Faculty
Conceptual Framework
The Teacher Education Program at Dickinson State University is based on the conceptual framework, “Teachers as Reflective Decision-Makers.” The goal and mission of the Teacher Education Program is helping prospective teachers to become effective decision-makers who base decisions on a well-developed philosophy of education. The conceptual framework is consistent with the mission of the University and is designed to graduate a fully competent teacher who can contribute to the improvement of education for students in North Dakota as well as in other states, which in turn will result in an improvement in the quality of life for all citizens.
Student Learning Outcomes for the Teacher Education Program
The Student Learning Outcomes for the Teacher Education Program are as follows:
Development of the Knowledge Base
Graduates of the Teacher Education Program will demonstrate a comprehensive Knowledge of:
1. Basic skills in written and oral communication and mathematics; (This learning outcome directly addresses Institutional Learning Outcomes I and II).
2. General education areas of natural sciences, human civilization, and physical education; (This learning outcome directly addresses Institutional Learning Outcomes II, III, IV and VI.)
3. Subject matter to be taught; (This learning outcome directly addresses Institutional Learning Outcomes II and V.)
4. Historical, philosophical, sociological, and psychological foundations of education; (This learning outcome directly addresses Institutional Learning Outcomes I, II, III and V.)
5. Developmental processes from pre-birth through adolescence; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
6. Theories of learning that underlie teaching practices; (This learning outcome directly addresses Institutional Learning Outcomes I, IV and V.)
7. Methods of teaching that help insure student learning; (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV and V.)
8. Classroom evaluation procedures; (This learning outcome directly addresses Institutional Learning Outcomes I, II, III and V.)
9. Curriculum organization and lesson planning procedures; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
10. Classroom management strategies; and (This learning outcome directly addresses Institutional Learning Outcomes I, II, III and V.)
11. Educational technology in classroom settings, including computer hardware and software. (This learning outcome directly addresses Institutional Learning Outcomes I, II, and V.)
Application
Graduates of the Teacher Education Program will apply Knowledge and Skills by:
1. Communicating accurately and effectively, in both speaking and writing, with students, colleagues, parents, and community members; (This learning outcome directly addresses Institutional Learning Outcomes I and II.)
2. Organizing a comprehensive instructional program through effective planning, including the development of unit and daily lesson plans that incorporate measurable objectives; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
3. Using a variety of instructional strategies and methods to implement unit and daily lesson plans; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
4. Developing and utilizing various evaluative strategies and instruments for determining student achievement and instructional efficacy; (This learning outcome directly addresses Institutional Learning Outcomes II, III and V.)
5. Organizing and managing a classroom for optimal teaching and learning; (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV and V.)
6. Utilizing educational technology, including audio-visual equipment and computers, to enhance the learning environment; and (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
7. Fostering a classroom environment that is supportive of critical thinking and independent learning. (This learning outcome directly addresses Institutional Learning Outcomes I, II, V and VI.)
Development of Professional Standards
Graduates of the Teacher Education Program will demonstrate attitudes and behaviors indicative of Professional Standards which include:
1. A sense of worth of the individual and of human acceptance; (This learning outcome directly addresses Institutional Learning Outcomes I, III, IV and V.)
2. Conviction that his or her teaching specialty is important to society and to students; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
3. Desire to help students to maximize their educational potential; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
4. Respect for the intellectual curiosity in themselves and others; (This learning outcome directly addresses Institutional Learning Outcomes I, III, IV and V.)
5. Appreciation of the diversity that exists in American culture; (This learning outcome directly addresses Institutional Learning Outcomes III and IV.)
6. Professional appearance; (This learning outcome directly addresses Institutional Learning Outcomes I, V and VI.)
7. Sense of responsibility; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
8. Desire for professional growth and working to improve performance through reflective self-critique; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
9. Confidence in carrying out the responsibilities of a professional educator; (This learning outcome directly addresses Institutional Learning Outcomes I, IV and V.)
