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

1. 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 Advising Center, Reid Hall 132. Students should apply to the Teacher Education Program during the first semester of their Junior 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.

   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 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); 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.

2. Application and Approval for Student Teaching--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) certification in first aid with CPR; and 4) approval of advisor(s).

3. 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 advisers and the Director of Field Placement and Certification. To be recommended for licensure, a person must have completed a minimum of 10 content area credits from Montana State University-Bozeman for the specific program, and must have passed the required content-area test.

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 69 professional education credits. Ten to 12 of these credits will be in student teaching through MSU-Bozeman. Of the remaining 59 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 towards 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.

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 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 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:

1. Understand the ethical and moral complexities of schooling and have developed a values position in relation to ethical and moral issues.
   

2. Understand the social/political dimensions of schooling.
   

3. 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.
   

4. 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.
   

5. Understand how students differ in their approaches to learning and create instructional opportunities which are adapted to diverse learners.
   

6. 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.
   

7. Apply knowledge about individual and group motivation and behavior to create learning environments.
   

8. 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.
   

9. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
   

10. 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.
    

11. Foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.
    

12. 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.
    

13. 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.

PROFESSIONAL REQUIREMENTS FOR ELEMENTARY TEACHING

NOTE: A student must be admitted into the Teacher Education Program before enrolling in a methods class (Block A and Block B).

PROFESSIONAL REQUIREMENTS FOR SECONDARY TEACHING

NOTE: A student must be admitted into the Teacher Education Program before enrolling in a methods class (EDSD 4XX or EDSD 4YY).

Secondary level endorsement will cover grades five through twelve for all applicants graduating from approved programs. Within the approved programs, emphasis must be placed on student growth and development, behavior, and reading and writing skills. Student teaching and observation periods when combined, must cover both 7-12 and 5-6 grade levels.