|
> Curriculum and Instruction
Teacher Education Program
Selection of Candidates for Teaching
Criteria for Selection and Retention
Admission to the Teacher Education Program
Application and Approval for Certification
Recommendation and Approval for Certification
Residency Requirements for Professional Education Courses
Second Degree and Non-degree Certification
Teacher Education Admission, Retention, Graduation, and Certification Criteria
Policy
Program Basics
Professional Requirements for Elementary Teaching
Professional Requirements for Secondary Teaching
Selection of Candidates for Teaching
Montana State University is one of the units in the University System charged with the responsibility of
recommending candidates for certification. In discharging this responsibility, the College of Education,
Health and Human Development attempts to encourage, train, and recommend for certification only
those students who show promise of teaching excellence. Consequently, certain criteria have been
established for admission to the Teacher Education Program, and screening procedures have been
provided at several points in the program. A student to be screened out of the program for reasons
other than academic performance may have the right of review by the Teacher Certification and Professional Practices Committee.
Criteria for Selection and Retention
- Admission to the Teacher Education Program
Any student who wishes to enter the Teacher Education Program must complete an "Application for the Teacher Education Program." These forms are available at www.montana.edu/wwwed/fpcert. The plan must be signed by the adviser(s), and the forms turned into the Field Placement and Certification Office, 217 Reid Hall. Students should apply to the Teacher Education Program before the end of their sophomore year. Any student who transfers from another institution after completing the sophomore year should immediately make application to the Teacher Education Program. Applicants will be notified of acceptance or rejection by the Field Placement and Certification Office.
In addition to the procedure listed above, all elementary education students must purchase the "Elementary Education Survival Guide" (available at the Bookstore and at the Advising Center, 132 Reid Hall), and follow the specified steps to be approved by the Elementary Education Admissions Committee.
The requirements for admission are 1) a cumulative grade-point average of at least 2.5; 2) a passing score for the spontaneous and prepared writing samples, as well as documentation of experience with children or adolescents; 3) approval of the advisers and the admission committees; 4) a 2.5 grade-point average in the communication and mathematics areas of the university core course requirements (9 credits minimum) with no grade lower than a C (courses designated core V, W, and M); 5) scores on the Pre-Professional Skills Tests (PPST) (the written version or the computerized version) that equal or exceed the qualifying score required by the Montana Board of Public Education for initial teacher certification; and 6) no record of immoral conduct related to the teaching profession nor been judged guilty of a criminal offense as outlined by Sec. 20-4-110 of the MCA.
- Application and Approval for Certification
Student teaching will occupy the majority of one full semester and should be planned for accordingly. Students are not permitted to arrange their own student teaching placements, nor will students be placed where close friends or relatives are employed (or attend) or in one of their former schools. There are limited opportunities for student teaching in Bozeman and its surrounding area; therefore, regardless of personal circumstances, all students must be prepared to spend at least one semester in off-campus student teaching centers outside the Bozeman area.
Student teaching is limited to seniors. Application must be made to the Director of Field Placement and Certification no later than the following times: Student teaching in the fall - by the end of the first week in December; Student teaching in the spring - by the end of the second week in April. If special services or accommodations (for a disability) are needed or required while student teaching, arrangements will be made.
Certain requirements must be met by all students desiring to student teach: 1) maintenance of the same standards required for admission into the program including satisfactory clearance on a federal criminal background check; 2) completion of all required courses; 3) GPA of 2.5 or better in the professional area with no grades lower than a C, (a C- is not acceptable); 4) certification in first aid with CPR; and 5) approval of advisor(s). In addition, a secondary candidate must have a GPA of 2.5 or better in his/her teaching major and minor or broadfield.
- Recommendation and Approval for Certification
The requirements for recommendation by Montana State University for certification include completion of courses in the Teacher Education Program as outlined in the individual's approved plan; maintenance of the same standards as are required for student teaching (item 2 above); and approval of advisers and the Director of Field Placement and Certification. To be recommended for certification, a person must have completed a minimum of 10 content area credits from Montana State University-Bozeman for the specific program.
 Residency Requirements for Professional Education Courses
In each of the teacher certification programs, students must take at least half of the professional courses that are required prior to student teaching while attending classes on the Montana State University-Bozeman campus. (Credits earned through correspondence, extension, Extended Studies, or distance education at Montana State University-Bozeman do not qualify as residential credits.) Also, most methods courses and the paraprofessional experience(s) must be taken at the MSU-Bozeman campus, and students must also enroll for student teaching through MSU-Bozeman.
In all secondary teacher education programs, students will take a total of 32 professional education credits. Ten to 12 of these credits will be in student teaching through MSU-Bozeman. Of the remaining 22 credits, students must take a minimum of 11 credits (including the major methods class and the paraprofessional experience) while attending classes on the MSU-Bozeman campus.
In the elementary teacher education program, students will take a total of 63 professional education credits. Ten to 12 of these credits will be in student teaching through MSU-Bozeman. Of the remaining 53 credits, students must take a minimum of 26 credits (including 21 credits in Blocks A & B, which includes the paraprofessional experience) while attending classes on the MSU-Bozeman campus.
All students working towards teacher certification in elementary and/or secondary education must enroll at Montana State University-Bozeman campus according to the above described criteria in order to successfully complete the program.