10. Courteous behavior in all interactions with colleagues, students, and parents; (This learning outcome directly addresses Institutional Learning Outcomes I, III and V.)
11. Respect for school policies; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
12. Self-evaluation; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
13. Development of a philosophy of education; and (This learning outcome directly addresses Institutional Learning Outcomes I, III and V.)
14. Collaborative working relationships with colleagues. (This learning outcome directly addresses Institutional Learning Outcomes II, III and V.)
Sensitivity to Diversity and Inclusion in Multicultural Education
Graduates of the Teacher Education Program will demonstrate a Sensitivity to Diversity and Multicultural Education by:
1. Demonstrating through actions, speech, and writing, knowledge of the value of diverse cultures in education and the classroom; (This learning outcome directly addresses Institutional Learning Outcomes I, II, III and IV.)
2. Utilizing instructional strategies that appropriately accommodate students from diverse backgrounds in the classroom; (This learning outcome directly addresses Institutional Learning Outcomes III, IV and V.)
3. Demonstrating a knowledge of diversity issues such as linguistics, bilingual education, sexual orientation, etc.; (This learning outcome directly addresses Institutional Learning Outcomes I, III, IV and V.)
4. Developing three multicultural lesson plans in the Teaching for Diversity course; and (This learning outcome directly addresses Institutional Learning Outcomes I, II, III and V.)
5. Adapting four lesson plans to accommodate students with disability in the Educational Psychology and Evaluation course. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, V and VI.)
Graduates of the Teacher Education Program will demonstrate Knowledge of Inclusion and Inclusive Strategies by:
1. Demonstrating familiarity with PL94-142 and PL101-476 requirements; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
2. Demonstrating knowledge of landmark legal decisions effecting the philosophy of inclusion; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
3. Demonstrating basic knowledge of educational diagnostic assessment and the assessment process; (This learning outcome directly addresses Institutional Learning Outcomes I, III and V.)
4. Demonstrating the ability to serve as a required member of the MDT; (This learning outcome directly addresses Institutional Learning Outcomes I, II, and V.)
5. Adapting a lesson plan to accommodate students with various disabilities; (This learning outcome directly addresses Institutional Learning Outcomes I, III and V.)
6. Developing a comprehensive IEP based on an individualized assessment report; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
7. Demonstrating knowledge of the educational definition and etiologies of categorical disabilities; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
8. Demonstrating knowledge of appropriate curriculum, instructional strategies and interventions for students with various disabilities; and (This learning outcome directly addresses Institutional Learning Outcomes I, III and V.)
9. Interacting with people with disability. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III and V.)
Development of Reflective Decision-Making Skills
Graduates of the Teacher Education Program will demonstrate Reflective Decision-Making Skills by:
1. Recognizing problematic teaching situations; (This learning outcome directly addresses Institutional Learning Outcomes I, III and V.)
2. Framing and reframing the situation; (This learning outcome directly addresses Institutional Learning Outcomes I, II, III and V.)
3. Recognizing the similarities and differences of the situation; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
4. Experimenting with various solutions; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
5. Recognizing the consequences and implications of various solutions; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
6. Recognizing and evaluating intended and unintended consequences of implemented solutions; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
7. Applying a reflective process in all three phases of instructional decision-making; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
8. Recognizing that teaching decisions are situational, dependent on students, outcomes, the school context, support of the school environment, etc.; and (This learning outcome directly addresses Institutional Learning Outcomes I, III and V.)
9. Evaluating teaching decisions in terms of professional and personal beliefs and values. (This learning outcome directly addresses Institutional Learning Outcomes I, III and V.)
Accreditation and Program Approval
The Teacher Education Program at Dickinson State University is nationally accredited by the National Council for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Avenue NW, Suite 500, Washington, D.C. 20036; phone (202) 466-7496. This accreditation covers initial teacher preparation programs. NCATE is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation to accredit programs for the preparation of teachers and other professional school personnel.
