Teacher Education Handbook

Image of Students in Classroom

School of Education

1.800.532.8641
education@vcsu.edu
www.vcsu.edu

Dean, School of Education:

Dr. Allen Burgad

701-845-7194

allen.a.burgad@vcsu.edu

Administrative & Assessment Assistant:

Rachel Bopp

701-845-7196

rachel.n.bopp@vcsu.edu

Section I: The Teacher Education Program (an Overview)

Mission and Learning Outcomes

The mission of the School of Education is to prepare teacher candidates to become competent teachers capable of making sound decisions in the areas of elementary education, secondary education, middle school, early childhood, reading, English language learners, special education, science, technology, engineering, and mathematics (STEM) education. Graduates need to be skilled in teaching and guiding students from varying backgrounds who possess a multitude of unique experiences, strengths, and needs. The school’s program is built upon the belief that competent teachers are knowledge-based decision-makers. This is reflected in the program’s goals and objectives.

Program Learning Outcomes

Content majors will demonstrate learning outcomes defined by their course of study and the teacher education learning outcomes:1.

1. Teacher candidates apply knowledge and skills to plan a unit that meets the needs of students in a P-12 classroom.

2. Teacher candidates apply knowledge and skills to implement a unit that meets the needs of students in a P-12 classroom.

3. Teacher candidates apply knowledge and skills to evaluate student learning during a unit taught to students in a P-12 classroom.

4. Teacher candidates apply knowledge and skills to reflect on student learning and their own practice as a teacher during a unit of teaching students in a P-12 classroom.

VALLEY CITY STATE UNIVERSITY TEACHER EDUCATION MODEL

Theme: Teacher as a Knowledge-Based Decision Maker
The teacher education program can be described as having three major domains:

Domain I: General Education

To help teacher candidates acquire a broadly-based liberal arts education needed to function as informed members of our society and within the teaching profession.

Domain II: Specialty Studies

To prepare teacher candidates who possess strong backgrounds within each subject area they will teach.

Domain III: Professional Studies

To prepare teacher candidates to function in a variety of educational settings and with students of diverse backgrounds, abilities, and needs.

Goals

The broad goals of the teacher education program at Valley City State University are outlined in the conceptual framework.

Professional Decision Making Image

Conceptual Framework

Many of the decisions educators make relate to the teacher candidate’s efforts to (1) plan, (2) implement, (3) evaluate, and (4) reflect upon what they know and are able to do. These components of the VCSU conceptual framework are emphasized throughout the program and the teacher candidates’ field experiences.

Plan

While planning, the teacher candidates must make decisions regarding areas such as goals and objectives, the degree of background building required, connections to standards and curriculum, and specific materials and methods to use. The planning of instruction is based upon knowledge of the subject matter, the students in the classroom, and the curriculum goals.

Implement

The implementation function requires the teacher candidates to carry out the plans that have been made. During the actual teaching phase, numerous decisions need to be made, often quickly, as the teacher candidates respond to students’ reactions, comments, and instructional needs. Teacher candidates learn to value the development of their students’ critical thinking, problem-solving, and performance skills. At times, these skills require a variety of instructional strategies, questioning skills, and teacher flexibility to come to the surface. As a result, modification of prepared plans becomes the rule rather than the exception. Examples of models of instruction are discussed later in the handbook.

Evaluate

During the evaluation phase of the decision making the teacher needs to determine the degree to which the instructional objectives were attained. Teachers must apply ongoing formal and informal assessment strategies to identify what and to whom re-teaching is required, and to what level of understanding the students have learned the skill or content from the experience. Evaluation information must be recorded to identify student strengths and monitor progressive student growth.

Reflect

Planning, implementation, and evaluation are done by using feedback in a reflective manner. During the entire process, it is essential the decision-maker realizes that professional growth and development is continuous.

Conceptual Framework Image

VCSU School of Education Learning Objectives and Standards

The following objectives provide direction for the design of the teacher education program and alignment with the Interstate Teacher Assessment Support and Assessment Consortium (InTASC). The program is designed to prepare teacher candidates who:

1. Supports students’ learning and development while recognizing that patterns of learning and development vary among individuals (InTASC Standard 1).

2. Utilizes awareness of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to reach his/her full potential. (InTASC 2)

3. Works with learners to create environments that support individual learning, encouraging positive social interaction, active engagement in learning, and self-motivation as well as possessing the knowledge and skills to manage a classroom effectively. (InTASC 3)

4. Effectively teach subject matter. (InTASC 4)

5. Possess an understanding of the main ideas used in facilitating student higher-level thinking and creating learning experiences that allow learners to apply problem-solving skills. (InTASC 5)

6. Connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues. (InTASC 5)

7. Use multiple methods of assessment to engage learners in their own growth, document learner progress, and inform the teacher’s ongoing planning and instruction. (InTASC 6)

8. Draw upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan, implement and evaluate instruction that supports every learner in meeting rigorous learning goals. (InTASC 6, 7, and 8)

9. Integrate technology effectively to enhance learning. (InTASC 7 and 8)

10. Apply a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to access and appropriately apply information. (InTASC 8)

11. Utilize effective communication skills of listening, reading, writing, and speaking. (InTASC 8)

12. Are reflective practitioners who use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapt practices to meet the needs of each learner. (InTASC 9)

13. Collaborate and communicate with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being. (InTASC 10)

14. Exhibit the professional and personal characteristics of effective teachers such as responsibility, fairness, enthusiasm, cooperativeness, and ethical behavior. (InTASC 9 and 10)

Interstate Teacher Assessment and Support Consortium (InTASC) Standards

The 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.

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.

Content

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.

Standard #5: Applications 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.

Instructional Practice

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 the teachers’ and learner’s decision making.

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.

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.

Professional Responsibility

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.

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.

The School of Education provides teacher candidates with varied models of instruction

The School of Education faculty members utilize a variety of teaching methods. Faculty systematically select the models of instruction that are best suited for the courses they teach. Frequently, models of instruction will be combined depending upon the course objective(s), the personality of faculty members, and the needs of the teacher candidates. The instructional models used by the faculty in the unit are briefly described.

