Overview of the Teacher Education Program

INTRODUCTION

—To bring out the best in each student.—

The goal of educators is to bring out the best in each student. Each individual comes into the world with potential. School is the one place that is devoted to helping each student find that potential and turn it into reality. We instill in students hopes, dreams, and possibilities for their future as well as the future of the country and its democratic ideals. The profession is dedicated to prepare all students to become “the best they can become.” Faculty in Teacher Education will do their utmost to prepare each candidate to become the “best teacher” he/she can become.

PREREQUISITES

All teacher candidates are expected to have completed admission requirements for Teacher Education and to have been admitted to the Teacher Education programs. All teachers are expected to have a love for children, and a passion to teach content subjects. Other prerequisites include:

Knowledge—Teacher candidates are expected to:

have content knowledge specific to their assigned subjects. They should have a mastery of concepts and appreciation for the subject(s). They should know the nature of the subject(s), including origin(s), history, and development.

have rudimentary understanding of the students they will be teaching. What developmental tasks and issues do they have? How will the students’ level of maturation impact what and how a teacher prepares curriculum and instruction?

Skills—Teacher candidates are expected to:

demonstrate effective reading and writing competencies. They are expected to demonstrate effective usage of the English language. Effective communications skills are important for a teacher, including using correct grammar in speaking and writing.

relate effectively to others on both personal and professional levels. Much of what a teacher does involves “relationships”—with students, with teachers and colleagues, administrators and supervisors, parents, and other stakeholders in the educational community.

Dispositions and Attitudes—Effective teacher candidates believe:

it is their responsibility to do all they can to ensure that all students learn in the classroom. For example, teacher candidates recognize their influence and impact as teachers in fostering positive development in all students no matter their family, social, or cultural background and characteristics.

that there is still much they can learn about becoming a teacher. They are expected to take joy in learning and communicate that joy and enthusiasm. Effective teachers need to model and live the role of a lifelong learners.

Effective teacher candidates begin to think of themselves as being professional teachers, not just university students. Within the context of the program, candidates are no longer just students who are completing courses and assignments for grades. They are expected to view and consider assignments and learning activities from the perspective of prospective teachers.

Effective teacher candidates are willing to be challenged, and not just do assignments and activities because they are easy to complete. They should be willing to be stretched and pushed to the limits—this will best prepare them for the teaching profession.

DEPARTMENT MISSION

The Weber State University Teacher Education Department prepares effective educators and provides opportunities for continued professional development in the processes of teaching and student learning in a changing, global society.

TEACHER EDUCATION CONCEPTUAL FRAMEWORK

The Department of Teacher Education desires to assist each candidate to become the best novice teacher possible. Becoming a teacher is a developmental process; always changing, evolving, and maturing with time, knowledge, and experience.

The Teacher Education conceptual framework succinctly captures the essence of what we believe teachers need to be successful and effective.

TREC—The conceptual framework guiding the Teacher Education program.

Teachers: Reflect, Engage, Collaborate

Reflect: Teachers demonstrate critical self-evaluation, consider the impact of their instruction, plan continuously what they’re teaching and what students are learning.

Engage: Teachers plan instruction that effectively involves, stimulates, and exhilarates their students. They consider a variety of instructional strategies and activities that will impact the diverse learners in the classroom.

Collaborate: Teachers demonstrate the ability to work at a professional level with a variety of stakeholders in the educational community including their colleagues and other professionals.

PROGRAM LEVELS

Teacher Education is presented in blocks of courses that are mutually reinforcing. Courses are developmental in nature. That is, Level 2 builds on Level 1, and Level 3 builds on Level 2. A student may register for only one level at a time. Students must complete one level before moving to the next. Students are involved in public school field experiences of increasing complexity with each level.

Focus of Level	Early Childhood/ Elementary Majors	Secondary Majors
Foundational	Level I	Level 1
Methods and diversity	Levels 2 and 3	Level 2
Student Teaching	Level 4	Level 3

Level 1 consists of foundational courses that provide theoretical and research bases upon which to build. Toward that end, candidates will be introduced to the principles of teaching and learning; the fundamentals of curriculum, instruction, and assessment; technology; interpersonal skills and dispositions; and classroom management planning.

Level 2 & 3 (Early Childhood and Elementary) and Level 2 (Secondary) introduces teacher candidates to knowledge and strategies that meet the educational needs of culturally/linguistically diverse and exceptional students. In addition, candidates will further increase their skills in curriculum and instructional planning and they will be introduced to a variety of instructional methods.

Level 4 (Early Childhood and Elementary) and Level 3 (Secondary) provides the clinical practice (student teaching experience) in which candidates will actually teach in a classroom on a full-time basis for a minimum of 50 school days. This culminating experience allows candidates to synthesize all they have learned and apply those skills, knowledge, and dispositions in a classroom.

