visual aids during the semester.
8. The practicum student will participate in staff meetings
as scheduled by the childcare director.
At the conclusion of this field experience, the childcare director will evaluate each preservice teacher using the evaluation form found in the Appendix of this Handbook. The childcare director and the university supervisor determine a letter grade of Satisfactory (S) or Unsatisfactory (U) jointly at the end of the semester.
EDUC 350, Practicum in the Elementary School (2 semester hours of credit)
Program Description and Information for Practicum Enrollees and Supervising Classroom Teachers
1. The Practicum in the Elementary School is designed
to provide preservice teachers with classroom experience in an elementary
school
classroom. Students work
with an elementary school teacher to develop a greater understanding of
teaching and the skills necessary
to become an effective teacher.
The purpose of this practicum is to provide teaching experience for the
preservice teacher in order to
broaden his/her first hand knowledge
of the elementary school - its teachers, students, and curriculum.
2. Through initial and ongoing supervision
by the classroom teacher, each student is given the opportunity to work
in an elementary
classroom assisting the cooperating
teacher in various classroom tasks. Some of the instructional tasks
they may assist the cooperating
teacher with are listed below:
a. Tutorial work with individual or
small groups of children
b. Read orally to the class
c. Present lessons to small groups and to
an entire class (with supervision from the cooperating teacher)
d. Develop bulletin board displays or other
visual aids
e. Supervising and assisting with transition
activities
f. Help with clerical tasks as assigned
by the cooperating teacher
g. Working with the classroom teacher on
a technology project
3. Each practicum enrollee is required to spend 80 hours
per semester working in an elementary classroom.
4. Each practicum enrollee is required to keep a daily
log with a brief description of their experiences.
5. Practicum enrollees are required to meet on campus
with the university supervisor every day during the first week of the semester
and one
hour a week thereafter on for seminar
sessions. Some of the topics that will be discussed during the seminar
include:
a. Observation skills;
b. Lesson planning, implementing, and evaluation;
c. Classroom management;
d. Parent teacher conferences and parental
relationships;
e. Positive reinforcement and self concept;
f. Technology projects;
g. Cultural diversity in the classroom;
h. Reflection on learning
6. It is the responsibility of the practicum teacher
to inform the supervising classroom teacher as soon as possible if illness
or some other
valid reason makes it necessary to
be absent from school.
7. The supervising elementary teacher will be asked
to complete a practicum evaluation form at the end of the semester.
The evaluation
becomes a permanent part of the student's
file maintained in the Division of Education, Psychology, & Technology
office.
8. The university supervisor will complete an evaluation
form at the end of the semester. The evaluation becomes a permanent
part of the
student's file maintained in the Division
of Education, Psychology, & Technology office.
9. At the end of the semester the university supervisor
will decide upon the letter grade to be given, based on the student's attainment
of the
course objectives. It will be
determined by the classroom teachers evaluation, classroom visitations
by the university supervisor, seminar
discussions, and attendance.
(Copies of checklist and evaluation forms used are included in the appendix to this Handbook.)
EDUC 399 – Culturally Diverse Practicum (1 semester hour of credit)
Program Description and Information for Practicum enrollees and Supervising Classroom Teachers
1. The Practicum is designed to provide preservice teachers
an experience in a culturally diverse classroom. This experience
will enable
the preservice teacher to bebetter
prepared to meet all students' needs and develop a greater understanding
of how to work with
students from various backgrounds
and socioeconomic levels.
2. Upon successful completion of the course, preservice
teachers will have had an opportunity to:
A. understand
the changing United States and world demographics regarding
ethnicity, race, culture, religion, language, and socioeconomic status.
B. understand
the cultural, ethnic, social class, gender, emotional, intellectual, and
physical aspects of human differences.
C. understand
the proficiencies that support learning by all students as shown in their
work with students with exceptionalities and those from diverse, ethnic,
racial, gender, and socioeconomic groups in classrooms and schools.
D. understand
the role of diversity and equity in the teaching and learning process.
E. complete
a 25 hour practicum in a culturally diverse setting.
F. reflect
on their observations and practices in working with students from diverse,
ethnic, racial, and socioeconomic groups.
G. write a
5-10 page paper that reflects what was learned from the 25 hour field
experience and how the experience enhanced knowledge about diversity.
H. meet the
global awareness Ability for the electronic portfolio.