The lecture method is typically associated with lower levels of cognition. With this method, learners are viewed, primarily, as receivers of knowledge. At VCSU, this method often involves PowerPoint presentations or other special technology.

The guided discovery method is used to promote learning outcomes involving application and analysis. The instructor uses this method to guide the teacher candidates to desired responses and outcomes. Instructors must utilize effective questioning strategies and strive to obtain active teacher candidate participation and interaction.

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 teacher candidates in identifying content-related problems, generating hypotheses or tentative solutions to the problems, and gathering and analyzing data to arrive at a tentative conclusion. The inquiry strategy is an excellent means of helping teacher candidates develop decision-making and independent learning skills and provides them with an opportunity to practice higher-order thinking skills.

Mastery learning is an individual approach that lends itself to implementation in a traditional environment. The mastery model begins with the pre-assessment of the teacher candidate’s knowledge or ability followed by instruction leading to the mastery of the learning objective(s). The evaluation phase of mastery learning enables the teacher to determine if the teacher candidate has mastered the material and is ready to go on. Mastery learning, with its alternative learning activities, is also an effective way to provide learning opportunities compatible with the learner's unique learning style. The mastery learning model requires reflective thought at multiple stages and supports the other three teaching model areas of planning, implementing, and evaluating learning experiences.

Cooperative learning is a teaching/learning strategy that fosters group cooperation and interaction among teacher candidates. Cooperative learning strategies encourage teacher candidates to work together and promote positive intergroup attitudes.

Differentiating Instruction consists of the efforts of teachers to respond to variance among learners in the classroom. This method of instruction encourages teacher candidates to reach out to individual students or small groups of students to vary their teaching in order and create the best learning experience possible.

Reflective teaching is a critical element within our knowledge-based decision-maker model. It supports the view that professional development is a life-long process. We 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 experience in which teaching, and learning are followed by reflective thought, which may lead to re-planning, re-teaching, and re-evaluation at the next opportunity. The reflective thoughts may also be journal writings or written reminders on a plan of how the lesson or unit may be taught more effectively in the future.

Delivery of Curriculum

The program provides an opportunity for teacher candidates to acquire entry-level teaching knowledge and skills through university courses and field-based experiences. Some of the field-based experiences take place in university classrooms, but most of the field-based experiences occur in grades K-12 public school classrooms.

Field-based experiences commence with an Introduction to Education course and continue through the senior year. Student teaching, a twelve-week experience, is completed during the senior year and is the apex of the entire teacher preparation program.

Courses and field experiences are organized into three broad areas--foundation studies, specialty studies, and professional studies. The preparation of teacher candidates is closely guided by the university faculty and cooperating public school classroom teachers. A carefully designed method to provide instruction and experiences includes a multi-method system to provide feedback to and evaluation of teacher candidates' learning and performance.

Section II: Admission to Teacher Education

Teacher Candidates are admitted to study at Valley City State University based on 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. Teacher Candidates are typically admitted into teacher education during their sophomore year or the beginning of their junior year. While enrolled in EDUC 250, the introductory course to Teacher Education, the VCSU Teacher Education Program Handbook is reviewed online. Enrollees are given application forms to complete and submit to the School of Education Dean (SOE) and the Teacher Education Committee.

Criteria for Admission to Teacher Education

The teacher candidate who intends to pursue a program in teacher education must apply to the Teacher Education Committee and be approved for admission to the program. The teacher candidate must meet the following criteria to be considered for admission:

A minimum cumulative grade point average of 2.75.
A teacher candidate seeking admission to Teacher Education with a cumulative GPA between 2.50 and 2.74 may appeal (see appeal procedure and policy on page 15).
Satisfactory academic performance with a “C” or higher in Comp I: ENG 110, 210 or equivalent.
Satisfactory academic performance with a “C” or higher in Comp II: ENG 120, 125, or equivalent.
Satisfactory academic performance with a “C” or higher in EDUC 250: Introduction to Education.
Successful completion of a speech screening test.
Positive recommendation from advisor.
Positive recommendations from two School of Education and/or content area instructors.
Evidence of Basic Skills Requirements in Reading, Writing, and Mathematics.
A teacher candidate seeking admission to Teacher Education who has not met the ND Education and ESPB requirements can apply for the Basic Skills Praxis CORE or ACT Appeal. Students must have three attempts in Praxis CORE or ACT + Writing exams prior to appeal.
Demonstrate proper dispositions necessary to teach for learning and completion of required field experience.

The Teacher Education Committee will review the documentation and make a recommendation to the SOE Dean to accept or deny the application for admission to the program. If the teacher candidate is denied admission due to a condition that can be corrected, the teacher candidate may reapply when the deficiency is removed.

Continuance in Teacher Education

To continue in the Teacher Education program, the teacher candidate must:

Continue to maintain cumulative grade point average requirements set forth in Criteria for Admission to Teacher Education.
Demonstrate proper disposition and evidence of good conduct, physical and mental health (Mental health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to contribute to her or his community.); and
Continue to obtain satisfactory recommendations from faculty, staff, and field-based experience supervisors

If requirements for continuance are not maintained, the Teacher Education Committee may recommend suspension from the program. The Committee will forward its recommendation to the SOE Dean who will make the final decision. Any such action would be reflected in a letter from the SOE Dean to the teacher candidate and the advisor.

Professional Disposition

Valley City State University promotes standards of professional competence through the development of the four learning outcomes and the moral character of the teacher education candidate. Difficulty in meeting the standards may be documented by the following steps:

