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> MSU Catalog
Teacher Education Program
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 teacher
licensure. In discharging this responsibility, the College of Education,
Health and Human Development attempts to encourage, train, and recommend
for licensure 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 Licensure and Professional Practices Committee.
Criteria for Selection and Retention
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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 advisor(s), and the forms turned into the
Advising Center, Reid Hall 132. Students should apply to the Teacher
Education Program during the semester prior to the semester they will take their methods class or first parablock.
The requirements for admission are 1) a cumulative grade-point
average of at least 2.5; 2) a 2.5 grade-point average in the teaching
major, minor, professional area, and "Prerequisites for Elementary Methods Courses" with no grade below a "C" in any of these areas; 3) a
2.5 grade-point average in the communication and quantitative areas of
the university core course requirements (9 credits minimum) with no
grade lower than a "C"(courses designated core U, W, and Q); 4) approval
of the advisors; and 5) 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.
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Application
and Approval for Student Teaching--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) certification
in first aid with CPR; and
4) proof of liability; 5)approval
of advisors (s).
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.
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Recommendation and Approval for Licensure --The
requirements for recommendation by Montana State University for
licensure 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 advisors and the Director of Field Placement and
Certification.
The Praxis II exam must be successfully passed in every teaching major
and minor before teacher licensure can be obtained. A list of specific tests and passing scores can be
obtained from the MSU Field Placement and Certification Office. A copy of the Praxis II score must be on
file in the MSU Field Placement and Certification Office before a recommendation form can be submitted
to the Montana Office of Public Instruction. Elementary Education majors must meet Montana requirements
for the Professional Educator Preparation Program Content Standards.
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 32-34 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 66-68 professional education credits. Ten to 12 of these credits
will be in student teaching through MSU-Bozeman. Of the remaining 56-58
credits, students must take a minimum of 29 credits (including 21
credits in Blocks A & B, which includes the paraprofessional
experience) while attending classes on the MSU-Bozeman campus.
All students working toward teacher licensure 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 Licensure
Students already holding valid Bachelor's degrees may fulfill licensure
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.
To be recommended for licensure, a person must have completed a minimum of 10 credits from Montana State University-Bozeman for the specific programs.
Teacher Education Admission, Retention, Graduation, and Licensure
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 accommodations 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 Licensure 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 licensure. 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:
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Understand the ethical and moral complexities of schooling and have
developed a values position in relation to ethical and moral
issues.
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Understand the social/political dimensions of schooling.
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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.
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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.
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Understand how students differ in their approaches to learning and
create instructional opportunities which are adapted to diverse
learners.
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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.
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Apply knowledge about individual and group motivation and behavior to
create learning environments.
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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.
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Plan instruction based upon knowledge of subject matter, students,
the community, and curriculum goals.
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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.
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Foster relationships with school colleagues, parents, and agencies in
the larger community to support students' learning and well
being.
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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.
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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.
Graduates are expected to be fully qualified to enter the field of
teaching.
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