3. The following are examples of culturally diverse settings
that will be available over Spring Break, the last two weeks in May,
or during summer
· Native American School (Four Winds, Standing
Rock, or Turtle Mountain in North Dakota)
· North End Elementary in St. Paul, MN
· Schools in Phoenix, AZ or Las Vegas, NV where
we have the QUEST partnership.
(Form available in appendix of Handbook)
EDUC 431, Practicum in Corrective Reading (2 semester hours of credit)
Program Description and Information for Supervising Reading Specialists and Practicum Enrollees
1. The Reading Practicum is the final experience in the
Reading Minor program. It is designed to provide preservice teachers
an opportunity
to work intensively with individuals
and small groups of students who are experiencing problems in reading.
2. Through initial and ongoing supervision and guidance
by the reading specialist, each practicum teacher is given the opportunity
to work
with students in a school's corrective
reading program. It is not expected that the practicum teacher design
separate programs or
procedures. Therefore, it is
the responsibility of the supervising reading specialist to share with
the practicum student the philosophy,
procedures, and materials used in
the reading program. Day-by-day help is needed in making the reading
practicum student aware of and
comfortable with the instructional
activities of the day. However, it is hoped that each supervising
teacher will permit and encourage the
practicum teacher to use procedures
and materials that he/she feels are appropriate for an individual student.
This needs to be, of course,
discussed and approved by the reading
specialist in advance of their use with students in the corrective reading
program.
3. The practicum student should be permitted to play
an active role in all facets of the school's corrective reading program--administering
tests, scoring tests, instructional
planning, conferring with parents, etc.
4. Each practicum enrollee will be asked to maintain
a weekly journal with a reflective description of each week’s work.
Also, it is required
that one student be selected to be
the subject of a case study prepared by the practicum teacher. Some
assistance by the supervising
reading specialist may be needed in
completing the assignment. (An in depth description of this assignment
will be given out at the time
of the practicum.)
5. It is hoped that there will be sufficient time each
day for the supervising teacher and the practicum teacher to discuss plans
for the day's
activities and to hold a summary discussion
at the end of the day. It is the responsibility of the supervising reading
specialist to provide
constructive comments and guidance
to help the practicum teacher grow in his/her skills as a corrective reading
teacher.
6. Practicum enrollees need to meet with the university
supervisor during the first week of the semester and periodically thereafter
according
to an agreed upon schedule. Dialogue
between the university supervisor and the reading specialist concerning
the practicum teacher’s
progress will take place informally
as needed during the practicum assignment.
7. It is the responsibility of the practicum teacher
to inform the reading specialist as soon as possible if illness or some
other valid reason
makes it necessary to be absent from
school.
8. At the end of the semester the supervising reading
specialist and the university supervisor will meet to decide upon the grade
to be
given (S-Satisfactory, U-Unsatisfactory).
9. The supervising reading specialist will be asked to
complete a practicum evaluation form at the end of the semester.
The evaluation becomes
a part of the student's file maintained
in the Division of Education, Psychology, & Technology Office.
The evaluation should be shared with
the practicum teacher before it is
submitted to the university supervisor.
(A copy of the evaluation form is included in the appendix to this Handbook.)
Part C. Student Teaching
EDUC 475, 480, 485, 490
Student teaching is the culminating experience of the Teacher Education Program. During this time, preservice teachers apply what they have learned about theory and methodology through their university course work and earlier field experiences. Student teaching provides an opportunity to plan and implement interesting, relevant lessons, as well as use a variety of assessment techniques to determine both the effectiveness of teaching strategies and the level of student learning. Skills in using educational technology, the lecture method, cooperative learning, inquiry, classroom management procedures, questioning, and other strategies are further enhanced.
One of the intriguing aspects of teaching includes the unique ideas and personality that each teacher brings to the classroom. This uniqueness is nurtured during student teaching, as preservice teachers recognize that successful teaching is related to personality, as well as to the very different approaches that may be used in optimizing and personalizing the learning experience for students.
Student teaching requires a minimum of 10 weeks of full-time teaching. Students may also complete a half-time student teaching experience in additional areas by teaching 5 weeks of full days or 10 weeks of half-days. Additional information about student teaching is included in the VCSU Handbook for Student Teaching, which is an appendix to this Handbook.