Faculty/staff complete Referral Form (SEGS 12-13).
Prior to meeting with the teacher candidate, the faculty/staff will informally survey other faculty/staff to find out if there are similar concerns, and/or check with the Director of Student Teaching to learn if the aggregated dispositions for the teacher candidate indicate a dispositional trend.
Faculty/staff will meet with the teacher candidate to discuss the concerns. The teacher candidate will sign the Disposition Referral Form.
Faculty/staff will send the Referral Form (SEGS 12-13) to the Director of Student Teaching who will send a copy to the instructor, advisor, and teacher candidate. A copy will be placed in the teacher candidate's Teacher Education folder.
If problems continue or there are two or more Disposition Referral Forms on file, the Director of Student Teaching will formulate a Professional Disposition Growth Plan (SEGS-13-13).
The Director of Student Teaching will complete Professional Disposition Growth Plan and meet with the teacher candidate to discuss the plan of action.
A copy of the Professional Disposition Growth Plan will be placed by the Director of Student Teaching in the teacher candidate's Teacher Education folder in the Education office area. The teacher candidate and their advisor will be sent a copy.
Professional concerns of large enough magnitude may warrant immediate action. A pattern may be evident if more than one concern is filed.
The Director of Student Teaching will meet with the teacher candidate to discuss concerns and improvement plans that include timelines and follow-up visits, or offer services (tutor, Health or Counseling, disability, etc.).
The teacher candidate presents evidence of efforts to improve to the Director of Student Teaching.
The Director of Student Teaching shares information with the SOE Dean.
Upon recommendations of the Director of Student Teaching and SOE Dean, the teacher candidate’s application to teacher education will be accepted, denied, or terminated. An e-mail documenting the decision will be sent to the teacher candidate and be placed in the teacher candidate’s file.

Section III: Teaching Majors and Minors

Secondary Education Majors

All secondary teacher candidates must have a teaching specialty (a major). In addition to a major, the secondary teacher candidates must complete professional education coursework. The professional education courses are part of the total major program.

Elementary Education Majors

All Elementary Education teacher candidates must have an associate's degree or minor, endorsement, or certificate from the list below. Athletic Coaching or Strength Conditioning Certificates do not qualify as accepted certificates to graduate for Elementary Education Majors. Professional education courses are part of the total major program in Elementary Education.

Teaching Majors

Art Education

Biology Education

Business Education

Career & Technical Education B.S. in Education

Chemistry Education

Elementary Education

English Education

Health Education

History Education

Mathematics Education

Music Education

Physical Education

Spanish Education

Social Science Education

Technology Education

Minors

Art Education

Athletic Coaching

Health Education

Library Media & Information Science

Music Education

Physical Education

Teaching English Language Learners

Technology Education

Endorsements & Certificates

Athletic Coaching Certificate

Early Childhood Endorsement

Kindergarten Endorsement

Middle-Level Certificate of Completion

Reading Certificate of Completion

Strategist Special Education Endorsement

STEM Education- Elementary Certificate

STEM Education- Secondary Certificate

Strength & Conditioning Certificate

Teaching English Language Learners Endorsement

The list indicates the various teaching majors, minors, endorsements, and certificates available at VCSU. For additional information check the Course Catalog and visit the faculty members of the appropriate departments.

Clarifying Information

To qualify for North Dakota Kindergarten Endorsement, the teacher candidates must complete six weeks of student teaching at the kindergarten level or have one-year experience of teaching first grade.
To qualify for North Dakota Strategist Special Education Endorsement, the teacher candidates must complete six weeks of student teaching in a Special Education classroom.

Section IV: Clinical and Field-Based Experience Program

Part A. Overview of Field-Based Experiences

Field-based experiences are designed to support the program model. "Teacher as Knowledge-Based Decision Maker." Field-based experiences serve as important building blocks in the teacher education program. Teacher candidates receive a variety of appropriate experiences including micro-teaching, lesson planning, team teaching, peer teaching, and designing teaching and evaluation strategies during their preparation for teaching.

Field-based experiences provide opportunities for professional growth to make sound decisions in the four phases of the teacher decision-making process: planning- implementing- evaluating- reflecting. Planning for instruction is emphasized during the sophomore and junior year, but most extensively during the senior year. Implementation and evaluation of instructional activities are experienced during the field-based experiences. Reflective practices are integrated throughout all field-based experiences. Student teaching is the apex of the field-based teacher education program. Teacher candidates are provided with instruction and assistance before, during, and after field-based experiences.

A criminal background investigation through the Education Standards & Practices Board (ESPB), including the Bureau of Criminal Investigation and Federal Bureau of Investigation must be completed prior to any field-based experience.

Part B: Major Practicum

EDUC 250, Introduction to Education (3 semester hours of credit)

Program Description and Information for Practicum Enrollees and Supervising Classroom Teachers

The VCSU School of Education model for developing teachers is to help the individual become a competent decision-maker. The course helps teacher candidates develop skills that lead to making appropriate decisions in the classroom setting. Upon completion of the course, the teacher candidates will have the tools, techniques, and knowledge to successfully plan lessons, implement learning experiences, and evaluate learning in the classroom.

The introductory course serves as the initial study in the field of teaching. Teacher candidates have an opportunity to work with teachers in their areas of interest. The teacher candidate 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.

Observe teacher at work
Compile a log of experiences (related to study in course work)
Observe students (learn names, individual interests, behavior, social habits, etc.)
Review school and classroom rules and policies
Discussions with the teacher (many devoted to planning, teaching strategies, and evaluation of learning)
Assist teacher when appropriate
Help tutor individuals
Work with small groups
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.

Checklists and Evaluation Forms

EDUC 350, Elementary Practicum and Classroom Management (2 semester hours of credit)
Program Description and Information for Practicum Enrollees and Supervising Classroom Teachers

Provides teacher candidates’ classroom experience in an elementary school classroom. Teacher candidates work with an elementary school teacher to develop a greater understanding of teaching, classroom management, and the skills necessary to become an effective teacher. The purpose of this practicum is to provide teaching experience for the teacher candidates to broaden their firsthand knowledge of the elementary school, its teachers, students, and curriculum.

Through initial and ongoing supervision by the classroom teacher, the teacher candidate 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:

Tutorial work with an individual or small groups;
Read orally to the class;
Teach at least 4 lessons to the entire class – more if possible (Reading, Math, Technology, and choice);
Develop bulletin board displays or other visual aids;
Supervise and assist with transitions;
Help with clerical tasks as assigned by the cooperating teacher;
Complete a technology project;

Teacher candidates are required to spend 80 hours per semester working in an elementary classroom
Teacher candidates will substitute teach for an additional four days in lieu of 20 hours of practicum for the face to face program.
Teacher candidates are required to keep a daily log with a brief description of their classroom experiences.
Teacher candidates arbitrarily select one student and record observations of that student for a minimum of three different lessons. (Note: take special care to respect confidentiality issues – do not indicate the title of the class, grade level, student’s name, student’s gender, or any other identifying characteristics.)