STRANDS

Within the program courses are six common strands (or themes) to a greater or lesser degree dealing with important educational issues. These strands include:

Exceptionality—students with special needs

Diversity—students with a wide variety of cultural and linguistic backgrounds

Classroom Management—the overall environment and climate necessary for teaching and learning

Technology—applications for teaching and learning

Developmentally Appropriate Practice—recognition of individual student developmental differences

Interpersonal Skills—communication and relationship skills

LEVEL I AND LEVEL II LICENSURE

When students successfully complete all requirements in the Teacher Education programs they are recommended to the State Board of Education for a Level I license. All Level I educators have three years in which to complete the following requirements: 1) work with a trained mentor, 2) achieve a score of 160 on the Praxis II--Principles of Learning and Teaching test, 3) successfully satisfy district evaluations, and 4) complete a portfolio review. Upon successful completion of the requirements, a district will recommend the Level I teacher to the State Board of Education for a five-year, Level 2 Utah Professional Educator License.

INTASC STANDARDS

Interstate New Teacher Assessment and Support Consortium (INTASC) are standards for licensure adopted by states across the country, including Utah. Ten INTASC standards define knowledge, performance measures or skills, and dispositions that new teachers should possess. The WSU Teacher Education program is an accredited program that adheres to national and state standards. Teacher candidates can expect to have opportunities to develop professional knowledge, skills, and dispositions in the following ten standards:

Standard #1: Knowledge of Subject Matter

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Standard #2: Knowledge of Human Development and Learning

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Standard #3: Adapting Instruction for Individual Needs

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Standard #4: Multiple Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage the students’ development of critical thinking, problem solving, and performances.

Standard #5: Classroom Motivation and Management Skills

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard #6: Communication Skills

The teacher candidate uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard #7: Instructional Planning Skills

The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

Standard #8: Assessment and Student Learning

The teacher understand and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of learners.

Standard #9: Professional Commitment and Responsibility

The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on others (students, parents, and other professionals in the learning community), and who actively seeks out opportunities to grow professionally.

Standard #10: Partnerships

The teacher fosters relationships with school colleagues, parents, and agencies in the community at large to support students’ learning and well-being.

TEACHER EDUCATION STANDARDS

In addition to the Weber State University Code of Student Rights and Responsibilities, students enrolled in WSU teacher licensure programs are expected to adhere to the following Teacher Education Standards, which include (but are not limited to) sample indicators shown below:

I. Personal and Professional Standards

· Maintain the dignity of the teaching profession by respecting and obeying laws, and exemplifying honesty

and personal integrity.

· Accord just and equitable treatment to all members of the profession and to all individuals associated with the

Teacher Education program.

· Respect individual rights by not interfering with the personal, academic, or professional rights or

responsibilities of others.

· Do own work on exams and assignments (unless collaborative efforts are specifically sanctioned).

· Exercise sound, reasonable judgment and responsible behavior in relating with other people.

· Demonstrate commitment and dedication in preparing to teach.

· Assume personal responsibility for actions and consequences.

II. Interpersonal/Social-Emotional Standards

· Demonstrate respect for the individuality, dignity, culture and values of all people.

· Avoid disparaging remarks and actions toward others.

· Accommodate individuals with diverse or exceptional conditions.

· Work compatibly with students, staff, faculty and others.

III. Academic Standards

· Demonstrate commitment to learning, openness to new ideas and methods, tolerance for ambiguity.

· Demonstrate competence in speech and writing.

· Maintain academic standards required for teacher education admission and retention.

· Maintain pattern of exceeding minimal standards for work required in courses.

· Demonstrate ability to apply knowledge and skills in classroom settings.

· Maintain at least a B- level of achievement in all Teacher Education courses.

RIGHTS AND RESPONSIBILITIES OF A CANDIDATE IN THE TEACHER EDUCATION PROGRAM

The Department of Teacher Education also recognizes specific program and diversity needs of professional educators as well as students with disabilities. Students with disabilities should register with the Services for Students with Disabilities Office (SSD) located in the Student Services Center, Room 181.

FIELD EXPERIENCE

One of the strengths of the WSU Teacher Education programs is the integrated field experience component associated with each of the professional levels. These provide opportunity for teacher candidates to be in classrooms where they will observe, assist, and teach individuals, small groups, or whole classes. Each field experience is valuable for candidates to see and experience actual application and implementation of learning from the perspective of a teacher. The student teaching experience is the last major field experience in the program. Candidates must apply for clinical practice (student teaching) the semester before they plan to do their clinical work.

TEACHER CANDIDATE ASSESSMENTS

Creation and Maintenance of a Portfolio

One of the major activities and responsibilities teacher candidates will do systematically throughout the teacher education program is the creation and maintenance of a “working” portfolio. This portfolio will contain major products (e.g., papers/reports, journals, lessons, units) created and developed in each of the courses. Secondary students will include work from their content areas. As candidates look retrospectively in their portfolios, they should be able to see growth and maturation in their development as a professional teacher.