CRITERIA FOR ADMISSION TO STUDENT TEACHING
A student must meet the following criteria to be considered for admission to student teaching:
1. Continued satisfactory performance on all criteria
for admission and retention in the teacher education program; recommendations
by the
Dean of Students and the appropriate
division chair will be reviewed;
2. Senior standing or equivalent with a minimum grade
point average of 2.50 overall;
3. Completion of the professional education sequence
before student teaching (the director of student teaching in consultation
with the
division chair may make exceptions
to this criterion if circumstances warrant it);
4. Agreement to provide evidence of personal liability
insurance by joining the Student National Education Association (SNEA)
or by a private
insurance policy; the student will
present proof of such insurance on or prior to the first day of the semester
of student teaching;
5. Submission of student teaching application to the
director of student teaching during the semester preceding the semester
of student
teaching, deadlines are posted each
semester;
Valley City State University reserves the right to have the student meet additional requirements which the Division of Education, Psychology, & Technology may establish.
The Teacher Education Committee will review the
application and recommend to the Chair of the Division of Education, Psychology,
& Technology to approve or deny the application for admission to student
teaching.
CRITERIA FOR LICENSURE RECOMMENDATION
The Chair of the Division of Education, Psychology & Technology makes the recommendation for teacher licensure. In order to be recommended, a student must meet the following requirements:
1. Cumulative grade point average of 2.50 or better
2. Satisfactory completion of all program requirements,
as described in the University Bulletin and the Teacher Education
Handbook
3. Successful student teaching experience
4. Successful completion and presentation of a digital
portfolio
The Registrar sends the application to the North
Dakota Education Standards and Practices Board for issuance of a teaching
license.
Return
A. PETITION AND APPEAL PROCESS FOR TEACHER EDUCATION
Students seeking an exception to policies, regulations, or academic requirements of the Division of Education, Psychology & Technology may submit a written petition requesting exemption to the Divisional Appeals Committee. Items, which students may appeal, include requirements regarding the grade point average; competency in reading, writing, mathematics, and speech; record of good conduct; scores of the Pre-Professional Skills Test; and other items as they relate to admission to Teacher Education. The burden of proof for demonstrating the appropriateness of the request rests with the student.
The Divisional Appeals Committee, comprised of three faculty members from the Division of Education, Psychology & Technology, will consider the evidence and make a recommendation in the matter. All recommendations and actions of this committee are advisory in nature to the division chair who will render a final decision in a timely manner.
Students wishing to appeal any recommendation of
the Teacher Education Committee or a decision of the division chair should
consult the Student Handbook, which details final appeals procedures under
the University Hearings and Appeals Board.
B. VCSU PORTFOLIO POLICY AND APPEAL PROCEDURE
All teacher education graduates must complete an approved digital portfolio in order to be recommended for certification.
Appeal Procedure and Policy Implementation
Any student with an unapproved digital portfolio will have his/her file reviewed by an ad hoc appeal committee consisting of the Chair of the Division of Education, Psychology & Technology, the student's advisor, and a member of the Teacher Education Committee. The committee will consider:
1. The digital portfolio;
2. The student's overall GPA and major GPA; and
3. The advisor's recommendation.
The committee action may include:
A. Recommendation for re-doing the digital portfolio;
or
B. Recommendation for institutional approval for
licensure.
No institutional recommendation for licensure will be
completed until the criterion is achieved.
Hazel McBride Scholarship - $1,000 scholarships will be given for students pursuing an education degree. Students receiving the McBride Scholarship must sign a Declaration of Intent to seek entry into the program of Teacher Education. Three to four $1,000 scholarships are reserved for new minority students pursuing a degree in Education. First preference is given to Native Americans. Interested students should apply in the VCSU Education Office, McFarland Hall, 326.
Blanche E. Stewart Scholarship - $1000 scholarship available to a student from Jamestown/Valley City enrolled as an elementary education major at VCSU. The student must demonstrate academic ability, financial need, and show promise as a prospective elementary education teacher.
Schmitz-Muir-McLaren Scholarship - $500 awarded annually pursuing early childhood education/elementary physical education.
Patricia E. Lundberg Elementary Education Scholarship - $500 scholarship for a student majoring in elementary education who demonstrates exceptional desire and persistence in their pursuit of their studies.
Florence Rebscher Dutee Scholarship - $300 scholarship will be awarded annually to a student with financial need and committed to teaching in the elementary school.
Myrtle Heinle Schmid Memorial Scholarship - $300 scholarship to an Elementary Education student with preference given to a student from the Foster/Eddy County region of North Dakota. The student should be in good academic standing and show promise as an Elementary Education teacher.