Checklists and Evaluation Forms

EDUC 351: Secondary Practicum & Classroom Management (1 semester hour of credit)
Program description and information for Practicum enrollees and Cooperating Classroom Teachers

An opportunity for teacher candidates to gain experience in a secondary classroom in preparation for student teaching. The teacher candidate works closely with a secondary classroom teacher to develop a greater understanding of effective teaching and classroom management. Teacher candidates are encouraged to take the practicum the same semester as their secondary methods course.

Develop a minimum of four lesson plans and teach a minimum of two “mini-lessons” in the secondary classroom where you are placed – mini-lessons should be 15 minutes or longer;
Assist with the creation and development of one bulletin board;
Tutor or help with skill development for individual students or small groups of students;
Perform other tasks as assigned by the cooperating teacher. Other duties can include activities such as reading announcements, monitoring tests, assisting with class projects activities, assisting students during seatwork, participating in field trips, etc.;

Teacher candidates are required to spend a minimum of 30 hours in the secondary classroom. Teacher candidates may substitute teach two days in lieu of 10 hours towards their required 30 hours.
Teacher candidates are required to keep a daily log which includes the date for each field experiences
Teacher candidates arbitrarily select one student and record observations of that student for a minimum of three different lessons. (Note: take special care to respect confidentiality issues – do not indicate the title of the class, grade level, student’s name, student’s gender, or any other identifying characteristics.)

Checklists and Evaluation Forms

EDUC 352 – Culturally Diverse Practicum (1 semester hour of credit)

Program Description and Information for Practicum enrollees and Supervising Classroom Teachers

Provides teacher candidates an experience in a culturally diverse classroom. This experience will enable the teacher candidate to be better prepared to meet all student’s needs and develop a greater understanding of how to work with students from various backgrounds and socioeconomic levels. The field-based experience is designed to provide teacher candidates an experience in a culturally diverse classroom.

Understand the role of diversity and equity in the teaching and learning process;
Complete a field-based experience in a culturally diverse setting;
Reflect observations and practices in working with students from diverse ethnic, racial, and socioeconomic groups as well as alternative school systems;
Write a 4–6-page paper that reflects what was learned from the field experience and how the field experience enhanced knowledge about diversity;

Teacher candidates are required to spend a minimum of 3 days in a classroom.

Checklists and Evaluation Forms

Endorsement & Certificate Field-Based Experiences

EDUC 337, Pre-K Observation and Assessment (3 semester hours of credit)

Program Description and Information for Practicum Enrollees and Supervising Classroom Teachers.

Provides teacher candidates a field-based experience for the early childhood education endorsement. It provides the teacher candidate with a variety of experiences in a preschool setting. Teacher candidates 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 of 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:

Teacher candidates will gain a better understanding of the role of caregivers in the lives of young children.
Observe individual children.
Practice responding to children and situations.
Plan and display bulletin boards and other teacher-developed visual aids.
Participate in staff meetings as scheduled by the childcare director.

After this field experience, the childcare director will evaluate each pre-service 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 431, Practicum in Corrective Reading (2 semester hours of credit
Program Description and Information for Supervising Reading Specialists and Practicum Enrollees

Provides an opportunity for the advanced student to gain firsthand experience in public school remedial reading programs and work intensively with individuals and small groups of students who are experiencing difficulties in reading. Knowledge and skills concerning causes, diagnosis and treatment of reading difficulties are put to practical use. Teacher candidates are required to complete 60 hours of classroom field experience.

It is the responsibility of the supervising reading specialist to share with the teacher candidate the philosophy, procedures, and materials used in the reading program.
Assistance is needed in providing the teacher candidate opportunities to become cognizant and knowledgeable of the instructional activities of the day.
The supervising teacher will allow and encourage the teacher candidate to use procedures and materials that he/she feels are appropriate for an individual student. This should be discussed with and approved by the supervising reading specialist prior to the teacher candidate’s involvement with students in the corrective reading program.
The teacher candidate should play an active role in all facets of the school’s corrective reading program--administering tests, scoring tests, instructional planning, conferring with parents, etc.
The teacher candidate will maintain a weekly journal with a reflective description of each week’s work. Teacher candidates arbitrarily select one student and record observations of that student for different lessons. (Note: take special care to respect confidentiality issues do not indicate the title of the class, grade level, student’s name, student’s gender, or any other identifying characteristics.) Assistance by the supervising reading specialist may be needed in completing the assignment.
Each day the supervising reading specialist and the teacher candidate will plan the day’s activities and 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 teacher candidate grow in his/her skills as a corrective reading teacher.
The teacher candidate is required 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 supervising reading specialist concerning the teacher candidate's progress will take place informally as needed during the field-based experience.
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).
The supervising reading specialist will complete a field-based experience evaluation form on the teacher candidate at the end of the semester. The evaluation becomes a part of the teacher candidate’s file maintained in the Education Office. The evaluation should be shared with the teacher candidate before submission to the university supervisor.
EDUC 430 and EDUC 431 are required for Minnesota licensure.

EDUC 432, Practicum in Corrective Reading Secondary (2 semester hours of credit)
Program Description and Information for Supervising Reading Specialists and Practicum Enrollees

It is the responsibility of the supervising reading specialist to share with the teacher candidate the philosophy, procedures, and materials used in the reading program.
Assistance is needed in providing the teacher candidate opportunities to become cognizant and knowledgeable of the instructional activities of the day.
The supervising teacher will allow and encourage the teacher candidate to use procedures and materials that he/she feels are appropriate for an individual student. This should be discussed with and approved by the supervising reading specialist prior to the teacher candidate’s involvement with students in the corrective reading program.
The teacher candidate should play an active role in all facets of the school’s corrective reading program--administering tests, scoring tests, instructional planning, conferring with parents, etc.
The teacher candidate will maintain a weekly journal with a reflective description of each week’s work. Teacher candidates arbitrarily select one student and record observations of that student for different lessons. (Note: take special care to respect confidentiality issues do not indicate the title of the class, grade level, student’s name, student’s gender, or any other identifying characteristics.) Assistance by the supervising reading specialist may be needed in completing the assignment.
Each day the supervising reading specialist and the teacher candidate will plan the day’s activities and 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 teacher candidate grow in his/her skills as a corrective reading teacher.
The teacher candidate is required 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 supervising reading specialist concerning the teacher candidate's progress will take place informally as needed during the field-based experience.
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).
The supervising reading specialist will complete a field-based experience evaluation form on the teacher candidate at the end of the semester. The evaluation becomes a part of the teacher candidate’s file maintained in the Education Office. The evaluation should be shared with the teacher candidate before submission to the university supervisor.
EDUC 430 and EDUC 431 are required for Minnesota licensure.