NCATE is a coalition of over 35 specialty professional associations of teachers, teacher educators, content specialists, and state and local policy makers that have united to ensure high quality teacher preparation. The NCATE Standards focus on the following six areas:
• Candidate Knowledge, Skills and Dispositions
• Assessment System and Unit Evaluation
• Field Experience and Clinical Practice
• Diversity
• Faculty Qualifications, Performance and Development
• Unit Governance and Resources
The Teacher Education Program at Dickinson State University is also approved by the North Dakota Education Standards and Practices Board (ESPB), 2718 Gateway Avenue, Suite 303, Bismarck ND 58503-0585; phone (701) 328-9641.
The ESPB sets the standards pertaining to teacher licensure, teacher education program approval (accreditation), and professional development of educators. As an “Option Two” state, the North Dakota ESPB aligns their standards with the NCATE standards. The membership of the ESPB is comprised of:
• 4 Classroom Teachers from the Public Schools
• 2 School Board Members
• 1 Non-Public School Member
• 2 School Administrators
• 1 Dean of Education
Admission to Teacher Education
Admission to Teacher Education is a two-phase process. Admission criteria are set by the Teacher Education Council and are subject to change. Phase one consists of provisional admission and phase two is full admission. Each phase of admission includes specific admission criteria. A passing score on each of the three subtests of the Pre-Professional Skills Test (PPST) is one of the criteria required for provisional admission. Satisfactory completion of the assessment portfolio peer review and content review are two of the criteria required for full admission.
Application
Graduates of the Teacher Education Program will apply Knowledge and Skills by:
1. Communicating accurately and effectively, in both speaking and writing, with students, colleagues, parents, and community members; (This learning outcome directly addresses Institutional Learning Outcomes I and II.)
2. Organizing a comprehensive instructional program through effective planning, including the development of unit and daily lesson plans that incorporate measurable objectives; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
3. Using a variety of instructional strategies and methods to implement unit and daily lesson plans; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
4. Developing and utilizing various evaluative strategies and instruments for determining student achievement and instructional efficacy; (This learning outcome directly addresses Institutional Learning Outcomes II, III and V.)
5. Organizing and managing a classroom for optimal teaching and learning; (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV and V.)
6. Utilizing educational technology, including audio-visual equipment and computers, to enhance the learning environment; and (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
7. Fostering a classroom environment that is supportive of critical thinking and independent learning. (This learning outcome directly addresses Institutional Learning Outcomes I, II, V and VI.)
Development of Professional Standards
Graduates of the Teacher Education Program will demonstrate attitudes and behaviors indicative of Professional Standards which include:
1. A sense of worth of the individual and of human acceptance; (This learning outcome directly addresses Institutional Learning Outcomes I, III, IV and V.)
2. Conviction that his or her teaching specialty is important to society and to students; (This learning outcome directly addresses Institutional Learning Outcomes I and V.)
3. Desire to help students to maximize their educational potential; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
4. Respect for the intellectual curiosity in themselves and others; (This learning outcome directly addresses Institutional Learning Outcomes I, III, IV and V.)
5. Appreciation of the diversity that exists in American culture; (This learning outcome directly addresses Institutional Learning Outcomes III and IV.)