Gladys and Ella F. Jones Memorial Scholarship - $250 scholarship is awarded to a VSCU student who is a prospective elementary teacher in financial need. The student must be a North Dakota resident, high school graduate, and citizen of good moral character.
Emma and Albert K. Goeschel Memorial Scholarship - $250 scholarship is to be awarded to an incoming freshman with outstanding academic achievements who is intending to obtain a degree in education.
Gelia Stemen Memorial Scholarship - $200 scholarship to be awarded to a student in the LaMoure, ND area who majors in Elementary Education.
Dr. S.O. Kolstoe Scholarship - $175 scholarship(s) will be awarded annually to students with financial need.
Mary Stark Memorial Scholarship - $150 annual scholarship(s) are awarded to prospective primary teachers. Applicants must have begun their professional preparation in Elementary Education. Other qualifications are need, scholarship, personality, and enthusiasm.
VCSU Student National Education Association - $100 scholarship awarded annually to a student who is a member of SNEA. Qualifications include: GPA of 3.00, education major, and junior or senior status.
Janet Monroe Wendschlag & Bryan John Wendschlag Memorial Scholarship - awarded annually to a student pursuing an elementary education degree with emphasis on art and/or music.
Alice J. Fischer Memorial Scholarship - $60 scholarship.
K. Louise Fitzpatrick Scholarship - $50 scholarship.
Borchert Memorial Scholarship - $50 scholarship for a junior or senior majoring in education. First consideration is for a student showing promise of being a successful teacher.
Other Scholarships available to students include:
Valley City State University President's Scholarship - $1,500 scholarship(s).
Pansy Raykjalin & Rose Hatling Scholarship - $500 awarded annually.
VSCU Alumni Scholarship - $800 scholarships available to freshman and/or transfer education major students.
VCSU Alumni Upper-Level Scholarships - $500 scholarships available to returning education and non-education VCSU students. To relatives of Alumni, it is requested that the relative be a parent, grandparent, aunt, uncle, brother, sister.
V-500 Foundation Scholarship - several $1000 and $800 scholarships are available with eligibility criteria included.
Miller Alumni Upper-Level Scholarship - $1000 scholarship available to returning students with preference being given to sophomores
Apply to the Director of Financial Aid for all scholarships unless indicated otherwise. Other scholarships are available to students with a secondary major, see Financial Aid Brochure.
FOR MORE INFORMATION ON SCHOLARSHIPS AND SCHOLARSHIPS
AVAILABLE TO SECONDARY EDUCATION MAJORS, REFER TO THE VALLEY CITY STATE
UNIVERSITY SCHOLARSHIPS AND FINANCIAL AID HANDBOOK AVAILABLE IN THE ADMISSIONS
OFFICE, SECOND FLOOR OF MCFARLAND, ROOM 227.
STEPS TO FOLLOW IN APPLYING FOR A SCHOLARSHIP
1. Go to the Financial Aid Office, McFarland 225 and ask for a Financial Aid Brochure.
2. Locate the scholarships available under the Division
of Education, Psychology & Technology or your secondary education major,
and
General Heading.
3. Read through the qualifications in the Financial Aid Brochure to find out whether you qualify for any of the scholarships available.
4. Fill out the Scholarship Application form in the Financial Aid Brochure and return it to the Financial Aid Office.
5. The application deadline for scholarships will
be posted in the Financial Aid Office.
Financial Aid Information
Students who are interested in obtaining financial aid should follow these steps:
1. Go to the Financial Aid Office, McFarland 225, and obtain an ACT Family Financial Statement.
2. Fill out the application and return it to the Financial Aid Office.
Foreign Student Waiver
The North Dakota State Board of Higher Education
has established a foreign student tuition waiver for each multiple of 500
students enrolled at Valley City State University. The waiver is
open to all full-time students who are non-United States citizens.
Specific selection criteria are described in the Financial Aid Brochure.
SECTION VII: PROFESSIONAL ORGANIZATIONS
STUDENT ORGANIZATIONS FOR THE ELEMENTARY EDUCATION MAJOR
Kappa Delta Pi
Kappa Delta Pi is an honor society, which recognizes excellence in education. It elects those to membership who exhibit the ideals of scholarship, high personal standards and promise in the teaching and allied professions. It encourages improvement in teacher preparation, distinction in achievement and contributions to education. An individual becomes a membe