EDUC 464. Practicum in the ELL Classroom. 2 Credits.

The ELL Practicum in an ELL Classroom is designed to provide pre-service/in-service teachers, who are seeking ELL endorsements, with authentic experience in strategies/techniques, assessment, and curriculum in an ELL classroom. Students work under the supervision of an ELL-endorsed teacher/supervisor to develop a greater understanding of the teaching and skills needed to become an effective ELL teacher, and at the end of the practicum are required to demonstrate their ability to demonstrate sheltered content instruction. Students are required to:

Spend a minimum of 60 hours in an ELL classroom participating in instruction, assessment, or curriculum.
Journal the 60 hours of instruction describing experiences implementing strategies and other classroom experiences.
Demonstrate the actual teaching of one complete SIOP lesson working with ELL students.

Part C: Student Teaching

EDUC 475, 480, 485, 490

Student teaching is the culminating experience of the Teacher Education Program. During this time, teacher candidates apply what they have learned about theory and methodology through their university coursework and earlier field-based 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 instructional strategies and the level of student learning. Teacher candidates will utilize the Teaching for Learning Capstone to plan, implement, evaluate, and reflect on one unit of instruction during their student teaching experience.

Student teaching experiences allow for application of the VCSU conceptual framework, adaptations for diversity, appropriate uses of technology, and reflection on teaching practice. Skills in decision making, various instructional strategies, classroom management procedures, and questioning are further enhanced. Student Teaching requires at least 12 full-time consecutive weeks. VCSU promotes co-teaching strategies to make optimal use of teacher candidate and cooperating teacher efforts to enhance student learning opportunities in the classroom.

Additional information about student teaching is included in the VCSU Student Teaching Handbook.

Criteria for Licensure Recommendation

The Certification Officer makes the recommendation for Teacher Licensure. A teacher candidate must meet the following requirements to be recommended:

Satisfactory completion of all program requirements, as described in the University Catalog and the Teacher Education Program Handbook.
Successful student teaching experience.
Successful completion of TLC unit.
Successful completion of all licensure requirements. The School of Education & Graduate Studies sends the application to the North Dakota Education Standards and Practices Board for issuance of a teaching license.

Out-of-State Licensure

Valley City State University’s nationally accredited education programs meet requirements for North Dakota teacher licensure. Although most states accept our teacher education program graduates for licensure, VCSU cannot confirm nor advise that education programs meet requirements for every state. Teacher candidates seeking licensure in states other than North Dakota should contact the appropriate licensing board in the state in which they are pursuing licensure.

Section V: Appeals Procedures

GPA Appeal Guidelines
A teacher candidate seeking admission to Teacher Education with a cumulative GPA between 2.50 and 2.74 may appeal to be considered for approval to Teacher Education by the Teacher Education Committee. The candidate must have a 2.75 GPA in the candidate’s education major(s) or a minimum cumulative GPA of 2.75 in the past two semesters. The teacher candidate must also have acceptable dispositions and field experience evaluations.

PRAXIS CORE Exam Appeal Guidelines

VCSU teacher candidates demonstrate basic skills in reading, writing, and mathematics for admission to the Teacher Education Program by meeting the required scores on the Praxis I: Core Academic Skills for Educators exams. The passing score requirements are determined by the ND Education Standards and Practices Board (ESPB) and followed by VCSU.

A Praxis Core appeal process for an alternative path into the Teacher Education Program may be initiated after a teacher candidate has tried at least three times to meet the state licensure expectations for the Praxis I Core exams. The appeal process provides a teacher candidate with an opportunity to communicate evidence of basic skills knowledge as a potential alternative to the standardized Praxis I Core exams.

VCSU Appeal Guidelines for Teaching for Learning Capstone or Portfolio

All teacher education graduates must complete an approved TLC Unit or digital portfolio to be recommended for certification. Any student with an unapproved TLC unit or digital portfolio will have his/her file reviewed by an ad hoc appeal committee consisting of faculty selected by the School of Education Dean.

Appeal Regulations for Teacher Education Admission

Teacher candidates seeking an exception to policies, regulations, or academic requirements of the Teacher Education Program may submit a written petition requesting an exemption to the Teacher Education Appeals Committee. Students may only submit one appeal for admission in the education program that includes:
- Grade Point Average and/or record of good conduct or
- PRAXIS CORE appeal, or
- Teaching for Learning Capstone or portfolio.
The Teacher Education Appeals Committee, comprised of three faculty members from the Teacher Education Program, will consider the evidence and make a recommendation on the matter. All recommendations and actions of this committee are advisory in nature to the School of Education Dean who will render a final decision in a timely manner.
Teacher candidates wishing to appeal any recommendation of the Teacher Education Appeals Committee, or a decision of the School of Education Dean should consult the Student Handbook, which details final appeals procedures under the University Hearings and Appeals Board.

Methods Course Appeal

Admittance into the Teacher Education program is required prior to registering for content area or program area methods courses. Criteria for admission into the Teacher Education Program include academic achievement, disposition performance, and meeting the ND Praxis or ACT test requirements.

A one-semester waiver of meeting GPA program admission requirements or the ND Praxis/ACT exam testing requirement may be considered under the following conditions:

Recommendation from advisor
The student has attempted and made progress in completing Praxis requirements
The student demonstrates a future plan of utilizing support resources for successfully completing Praxis requirements
Recommendations will be reviewed and approved or denied in writing by the SOE Dean
1. Consideration for secondary education major students would include one content methods course
2. Consideration for elementary education major students would include two content methods courses

Section VI: Scholarships and Financial Aid

A variety of scholarships are available for students pursuing a degree in Education. The following is a brief description of scholarships determined by the School of Education & Graduate Studies. The number and amount of individual scholarship is dependent on VCSU Foundation resources and is subject to change.