Each course a candidate completes will have major requirements that should be included in the portfolio. The portfolio is one set of evidence to demonstrate competence as a teacher. From this “working” portfolio, the candidate will formulate a “presentation” portfolio to provide as an evidence of professionalism to potential employers. This portfolio will represent the breadth and depth of the candidate’s knowledge, skills, and dispositions as a novice teacher. This portfolio must be organized by the ten Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The completed, approved portfolio is a graduation requirement. To meet approval, a satisfactory or proficient rating is required on all ten of the INTASC standards.

Detailed information related to the creation of the portfolio will be given in the ED 3110 course. In general, the portfolio will include a cover page, table of contents, personal introduction, resume, transcripts, and teaching philosophy. Sections of the portfolio will be arranged by the ten INTASC standards. Each section should begin with a reflective page or two on the candidate’s growth, development, and personal reflections on this particular standard. Creativity of the portfolio is up to the candidate. Although organized around the ten INTASC standards, there is ample opportunity for individual style and creativity. Each portfolio should include artifacts, reflection, and rationale statements (a statement for each artifact as to why the candidate chose this artifact). A miscellaneous section may include artifacts of the candidate’s own choosing such as awards, scholarships, and other honors.

The portfolio is a work in progress. Candidates should continuously reflect and update their portfolio throughout their educational training; it is a requirement for Level II licensure. Through this process students choose which items best reflect their knowledge, skills and dispositions for each standard. Candidates will have an electronic portfolio that will have more artifacts than would be appropriate in the hard-copy professional portfolio where they will select artifacts that show growth and their competency as a professional teacher.

Senior Projects

With the exception of Early Childhood majors, all teacher candidates, including those who have received bachelors degrees prior to being admitted to Teacher Education, are required to do senior projects. The senior project is self selected. It allows teacher candidates to bring to bear personal interests, professional expertise and dispositions on real situations outside of classroom and field work experiences. For example, they may choose to: compile instructional materials, develop curriculum, develop professional presentations, provide a community service, complete action research or some other activity that requires their personal and professional skills, Secondary teacher candidates are encouraged to contact faculty in their major departments for senior project ideas.

Teacher candidates submit project proposals for approval before beginning their work. Proposal forms are available from supervising faculty. Elementary candidates may begin their projects as early as level I. Secondary students may begin their projects within six months of starting Level 3 (clinical practice/student teaching).

The following criteria apply to senior projects:

• The project is a service to individual or organizations.

• The project extends or enhances skills developed in the Teacher Education program.

• At least 30 hours are required.

• Projects must be independent of student teaching assignments.

• Activities for which students are paid are not eligible for approval.

• Activities completed prior to project approval are not eligible.

Senior projects completed in the Department of Business Education receive automatic approval. Other departmental senior projects or senior recitals are reviewed for their connection to the student’s development as an educator. Senior projects must be completed and reported in the Senior Synthesis Seminar.

Student Teaching

During Level 4 of Elementary and Level 3 of Secondary, candidates will do their clinical practice (student teaching). Teacher candidates have at least ten weeks of full-time student teaching in an assigned school under the direction of an experienced collaborating (cooperating) teacher and university supervisor. Secondary candidates must teach in both their major and minor content areas; therefore, they often are assigned two collaborating teachers. Student teacher candidates also are required to attend on-campus seminars corresponding to times when the public schools are not in session. Senior synthesis seminars are held at the completion of the clinical practice. Student teacher candidates completing additional endorsements will do clinical practice in their specific area for a minimum of five weeks.

BACKGROUND CHECK

State law requires that anyone who works with school students must pass a background clearance check (including fingerprinting) before going into the schools during Level 1. Since this clearance takes several weeks to process, it is imperative that you apply for clearance immediately upon acceptance into the Teacher Education Programs. Applications are located in the Teacher Education Advisement Center. The application, fingerprints and money order should be submitted to ED230.

TEACHER EDUCATION CHECKLIST

� Provisional admission to Teacher Education programs (Admission is on a provisional basis for the first two levels. Upon successful completion of Levels 1 and 2, provisionally admitted students become fully admitted candidates for licensure.)

� Background and Security Clearance (Level 1)

�Apply for Clinical Practice (Student Teaching) the semester prior to your teaching (usually Level 3 for elementary students and Level 2 for secondary students). (See office of Field Experiences and Student Teaching, ED 231, for specific due dates and application forms).

�Complete portfolio by Senior Synthesis

�Complete Senior Project by Senior Synthesis

� Complete application for graduation during semester you plan to graduate (see Advisement Center for forms and dates)

ADVISEMENT

The Teacher Education Department maintains two full time advisors to advise and counsel students on programs and licensure.

Kristin Radulovich Room 229 626-6309

Janet Nelson Room 230 626-6636

Darcy Gregg Room 230 6266411

There are also two Teacher Education Faculty Advisors to assist students.

Marilyn Lofgreen Room 310 626-7125

Rich Blake Room 308 626-6290