6. Professional appearance; (This learning outcome directly addresses Institutional Learning Outcomes I, V and VI.)
7. Sense of responsibility; (This learning outcome directly addresses Institutional Learning Outcomes I, II and V.)
Provisional Admission:
Application for provisional admission occurs at the completion of the course EDUC 250 – Introduction to Education. Provisional admission criteria are:
1. Completion of a minimum of 24 semester hours prior to enrollment in EDUC 250 – Introduction to Education;
2. Completion of EDUC 250 – Introduction to Education, with a minimum grade of “C”;
3. Satisfactory completion of Pre-Professional Experience;
4. A passing score on each of the three subtests of the Pre-Professional Skills Test (PPST) or meeting the requirements for a composite score of 516;
5. A minimum grade of “C” in ENGL 110 and 120 – College Composition I and II;
6. A minimum grade of “C” in COMM 110 – Fundamentals of Public Speaking;
7. A minimum overall GPA of 2.50;
8. Recommendation from advisor;
9. Recommendation from the EDUC 250 – Introduction to Education instructor and the Pre-Professional university supervisor; and
10. Approval of the chair of the Department of Teacher Education.
Provisional admission is required in order to take the following courses:
EDUC 300 – Teaching for Diversity
EDUC 305 – Philosophy and Curriculum of Middle School
EDUC 310 – Methods of Teaching in Middle School
EDUC 405 – Educational Psychology and Evaluation
EDUC 491 – Education Seminar
ELED 281 – Reading for the Elementary Teacher
MATH 277 – Mathematics for Elementary Teachers
ELED 290X – Mathematics for Elementary Teachers II
ELED 300 – Elementary Curriculum and Language Arts
ELED 398B – Elementary Methods Block Field Experience
ELED 282 – Reading Across the Curriculum and Content Reading
ELED 310 – Elementary Curriculum and Social Studies
ELED 390P – Teaching Physical Education and Health in the Elementary School
ELED 390S – Elementary Education Science Methods
THEA 340 – Creative Dramatics
ELED 321 – Kindergarten Curriculum, Methods, and Materials I
ELED 322 – Kindergarten Curriculum, Methods, and Materials II
ELED 383 – Diagnosis and Correction of Reading Disabilities
ELED 390M – Elementary Music Methods
ELED 484 – Practicum in Reading
ELED 491 – Elementary Education Seminar
SEED 300 – Secondary Curriculum and Effective Teaching
SEED 370 – Reading in the Content Areas
SEED 390M – Secondary Instrumental Music Methods
SEED 390P – Methods of Teaching Secondary Physical Education
SEED 390X – Teaching Secondary School Mathematics
SEED 490D – Methods of Teaching Social Science
SEED 490M – Secondary Choral Music Methods
SEED 491 – Secondary Education Seminar
Pre-Professional Skills Test
Dickinson State University requires applicants to the Teacher Education Program to pass the Pre-Professional Skills Test (PPST) that includes subtests in reading, writing, and mathematics as one of the criteria for program admission. The skills measured by these tests are important for successful completion of the program; only candidates who demonstrate the requisite skills in these areas will be admitted. Each student who takes the PPST must obtain a minimum score of 173 on the reading subtest, 173 on the writing subtest, and 170 on the mathematics subtest or meet the requirements for a composite score of 516 in order to be eligible for provisional admission. The requirements for a composite score of 516 are a passing score on two of the three subtests with no subtest less than two points from the cut scores of 173 for reading, 173 for writing, and 170 for mathematics. The required minimum test scores and the composite score criteria meet North Dakota Education and Standards Board (ESPB) requirements for licensure. Candidates must re-take the PPST or portions of the PPST until passing scores or the composite score criteria are achieved. Candidates will be informed of test registration procedures and are responsible for scheduling and fees.
Full Admission
Upon completion of 60 semester hours, students will be reviewed by the department of their major for Full Admission to Teacher Education. The candidate for Full Admission to Teacher Education must have an approved peer review and content review of their professional education assessment portfolio. Candidates are reviewed by their major department on the basis of scholastic record, personality character traits, eligibility for teacher licensure (a criminal record may prevent a candidate from obtaining licensure), and skill in oral and written communication. The department will make a recommendation to the Teacher Education Council for admission or denial. The Teacher Education Council or a designated subcommittee during times when school is not in session, will make final decisions regarding full admission to Teacher Education. In cases where the Council must refuse admission to candidates, assistance will be given for developing other career plans. Specific criteria for admission can be found in the Teacher Education Handbook or by consultation with the chair of the Department of Teacher Education. Full admission is required to be admitted to Pre-Service Teaching.