Maxine Berger Memorial Scholarship (1) $500
The allocation from this fund will support a scholarship recipient who is a junior majoring in Elementary Education. The recipient of the scholarship must be in good academic standing.

Borchert Memorial Scholarship (1) $1,000

For a junior or senior majoring in Education. The first consideration is for a student to show promise of being a successful teacher.

Burchill Family Scholarship (1) $1,500
The scholarship will be intended for an upperclassman majoring in Business or Education. The recipient must be a North Dakota resident.

Ruth Edholm Education Scholarship (1) $3,500
This scholarship will be awarded on an annual basis to an upperclassman majoring in education and who demonstrates exceptional desire and persistence in the pursuit of his/her studies. Must have a GPA of 3.00 or higher.

Matt Edland Memorial Scholarship-(1) $1,000, renewable

The Matt Edland Memorial Scholarship will be awarded to a student enrolled in the Technology Education program including both on-campus and distance education students. The amount of the scholarship will be $1,000 and is renewable. The scholarship is available to upper-level students majoring in Technology Education with a GPA of 3.00 or higher.

Doris E. (Molbert) Evers Scholarship (1) $1,000

This scholarship shall be awarded to a full-time junior or senior majoring in education, is a graduate of a North Dakota High School, has a successful past academic performance and future potential, is a leader or participates in school and/or community activities, and has an aspiration for a long-term career in Education.

K. Louise Fitzpatrick Scholarship (1) $250

Awarded annually to a student enrolled at VCSU pursuing an Education degree. This scholarship is also intended for non-athletic students.

Elma & Albert Goeschel Memorial Scholarship (2) $1,500

To be awarded annually without regard to financial need to an incoming freshman with outstanding academic achievements, who is intending to obtain a degree in Education.

Ethel R. Hanson (2) $1,500

This scholarship will be awarded to worthy students in elementary education or special education. Scholarship selection will be made by the School of Education.

John and Diane Hill Scholarship (5) $1,000

The scholarship will be awarded to students with a 3.0 GPA and majoring in Education. Preference is given to a student-athlete.

Jenson and Johnson Memorial Scholarship (2) $750

Named after Lenora (Bartz) Jenson and Bruce Johnson this scholarship is awarded to a junior or senior in education who maintains a 3.0 GPA or higher and demonstrates a passion for teaching.

Gladys & Ella F. Jones Memorial Scholarship (1) $500

To a VCSU student who is a prospective elementary teacher in financial need. ND resident, high school graduate, and citizen of good moral character.

Avis Kautzmann Memorial Scholarship (1) $1,500

One scholarship will be awarded each year to a senior majoring in Elementary Education. The recipient must be a ND resident, demonstrate financial need, and show academic promise.

Alyce Meyers Kluksdahl Elementary Education Scholarship (1) $1,000

For a junior or senior level student pursuing a degree in education, grades 1-8. The teacher candidates must show promise as an elementary education teacher and be dedicated to the teaching profession with a minimum GPA of 3.0. Teacher candidates should have completed at least one year of education at VCSU and must be a graduate of a ND high school.

Dr. S.O. Kolstoe and Marian Kolstoe Prior Scholarship (1) $2,500

To be awarded to students in the elementary education program.

Dorothy Langemo Memorial Scholarship Fund (1) $1,500

The recipient must be an education major and be a sophomore, junior or senior. The teacher candidates must have a minimum cumulative GPA of 3.00 and be pursuing a degree in education. Special consideration will be given to students who are active in extracurricular activities on campus.

John Leininger Memorial Scholarship (1) $1,500

The scholarship will be awarded annually to a junior or senior majoring in education. Preference given to North Dakota residents.

Lentz Family Scholarship (2) $1,500

The scholarship will be awarded to an upperclassman majoring in Education with a 2.5 GPA or higher. Demonstrated leadership in service to others through student government, organizations, or programs either on-campus or in the community for which they are not financially rewarded.

Marvin and Carol Linde Scholarship Fund (1) $1,500

The scholarship will be awarded to a sophomore that is a full-time student majoring in Elementary Education. Preference will be given to students that are seeking a special education endorsement. This scholarship can be renewed as long as the student continues to meet the teacher education requirements.

Lindstrom-McGregor Scholarship (10) $1,500

Awarded to an upper-level student pursuing a degree in education.

Patricia E. Lundberg Elementary Education Scholarship (2) $2,500

For a student majoring in Elementary Education, who demonstrates exceptional desire and persistence in the pursuit of their studies.

Corcoran Matzke Memorial Scholarship (1) $1,000

For a student who would like to major in Elementary Education, whose GPA is between 2.0 & 3.0. This scholarship is renewable after the first year for up to nine semesters.

Hazel McBride Scholarship (20) $1,000

Students must sign a Declaration of Intent to seek entry into the program of Teacher Education. A change in the program of study will result in the forfeiture of the remaining scholarship amounts. Divided between elementary/secondary majors with three for minority students.

Gerald Norberg and Dean Hall Elementary Education Scholarship (1) $1,500

The scholarship is intended for a junior or senior majoring in Elementary Education. The recipient must show academic promise.

Carl and Evelyn Peter Memorial Scholarship (1) $750

The scholarship will be awarded to an education major, sophomore year or higher, with preference given to a Business Education student.

John and Diane Peyerl Family Math Scholarship (1) $750

The scholarship will be awarded to a junior or senior majoring in Math Education. Given to North Dakota high school graduate.

Iva Prudlik Memorial Scholarship (1) $500

This scholarship will be awarded to a freshman in financial need, committed to teaching at the elementary school level, showing outstanding achievements, who takes a personal interest in their community, and is a resident from the Lidgerwood area or Richland/Sargent County. This scholarship may be renewed for four years.

Kenneth and Ann Raveling Memorial Scholarship (1) $1,500

Scholarships are awarded to upper-class students who demonstrate financial need and academic promise. Teacher candidates must have a cumulative GPA of 3.00 or higher. Preference will be given to junior or senior who is majoring in teacher education.