Second Degree and Non-degree Certification
Students already holding valid Bachelor's degrees may fulfill certification requirements by completing a second undergraduate degree, or in some cases, a non-degree program. Students should contact the Field Placement and Certification Office for further information. Non-degree and second-degree students must meet the same standards for program entrance and student teaching as first degree students.
Teacher Education Admission, Retention, Graduation,
and Certification Criteria
The education of a teacher is multi-faceted. It requires assimilation of subject knowledge, basic skills, and teaching knowledge (pedagogy) concurrent with the development of appropriate professional, behavioral, and social attributes for successful teaching. This document clarifies the ways in which graduates of the Montana State University - Bozeman Teacher Education Program are required to demonstrate these program basics before entering the field of teaching.*
*The program does not discriminate on the basis of race, color, creed, religion, national origin, gender, sexual orientation, age, marital status, or disability. When requested, the University will provide reasonable accommodation to otherwise qualified students with disabilities.
This program policy is an extension of, and in conformity with, the Department of Education Admission, Retention, Graduation, and Certification Policies and Procedures.
Policy
The Elementary and Secondary Teacher Education Programs endeavor to select applicants who have the ability to become highly competent teachers. As an accredited teacher education program, the curriculum in teacher education adheres to the standards and guidelines of the pre-service program outlined by the Montana Office of Public Instruction (OPI) and the National Council for the Accreditation of Teacher Education (NCATE). Within these guidelines, the Teacher Education Faculty have the freedom and ultimate responsibility for the selection and evaluation of its students; the design, implementation, and evaluations of its curriculum; and the determination of who should be recommended for a degree and State certification. Admission and retention decisions are based, not only on prior satisfactory academic achievement, but also on a range of factors which serve to ensure that the candidate can demonstrate the program basics required in the Teacher Education Program.
The Department has the responsibility to the public to assure that its graduates can become fully competent and caring teachers. Thus, it is important that persons admitted possess the intelligence, integrity, compassion, and physical and emotional capacity necessary for teaching in K-12 classrooms.
Program Basics
The program basics required by the Department of Education include communication, intellectual (conceptual, integrative, and quantitative abilities for problem solving and effective teaching) and the professional, behavioral, and social aspects of the performance of the teacher.
Communication competencies are demonstrated by such behaviors as using the appropriate grammar (syntax, inflection, and word choice) in oral communication, speaking distinctly and with confidence; and using correct spelling, standard English language mechanics, and meaningful word choice in written expression. Further, communication with students and families is demonstrated by sensitivity to the situation and family circumstances of the students.
The student must have the cognitive abilities necessary to master relevant content in subjects commonly taught in K-12 schools and pedagogical principles and their application in field settings at a level deemed appropriate by the faculty. These skills may be described as the ability to comprehend, memorize, analyze and synthesize material. Students must be able to develop reasoning and decision-making skills appropriate to the practice of teaching.
Additionally, the student must be able to demonstrate the following knowledge, skills and abilities:
- Understand the ethical and moral complexities of schooling and have developed a values position in relation to ethical and moral issues.
- Understand the social/political dimensions of schooling.
- Understand the central concepts, tools of inquiry, and structures of the disciplines and create learning experiences that make these aspects of subjects or content knowledge meaningful for students. This includes identifying appropriate learning resources and writing lesson/unit plans.
- Understand how children learn and develop and provide learning opportunities that support their intellectual, social, and personal development. This includes working effectively in groups as well as individually.
- Understand how students differ in their approaches to learning and create instructional opportunities, which are adapted to diverse learners.
- Understand and use a variety of instructional strategies to encourage students' development of conceptual understanding of various areas through critical thinking, problem solving, and performance skills.
- Apply knowledge about individual and group motivation and behavior to create learning environments.
- Use knowledge of effective verbal and nonverbal communication techniques and make appropriate use of educational technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
- Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
- Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. This includes spontaneous editing of student work individually and/or in-groups or whole class settings.
- Foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.
- Continually reflect on and evaluate the effects of his/her choices and actions on others (students, parents, and other professionals) and actively seek opportunities to grow professionally. This includes punctuality and attendance issues.
- Meet the physical demands of the teaching job, which involve supervision of the classroom and possibly various other school areas such as laboratories, playgrounds and hallways.
Professional responsibilities are demonstrated by behaviors such as fully participating in class and field settings, completing assignments and meeting responsibilities on time, seeking assistance from instructors and supervisors when appropriate, prioritizing responsibilities, demonstrating openness to new ideas, being willing to accept constructive criticism and using that criticism to improve performance, taking initiative, using good judgment, demonstrating poise and flexibility, and displaying a positive and enthusiastic attitude.
Behavioral and social attributes are demonstrated by behaviors such as developing positive relationships with members of the cohort and education professionals, treating individuals with respect, using tact and discretion, setting a positive and respectful tone in interactions with others, actively listening to other viewpoints, recognizing one's own strengths and weaknesses and responding appropriately, perceiving a wide range of interpersonal cues from others and responding appropriately, and working effectively in groups. Additional attributes necessary for the teaching profession include compassion, justice, empathy, integrity, responsibility and the physical and emotional capacity to handle the varying demands of the job.
These program basics of teacher education identify the requirements for admission, retention and graduation of applicants and students, respectively, at the Department of Education - Elementary and Secondary Teacher Education Programs at Montana State University - Bozeman. Graduates are expected to be fully qualified to enter the field of teaching upon graduation.
|