Assessment Portfolio
All teacher education students must develop an assessment portfolio that describes their knowledge, skills, and professional standards. The portfolio is begun in the sophomore year and is completed prior to admission to the senior year Pre-Service Teaching experience. Each assessment portfolio is assessed three times:
1) a satisfactory portfolio peer review is required for full admission;
2) a satisfactory portfolio content review is required for full admission; and
3) a satisfactory portfolio final review is required prior to Pre-Service Teaching.
Students enrolling in EDUC 250, Introduction to Education, after the spring semester 2005 will be required to purchase and implement LiveText electronic portfolio software. Transfer students after spring semester 2005 will be required to purchase and use LiveText electronic portfolio software. Students who completed EDUC 250, Introduction to Education, prior to the fall of 2005 will have the option of using LiveText for portfolio development; however, if LiveText is chosen, the office of Department of Teacher Education must be notified in writing of that decision. LiveText and portfolio requirements will be explained in EDUC 250, Introduction to Education, and detailed in presentation mode in EDUC 210, Educational Technology.
Admission to Pre-Service Teaching
The capstone experience for Dickinson State University students enrolled in teacher education programs is the senior year, full time Pre-Service Teaching Program. Students admitted to the Pre-Service Teaching Program complete their requirements for supervised teaching in elementary and secondary schools in Dickinson and nearby communities. Students must submit applications for pre-service teaching at least one semester in advance.
To be admitted to the supervised Pre-Service Teaching program, an applicant must have an overall grade point average of at least 2.50; a 2.75 average in major courses; a 2.50 average in minor courses; be fully admitted to Teacher Education; satisfactory completion of portfolio final review; and be recommended by the chair of the student’s major. Refer to the Teacher Education Handbook for more information.
PRAXIS II Testing
Starting with the Fall 2006 semester, students who intend to graduate with the degree of Bachelor of Science in Education must pass the PRAXIS II test in those subject areas where such testing is required by the North Dakota Education Standards and Practices Board. Students with prior degrees who intend to complete the Teacher Education Program must also pass the PRAXIS II test in those subject areas where such testing is required by the North Dakota Education Standards and Practices Board. The PRAXIS II tests must be passed with a score that meets or exceeds the minimum passing score required by the North Dakota Education Standards and Practices Board. The PRAXIS II testing is a required component of the Teacher Education Program, and must be passed prior to graduation or program completion. Information regarding the PRAXIS II tests and the required passing scores is available from the Chair of the Department of Teacher Education.
The West River Teacher Center, located at the Dickinson State University North Campus, is an integral part of the Department of Teacher Education. The Center is a member of the North Dakota Teacher Center Network, and provides professional development opportunities for K-12 teachers, administrators, and support staff in eight counties of Southwestern North Dakota. It also serves as a valuable resource for Dickinson State University teacher education students.
Services provided by the Center include: staff development programs; resource materials; distance learning; graduate credit courses; assistance in facilitating state and federal programs and grants; updates on accreditation changes; teacher exchange/visitation programs; curriculum enhancement; guest speakers; conferences and festivals for students; programs for parents and children; regular newsletters; and referral services.
The West River Teacher Center curriculum and resource collection contains a variety of print materials, videotapes, computer software, and learning kits that are available for checkout by Center members. All students in Teacher Education are members of the West River Teacher Center.
Minors
Elementary Education Major
The Bachelor of Science in Education degree with a major in Elementary Education includes general education courses, courses from specific disciplines, professional education courses, and two areas of concentration to total 129 semester hours. A grade of “C” or better is required in all professional education courses graded on an “A” through “F” letter basis, and a grade of “S” is required in all professional education courses graded on a “S-U” letter basis.