Gerald Ringdahl Memorial Scholarship (2) $1,250

This scholarship is intended for a student whose status is a sophomore or above, has declared intent to enroll in teacher education and has a 3.0 GPA or above. Only students that have completed the application process will be considered for the scholarship.

Lewis Rondestvedt & Lucille Olson Memorial Scholarship (1) $1,500

To a deserving student who is majoring in Elementary Education. This scholarship is to be awarded to a deserving student, at the sophomore level or above, showing financial need.

Myrtle Heinle Schmid Memorial Scholarship (1) $500

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.

Schmitz-Muir-McLaren-Buhr Scholarship (2) $1,000

To either a junior or senior student majoring in Early Childhood Education/Primary Education/Elementary Physical Education, with preference being given to a student majoring in Primary Education. The recipient must have excellent character, excellent academic performance, and financial needs.

Clara Smedshammer Scholarship (1) $500

One scholarship will be awarded annually to an upper-class student who is majoring in Elementary Education. Other criteria for the scholarship award include being a ND resident, showing academic promise, and maintaining a 2.5 GPA.

Elizabeth Burns Shimota Scholarship (7) $5,000

The scholarship will be intended for juniors majoring in Elementary Education, accepted into teacher education, and with a GPA of 3.5 or higher. The scholarship will be renewable to the student recipient as long as they have made adequate yearly progress toward their degree and have maintained a 3.5 GPA or higher.

Gene and Noreen Smestad Scholarship-(1)-$1,000

The scholarship is intended for a junior with a 3.0 or better grade point average, with a declared major in the STEM education track. The recipient must be a student of good character and who is demonstrating strong academic promise.

Myron & Jenneice Sommerfeld Scholarship (2) $1,500

This scholarship is for a junior or senior pursuing a degree in teacher education with the intention of teaching school. The teacher candidates must demonstrate good academic performance.

Sharon Stites Memorial Scholarship (1) $500

This scholarship is to be awarded to a regularly enrolled student at VCSU with junior status and majoring in Elementary Education with a GPA of 3.0 or above. Preference will be given to students with an interest in Early Childhood Education.

Mary Stark Memorial Scholarship (1) $500

Applicants must have begun their professional preparation in Elementary Education. Other qualifications are need, scholarship, personality, and enthusiasm.

Rudy and LeAnn Steidl Scholarship (1) $750

This scholarship will be awarded to students from North Dakota majoring in elementary and secondary education. They must be in good academic standing and have financial need. They should demonstrate leadership in service to others on campus or in the community.

June Wahl & Olida Susag Memorial Scholarship (1) $500

This scholarship is available to upper-level students majoring in Elementary Education.

Janet Monroe Wendschlag & Bryan John Wendschlag Memorial Scholarship Fund (1) $1,000

To a junior or senior student pursuing an Elementary Education degree with an emphasis in Art and/or Music preferred. The student must be a North Dakota resident and a graduate of a ND high school.

J & R Vandrovec Education Scholarship (1) $500

The scholarship will be intended for a junior or senior majoring in education. The recipient must have a cumulative GPA of 3.0 or higher. The recipient must be a student of good character, and who is demonstrating strong academic promise with a desire to be an educator.

To apply for financial aid, please visit https://onestop.vcsu.edu/support/solutions/articles/10000028528 or contact the Financial Aid Office at 1-800-532-8641, ext. 37534. If you are an online student, please contact the Financial Aid Office to determine eligibility and forms required.

Section VII: Professional Organizations

STUDENT ORGANIZATIONS FOR THE EDUCATION MAJOR

Kappa Delta Pi

Kappa Delta Pi is a national honor society open to future educators. The mission of Kappa Delta Pi is to sustain an honored community of diverse educators by promoting excellence and advancing scholarship, leadership, and service. The vision of Kappa Delta Pi is to help committed educators be leaders in improving education for global citizenship. Teacher candidates must possess a cumulative GPA of 3.00 or higher and have completed 6 credits of education coursework. Membership is by invitation only. For more information, please contact Harmony Richman.

VCSU SHAPE – Society of Health and Physical Educators

This organization is open to all Physical Education majors and minors. Membership allows VCSU Physical Education majors and minors to participate in the organization's state functions. The state-level meetings are held during the NDU state convention, and an annual workshop held in the summer.

National Association for Music Education (NAfME)

VCSU has a collegiate member chapter of NAfME, which is open to all persons interested in music education. There is an annual membership fee, which is paid by the student. NAfME membership includes membership in the North Dakota Music Educators Association (NDMEA). The NDMEA Annual Conference, held annually in the spring, provides professional development and networking opportunities for student members. Your membership fee includes subscriptions to two journals published by NAfME: Music Educators’ Journal and Teaching Music. The campus organization sponsors in-service workshops and seminars pertaining to all areas of music education. Members also serve as assistants at regional music contests held on the VCSU campus.

Pi Omega Pi

Pi Omega Pi is a national honor society (fraternity-sorority) open to future business education teachers. Membership is by invitation only. Students must possess a 3.00 or better average in all business education courses taken, be of junior standing, and must have declared business education to be his or her major field.

SNDU (Student North Dakota United)

The SNDU is affiliated with North Dakota United and the NEA. Through the state and national organizations, the membership is supported in facing the obstacles of the teaching profession. The following are some of the benefits afforded to those who seek membership in the organization.

Opportunity to earn scholarships
$1,000,000 worth of professional liability insurance
Training in leadership, discipline, interview skills, motivations, group dynamics stress management, etc.
The service of NDEA/NEA attorneys should they find a need for them in protecting their student teaching rights
Publications such as Today's Education, NEA Today, NDEA Journal and Education News, and SNDU Update
Other benefits afforded NDEA members

Valley City State University education majors are encouraged to join SNDU, a professional organization that provides liability protection for members. Membership is by completion of SNDU forms and payment of dues. Students must provide proof of liability protection if not a member of SNDU while student teaching.

Section VIII: Professional Licensure

It is recommended that all students enrolled in Teacher Education quickly become acquainted with the major journals in their teaching majors and with general teaching methodology journals and magazines.

All of those listed are available in Allen Memorial Library. This is not a complete list of professional journals available. Included, however, are the ones selected by the faculty as being of greatest value to teacher education students.

PROFESSIONAL EDUCATION (SECONDARY AND ELEMENTARY)

Adolescence
American Education Research Journal
ATE Journal
The Arithmetic Teacher
Behavior Disorders of Children
Childhood Education
Children Today
Current Health
Education Digest
Educational Leadership
Electronic Learning
Exceptional Children
Gifted Children Quarterly
Health Education
The Horn Book
Instructor
Journal of Applied Psychology
Journal of Learning Disabilities
Journal of Reading
Journal of Teacher Education
Middle School Journal
Principal
Reading Research Quarterly
The Reading Teacher
Reading World
Science & Children
Social Education
Social Studies
Social Studies and the Young Learner
Teacher
Teaching K-8
Young Children

Newspapers and Newsletters
AACTE Briefs
ASCD Update
ATE Newsletter
Chronicle of Higher Education
Educational Horizons
Monday Morning at AACTE
North Dakota Education NEWS
Perspective, ND Education
Reading Today
Social Studies Professional

Art
The Journal of Art
NAEA News
School Arts & Activities

Business
The AVA Journal
The Balance Sheet
The Business Education World
Delta Pi Epsilon Journal
N.A.B.T.E. Review
N.B.E.A. Forum

English
English Education
English Journal

Health & PE
Athletic Administration
Athletics Business
Health Education
Journal of Physical Education, Recreation & Dance (JOPERD)
Journal of School Health
Journal of Strength and Conditioning
Physician an Sports Medicine Magazine
Research Quarterly for Excercise & Sports Strategies (AAHPERD)
Scholastic Coach/Athletic Journal
Women Sports & Fitness
Sports Discus (database, Sport Information Centre)

Technology Education
Industrial Education
Journal of Technology Education
School Shop
TEAM North Dakota
The Technology Teacher
Computer Education
The Computing Teacher
Journal of Computers in Mathematics & Science Teacher

Mathematics
The American Mathematical Monthly
The Arithmetic Teacher
Electronic Learning
Mathematics and Computer Education
The Mathematics Teacher
PC World
Quantum
Technological Horizons in Ed Journal

Music
The Instrumentalist
Music Educators Journal
North Dakota Music Educator
Computer Educator Journal
International Association of Jazz Educators Journal
American Choral Directors Journal

Science
Annals
Assoc. of American Geographers
The American Biology Teacher
Astronomy
Audubon
Discover
International Wildlife
Journal of Chemical Education
National Wildlife
Natural History
The Physics Teacher
Professional Geographer
Science
Science and Children
Science News
Science Education
Science Scope
The Science Teacher
Scientific American
Sky and Telescope
Smithsonian

Social Science
Journal of Indian Education
Social Education
Social Studies

APPENDIX A: Position Description
Dean, School of Education

The Dean of the School of Education is responsible for teacher education at the University. He or she determines admission to Teacher Education and to Student Teaching. He or she is the responsible reporting authority for the Teacher Education Committee and serves as a voting ex officio member of the Curriculum Committee. He or she also is responsible for the evaluation of transcripts for transfer students, judgment concerning the acceptance of transfer credit in the Teacher Education program, oversight of external programs, curriculum, and development of new programs and articulations. The Dean is responsible for maintaining relevant state and national accreditations.

From V307.01 (Revised, Spring 2022)

APPENDIX B: Committee Description
Teacher Education Committee

Section A. Membership

The Teacher Education Committee shall consist of the Dean for the School of Education, Director of Student Teaching, Director of Field Experience, Assessment Coordinator, and one faculty member from each academic program with a degree leading to teacher licensure. These faculty members shall be chosen by their respective programs, from faculty members who have professional preparation and experience in Teacher Education. Should no faculty member be so qualified, the program may choose any member. They shall be elected prior to September 1. A faculty member’s length of term is indefinite and determined by the faculty member’s program.

In addition, two public school teachers, one elementary and one secondary, and two public school administrators, one elementary and one secondary, shall be members as well as two VCSU students, with one majoring in Elementary Education and one majoring in Secondary Education. The Dean for the School of Education, in consultation with the committee, will select public and student members.

All Committee members, except the Chair, will have voting privileges. The Chair will only vote in the case of a tie.

Section B. Officers

The Dean of the School of Education shall chair the Teacher Education Committee.

Section C. Responsibilities of the Committee

The Chair will ensure that minutes from meetings are forwarded to the Faculty Association Secretary within two weeks from the date of the last meeting and submit a summary of committee activities no later than the first Senate meeting of the following year.

Committee activities shall include, but are not limited to, the following:

The Committee shall, by vote, admit, deny admission, or grant provisional admission to Teacher Education. After reviewing student progress, the Committee shall vote to admit or deny admission to student teaching.
Reviewing curricular changes including the introduction of new courses, adjustments in programs, changes in existing courses, and the addition of programs of study which relate directly to Teacher Education. The Committee shall advise and consent to the institutional Curriculum Committee concerning any curricular proposals before that Committee affecting Teacher Education.
Reviewing relevant data to make informed decisions.
Periodically reviewing the policies which govern Teacher Education. The Committee shall provide advice and consent to policy changes initiated by institutional committees, or the School of Education which directly affect the administration of the Teacher Education program.

From V201 (Revised, Spring 2022)

APPENDIX C: Unit Responsible for Professional Education

Dear Education Major,

Welcome to the best career in the world. Working with young people, as teacher, counselor, administrator, all begin with these first steps, and result in the reward of helping shape the generations to come, of making a difference for others in ways you may never know.

Please work hard as you prepare for this career and imitate the dedication you see in your professors and mentor teachers. Teaching is both art (and therefore talent-based) and science (something that can be studied and analyzed). Be sure to build on both areas: practice, reflect, study, improve, and then practice again…

Above all, never forget the purpose of your work—your students—and learn how to focus on who you need to be for the student and the learning opportunity you see before you.

I wish you well, and I hope you will take advantage of every learning opportunity you can fit into your schedule while you’re at VCSU, so you are well prepared as you begin your career.

Signed by: Larry Brooks

Vice President for Academic Affairs